The Resilience of Syrian Refugee Children in Lebanon:
RES-Research
The Re
Children
RES-Research
Oula ABU-AMSHA, Ph.D.
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Acknowledgments
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Contents of the study
mework
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tool please contact the ERA team
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research was conducted at Jusoor’s1
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(ERA)
Resilience
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•
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They
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resilience
of the
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and
as well as
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• • •
• •
related to the framework
• •
for each phase
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Create a
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Select the
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Table 1 Initial assumptions Population at risk: Syrian students studying in Lebanese public schools or who have dropped out Risk factors •
Language barrier
•
Protective processes •
Tensions between Syrians and Lebanese
•
Teachers’ support to Syrian students
Assets •
• support
• for Syrian students • activities (e.g.
means experience
• • • •
non-formal programs
efforts)
Learning assessment outcomes tests)
• •
communities or
•
Outcomes
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RES-RESEARCH | 2014 Table 2 Code book - Risks Pillar 1. Risks Level (Social ecology sub-system)
Type of risks
Most recurrent risks
Individual hope (no expectation for the future), personal wish to abandon school Violence
downgrading and grade repetition (two common practices in the Lebanese system Social (Family)6
Pre-crisis Violence in the family Expectations of education of the children, student anxiety due to parent pressure Aggravated by the crisis Lack of care and affection Resources
