Purpose

The purpose of this paper is to explore how vulnerable refugee children's education can be supported in the first asylum country during a long-term, complex crisis. More specifically, the authors examine the impact of a remedial education (RE) program on academically challenged Syrian refugees' sustained learning and well-being in Jordan during a protracted emergency.

Design/methodology/approach

Using the 2012 United Nations human security framework, the authors analyze the quantitative results of program evaluation, supplemented by qualitative surveys and stakeholder interviews that asked about the aspirations of refugee children and their guardians, their school experience and the refugee–host community relationship.

Findings

The authors' data suggest that the program enhanced targeted Syrians' protection and empowerment. Their increased sense of safety and improved academic performance and learning motivation were likely owing to child-friendly classroom management and pedagogies that facilitated interactive and differentiated learning. Their human security was further strengthened when they learned with Jordanian children who experienced similar academic challenges and with teachers sympathetic to their plight. Meanwhile, a human security framework calls for humanitarian agencies' strategic engagement with local partners to ensure refugees' learning continuity.

Originality/value

Refugee education studies in first asylum countries are rare. Even rarer are studies focusing on academically low-achieving refugees with full consideration of the protracted and complex nature of a crisis. This study suggests effective measures to increase their human security while calling for humanitarian aid organizations to use long-term thinking.

中文翻译：

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叙利亚难民补救教育计划：确保他们在长期危机期间学习

目的

本文的目的是探讨在长期、复杂的危机期间如何在第一个庇护国支持弱势难民儿童的教育。更具体地说，作者研究了补习教育（RE）计划对学业上有困难的叙利亚难民在约旦的长期紧急情况下持续学习和福祉的影响。

设计/方法论/途径

作者利用 2012 年联合国人类安全框架，分析了方案评估的定量结果，并辅以定性调查和利益相关者访谈，询问难民儿童及其监护人的愿望、他们的学校经历以及难民与收容社区的关系。

发现

作者的数据表明，该计划加强了对目标叙利亚人的保护和赋权。他们的安全感增强、学业成绩和学习动机提高，可能归功于儿童友好的课堂管理和促进互动和差异化学习的教学法。当他们与经历过类似学业挑战的约旦儿童以及同情他们困境的老师一起学习时，他们的人身安全得到了进一步加强。与此同时，人类安全框架要求人道主义机构与当地合作伙伴进行战略合作，以确保难民学习的连续性。

原创性/价值

第一庇护国的难民教育研究很少。更罕见的是，针对学业成绩不佳的难民的研究，充分考虑了危机的长期性和复杂性。这项研究提出了增强人类安全的有效措施，同时呼吁人道主义援助组织采取长期思维。