Innovative Finance
August 1, 2024
Context
As of 2021, Northeast Syria (NES) faced acute educational and protection challenges amidst a broader national crisis. Displacement, conflict, violence, poverty, and the pandemic have led to high levels of anxiety and trauma among children in Syria. This translates into their school participation and learning ability. Teachers play a central role in improving children’s development of social and emotional skills, however, they also require psychosocial supports to better manage daily life amidst conflict. Many are underpaid or unpaid, further impacting their performance. Education service provision was further constrained by fragmented governance and the absence of a unified education system. NES, although benefiting from relatively coherent local governance under the Autonomous Administration, operated separately from GoS systems, further complicating coordination and limiting formal education pathways. Direct support to teachers is necessary for them to support the well-being of their students.
Solution
Due to UN restrictions on working with non-GoS-registered actors, a dual grant agent model was adopted, with Save the Children leading in NES. One component of the program focused on strengthening teacher competencies through professional development in life skills education, psychosocial support, inclusive pedagogy, and classroom management. Teachers will receive training, manuals, and materials on pedagogy, conflict management, and psychosocial support, including identifying distress signs and referral pathways. Teachers receive training in Psychological First Aid (PFA), social-emotional learning (SEL), and positive discipline, alongside modest financial incentives to support their engagement.
Impact
4,868 teachers (the majority women) were trained and mentored on Education in Emergencies (EiE) topics including INEE standards, SLP, SEL, psychosocial support (PSS), ECD, child safeguarding, referral pathways, classroom management, and positive discipline, and nearly 2,000 caregivers received support to engage in their children’s learning and psychosocial well-being. Teachers reported increased ability to deliver inclusive and emotionally responsive education. Integrating psychosocial support (PSS) training into teacher development has significantly enhanced educators' ability to provide and incorporate structured, child-friendly PSS, including programs like "safe family", fostering learners' well-being and resilience. Programs like Teacher Learning Circles (TLCs), coaching, and supportive supervision also boost teachers' competencies in lesson planning, inclusive classroom management, and creating a positive learning environment.