imminent return the situation is “temporary” Social (Community)
Pre-crisis Socio-economic status
Socio-economically disadvantaged groups
community both genders)
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Pillar 1. Risks Level (Social ecology sub-system)
Type of risks
Most recurrent risks Aggravated by the crisis open Lebanese society, transition shock, “freedom is returned into chaos” (interview quote), circumscription and wariness against 7 , hate, “I wish [the war] stops in Syria and starts here [in Lebanon]”,
mistreat them” (interview quotes) Education system (Syria)
Teaching methods limited English language teaching,
Poor English teaching Tolerance for absenteeism, “automatic promotion”
regions Education system (Lebanon) attachment to Syrians Arrogance, violence Verbal and physical violence, mistreatment, staff weariness
high dropout rates even among Lebanese students8 Same teachers for both shifts (exhausted teachers) disappointment due to downgrading, absenteeism
Non-adaptive teaching methods
EDUCATION RESILIENCE APPROACHES (ERA)
gathered training for teachers9
RES-RESEARCH | 2014 Pillar 1. Risks Level (Social ecology sub-system)
Type of risks
Most recurrent risks
expectations of Syrians programs
from the most disadvantaged communities, misuse of resources, uncommitted teachers
Non-formal Education Run by Volunteers lack of discipline
adviser Differences between Syrian and Lebanese no follow up of children
Table 3 Code book - Assets Pillar 2. Assets Level (Social ecology sub-system)
Type of assets
Most recurrent assets
Individual tailored attention is fruitful, children are responsive to encouragement and stimulation attention improves outcomes
withstands pressure and mistreatment responsiveness to the change Gender Younger age
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Pillar 2. Assets Level (Social ecology sub-system)
Type of assets
Most recurrent assets
Social (Family)
Social (Community) Education (Syria)
Diaspora efforts Interaction with teachers
Some Lebanese teachers have sympathy Impression of better teaching in Lebanon
Non-formal education based on volunteers
Positive thinking (they hope education in Syria
Table 4 Code book - Desirable Outocomes Pillar 3. Desirable Outcomes Level (Social ecology sub-system)
Lebanon education system
Type of outcome
Example
Access Learning better
Syrian education system
Continuation of studies (upon return) Learning from the Lebanese experience Changing the expectations from the
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RES-RESEARCH | 2014 Table 5678910 Code book - Processes Pillar 4. Assets that Promote Desirable Educational Outcomes Level Type of process Example
(Social ecology sub-system)
Individual Summer courses Parents’ support Lebanese education system’s support Social (Family) structures Training of parents (parent Language courses for parents Social (Community) expectations
Education system (Syria)
Diaspora teachers Training of Syrian teachers Language courses for teachers
Education system (Lebanon)
Second shift open and dedicated to Syrians (Arabic is the language of instruction); Adaptation classes Language courses
Non-formal education run by volunteers
Summer courses teaching
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•
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Box 1 Ali and Ahmad11 11
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Box 3 Abu Hadi and family
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Box 4 Judy and Jana
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Box 5 Iman
Box 6 Layla
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Table 6 Undesirable negative outcomes Negative outcomes
Hatred
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• • • school • •
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•
•
• • • • • • • •
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References
EDUCATION RESILIENCE APPROACHES (ERA)
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SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
ﻣﻦ أﻳﻦ أﻧﺖ ﰲ ﺳﻮرﻳﺔ ﻛﻢ ﻣﴣ ﻟﻚ ﻣﻦ اﻟﻮﻗﺖ ﰲ ﻟﺒﻨﺎن ﻣﺎ ﻋﻤﺮك ﺑﺄي ﺻﻒ ﻛﻨﺖ ﰲ ﺳﻮرﻳﺔ ،وﰲ أي ﺻﻒ أﻧﺖ اﻵن؟ وﳌﺎذا ﺗﻐري ﺻﻔﻚ؟ ﻣﺎ إﺣﺴﺎﺳﻚ ﺗﺠﺎه ﺗﻐﻴري ﺻﻔﻚ ﳌﺎذا ﺗﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ
ﻣﻦ ﻗﺮر أﻧﻚ ﺳﺘﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ ،وﻣﺪرﺳﺘﻚ اﻟﺤﺎﻟﻴﺔ ﺑﺎﻟﺬات؟
ِ اﺣﻚ ﱄ ﻋﻦ ﺗﺠﺮﺑﺘﻚ ﰲ اﳌﺪرﺳﺔ ،ﻋﻦ اﻷﺳﺎﺗﺬة واﻟﻄﻼب واﻟﻜﺘﺐ ،وﻟﻐﺔ اﻟﺪراﺳﺔ ،واﻟﺒﻨﺎء واﳌﻼﻋﺐ ﻣﺎ اﻟﺬي ﺗﺤﺒﻪ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻣﺎ اﻟﺬي ﻛﺎن ﺻﻌﺒﺎ ﻋﻨﺪﻣﺎ ﺑﺪأت
اﻟﺪراﺳﺔ ﰲ اﳌﺪرﺳﺔ اﻟﺒﻨﺎﻧﻴﺔ؟
ﻣﺎ اﻟﺬي ﺳﺎﻋﺪك ﻋﲆ ﺗﺠﺎوز اﻟﺼﻌﻮﺑﺎت ﻣﻦ اﻟﺬي ﻳﺘﺎﺑﻊ دراﺳﺘﻚ ﻣﻤﻦ ﻛﻨﺖ ﺗﻄﻠﺐ اﳌﺴﺎﻋﺪة مبﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪراﺳﺔ ﻣﻊ ﻣﻦ ﺗﻠﻌﺐ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﰲ أي ﻣﺪرﺳﺔ ﺗﺤﺲ اﻧﻚ ﺗﺴﺘﻔﻴﺪ أﻛرث ،وﳌﺎذا ِ اﺣﻚ ﱄ ﻋﻦ ﺗﺠﺮﺑﺘﻚ ﰲ اﻟﺪراﺳﺔ ﺑﻠﻐﺔ ﺗﻌﻠﻴﻢ
ﻣﺨﺘﻠﻔﺔ ﻋﻦ اﻟﻌﺮيب
ﻛﻴﻒ ﺳﺎﻋﺪﺗﻚ ﺟﺴﻮر ﰲ اﻟﺪراﺳﺔ ﺑﺎﳌﺪرﺳﺔ ﻫﻞ ﺗﺤﺲ اﻧﻚ ﺗﻄﻮرت ﻋﻦ ﺑﺪاﻳﺘﻚ ﰲ
اﻟﻠﺒﻨﺎﻧﻴﺔ اﳌﺪرﺳﺔ؟ ﻛﻴﻒ ﺗﺠﺪ ﻧﻔﺴﻚ اﻵن ﻣﺎ اﻟﺬي ﺑﺎﻋﺘﻘﺎدك ميﻜﻦ أن ﻳﺴﺎﻋﺪك ورﻓﺎﻗﻚ ﻋﲆ اﻟﻨﺠﺎح ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 ِ اﺣﻚ ﱄ ﻋﻦ أﺳﺘﺎذ ﻟﺒﻨﺎين ﺟﻴﺪ ﻟﺘﻌﻠﻴﻢ اﻟﺴﻮرﻳني ،ﻫﻞ ﺗﻌﺮف ﻣﺜﻞ ﻫﺬا اﻷﺳﺘﺎذ
ﻣﺎ ﻫﻲ أﺣﻼﻣﻚ اﳌﺴﺘﻘﺒﻠﻴﺔ ﻓﻴام ﻳﺨﺺ
اﳌﺪرﺳﺔ
ﻣﻦ أﻳﻦ أﻧﺖ ﰲ ﺳﻮرﻳﺔ ﻛﻢ ﻣﴣ ﻟﻚ ﻣﻦ اﻟﻮﻗﺖ ﰲ ﻟﺒﻨﺎن ﻣﺎ ﻋﻤﺮك ﺑﺄي ﺻﻒ ﻛﻨﺖ ﰲ ﺳﻮرﻳﺔ ،وﰲ أي ﺻﻒ أﻧﺖ اﻵن؟ وﳌﺎذا ﺗﻐري ﺻﻔﻚ؟ ﻣﺎ إﺣﺴﺎﺳﻚ ﺗﺠﺎه ﺗﻐﻴري
ﳌﺎذا ﺗﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ؟ ﻣﻦ ﻗﺮر أﻧﻚ
ﺻﻔﻚ ﻫﻞ ﺗﺘﻔﻬﻢ اﻟﺴﺒﺐ؟
ﺳﺘﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ ،وﻣﺪرﺳﺘﻚ اﻟﺤﺎﻟﻴﺔ ﺑﺎﻟﺬات
اﺣﻚ ﱄ ﻋﻦ ﺗﺠﺮﺑﺘﻚ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ،ﻋﻦ اﻷﺳﺎﺗﺬة واﻟﻄﻼب واﻟﻜﺘﺐ ،وﻟﻐﺔ اﻟﺪراﺳﺔ ،واﻟﺒﻨﺎء واﳌﻼﻋﺐ ﳌﺎذا ﺗﺮﻛﺖ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ،ﻣﺎ اﻟﺬي ﻛﺎن ﺻﻌﺒﺎ ﻋﻨﺪﻣﺎ ﺑﺪأت اﻟﺪراﺳﺔ ﻓﻴﻬﺎ ﻣﻤﻦ ﻛﻨﺖ ﺗﻄﻠﺐ اﳌﺴﺎﻋﺪة مبﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪراﺳﺔ ﻣﻦ اﻟﺬي ﻳﺘﺎﺑﻊ دراﺳﺘﻚ ﻛﻴﻒ ﻛﺎن دواﻣﻚ وﺣﻀﻮرك ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﳌﺎذا ﺗﺮﻛﺖ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻣﻊ ﻣﻦ ﻛﻨﺖ ﺗﻠﻌﺐ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ إذا ﻛﺎن ﺑﺈﻣﻜﺎﻧﻚ ﺗﻐﻴري ﳾء ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ،ﻣﺎﻫﻮ؟ وإذا ﺗﻐري ﻓﻬﻞ ﺗﻌﻮد إﱃ ﻫﺬه اﳌﺪرﺳﺔ
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE ﻣﺎ اﻟﺬي ﺑﺎﻋﺘﻘﺎدك ميﻜﻦ أن ﻳﺴﺎﻋﺪك ورﻓﺎﻗﻚ ﻋﲆ اﻟﻨﺠﺎح ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻣﻦ ﻫﻮ ﺑﺮاﻳﻚ اﻷﺳﺘﺎذ اﻟﺠﻴﺪ ﻟﺘﻌﻠﻴﻢ اﻟﺴﻮرﻳني؟ ﺻﻒ ﱄ اﳌﺪرﺳﺔ اﻟﺠﻴﺪة ﺑﺮأﻳﻚ ﻟﺘﻌﻠﻴﻢ اﻟﺴﻮرﻳني؟ ﻣﺎ راﻳﻚ مبﺪرﺳﺔ ﺟﺴﻮر ،ﻣﺎ اﻟﺬي ﺗﺤﺒﻪ ﻓﻴﻬﺎ وﻣﺎ اﻟﺬي ﻻ ﺗﺤﺒﻪ ﻣﺎ ﻫﻲ أﺣﻼﻣﻚ اﳌﺴﺘﻘﺒﻠﻴﺔ ﻓﻴام ﻳﺨﺺ
اﳌﺪرﺳﺔ
)EDUCATION RESILIENCE APPROACHES (ERA
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Table A1 Original codes representing the risks Original codes
Sub-categories
Categories Individual risks
ﻋﺪم ﺛﻘﺔ ﺑﺎﻟﻨﻔﺲ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ ﻋﺪم ﺧﺠﻞ ﻣﻦ ﻋﺪم اﳌﻌﺮﻓﺔ إﺣﺴﺎس ﺑﺎﻟﻨﻘﺺ وﺣﺎﺟﺔ ﻟﻠﻤﺰﻳﺪ ﻣﻦ اﻟﺪﻋﻢ ﺧﻮف اﻷوﻻد ﻣﻦ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ إﺣﺴﺎس ﺑﺎﻟﺤﺎﺟﺔ إﱃ ﻋﺪم اﻻﺑﺘﻌﺎد ﻋﻦ اﻷﺧﻮة رﻓﺾ اﻟﻘﻴﻮد ﻣﻔﻬﻮم اﻟﺰﻣﻦ ﻏري ﺳﻠﻴﻢ ﺧﺠﻞ ﻣﻦ اﻟﻌﻤﻞ اﻟﻠﺒﻨﺎﻧﻴﻮن ﻣﺘﻌﺠﺮﻓﻮن ﻣﺸﺎﻛﻞ ﻧﻔﺴﻴﺔ :ﴍود /ﺗﺸﺘﺖ /ﺗﺄﺗﺄة /ﻋﻨﻒ ﻋﻨﻒ ﻣﻊ اﻷﻗﺮان اﻟﺘﻌﺒري اﻟﻌﻨﻴﻒ اﻧﻌﻜﺎس ﻟﻠﻌﻨﻒ ﺑﺴﺒﺐ اﻟﺤﺮب اﻟﻌﻨﻒ أﻛرث ﻟﺪى اﻟﻘﺎدﻣني اﻟﺠﺪد ﻋﺪم ﻗﺪرة ﻋﲆ اﻟﱰﻛﻴﺰ ﺑﺴﺒﺐ اﳌﻌﺎﻧﺎة رﻏﺒﺔ اﻟﻄﻔﻞ ﰲ ﺗﺮك اﳌﺪرﺳﺔ واﻟﻌﻤﻞ ﻟﻜﺴﺐ اﳌﺎل ﺗﻌﺰﻳﺰ اﻟﺸﺨﺼﻴﺔ ﺑﺎﻟﻌﻤﻞ اﻟﺤﻨني إﱃ اﻟﺒﻠﺪ اﻧﻌﺪام اﻷﻣﻞ ﺗﻌﻠﻖ ﺑﻔﻜﺮة اﻟﻌﻮدة اﻟﴪﻳﻌﺔ ﻋﺪم ﺗﺨﻄﻴﻂ ﻋﲆ اﳌﺪى اﻟﺒﻌﻴﺪ اﻟﺒﻨﺎت ﻳﺘﺄﻗﻠﻤﻦ أﻓﻀﻞ ﻣﻦ اﻟﺼﺒﻴﺎن اﻟﺘﺄﻗﻠﻢ اﺳﻬﻞ ﻟﻸﺻﻐﺮ ﻋﻤﺮا ﺣﺎﺟﺔ ﻟﻠﻮﻗﺖ ﻟﻠﺘﺄﻗﻠﻢ اﳌﻌﺎﻧﺎة اﻟﻨﺎﺗﺠﺔ ﻋﻦ ﻇﺮوف اﻻﻧﺘﻘﺎل اﻟﺤﺎﺟﺔ ﻟﻠﺪﻋﻢ اﳌﻌﻨﻮي ﺣﺪود ﻟﻄﺎﻗﺔ اﻷوﻻد :إرﻫﺎق اﻧﻄﻮاء ﺷﺪﻳﺪ واﻧﻐﻼق اﺟﺘامﻋﻲ
Relational (social) risks ﺗﺴﺎﻫﻞ ﰲ ﺗﻐﻴﺐ اﻟﻄﻔﻞ ﻋﻦ اﳌﺪرﺳﺔ ﻋﺪم وﻋﻲ اﻷﻫﻞ أﻣﻬﺎت ﻏري ﻣﺘﻌﻠامت ﻋﺪم اﻫﺘامم اﻻﻫﻞ واﻻﻫامل ﻋﺪم ﻣﻌﺮﻓﺔ اﻟﻬﺪف ﻣﻦ اﳌﺪرﺳﺔ اﳌﺪرﺳﺔ ﻓﻘﻂ ﻟريﺗﺎح اﻷﻫﻞ ﻗﻠﻴﻼ ﻣﻦ اﻻوﻻد اﻟﺒﻴﺌﺔ اﻷﺻﻠﻴﺔ ﺳﻴﺌﺔ اﻧﻌﺪام اﻟﻌﻄﻒ “ ﰲ ﻣﺸﻜﻠﺔ ﻣﺘﺎﺑﻌﺔ ﻣﻦ اﻟﺒﻴﺖ “ ﻋﻨﻒ أﴎي اﻟﴫاخ ﰲ اﻟﺒﻴﺖ
a. Pre-crisis (and )aggravated by the crisis
اﻟﺘﻌﺒري اﻟﻌﻨﻴﻒ اﻧﻌﻜﺎس ﻟﻠﻌﻨﻒ ﰲ اﻟﺒﻴﺖ )EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 Original codes
Sub-categories
Categories
إﻫامل ﺑﺴﺒﺐ اﻟﻈﺮوف اﻟﺼﻌﺒﺔ ﺿﻐﻮط ﻛﺜرية ﻋﲆ اﻷﻫﻞ اﺣﺘﻴﺎﺟﺎت ﻋﺪﻳﺪة ﻟﻸﻃﻔﺎل :ﻣﺎدﻳﺔ وﻋﺎﻃﻔﻴﺔ وﺗﻌﻠﻴﻤﻴﺔ إﻫامل وﻋﺪم ﻣﺒﺎﻻة ﺑﺎﳌﺪرﺳﺔ ﻋﺪم دﻋﻢ اﳌﺮاﻫﻘني ﰲ اﻟﺪراﺳﺔ ﻋامﻟﺔ اﻷﻃﻔﺎل متﻨﻊ اﳌﺪرﺳﺔ ﻋامﻟﺔ اﻷﻃﻔﺎل ﺗﻌﻴﻖ اﻟﺪراﺳﺔ اﻧﺨﻔﺎض اﻟﻘﺪرات اﳌﺎدﻳﺔ ﻟﻸﴎة ﻋﺪم اﺳﺘﻘﺮار اﻷﻫﻞ ﻳﻨﻘﻠﻮن ﻋﺪم اﻻﺳﺘﻘﺮار ﻟﻸوﻻد ”.اﻟﻮﻟﺪ ﻣﺮاﻳﺔ اﻟﺒﻴﺖ “ ﺿﻐﻂ اﻷﻫﻞ ذو اﻟﺘﺄﺛري اﻟﺴﻠﺒﻲ ﻋﲆ اﻟﻄﻼب واﳌﺪرﺳﺔ ﺳﻠﻮك اﻷﻫﻞ اﻻﺟﺘامﻋﻲ اﻟﺴﻠﺒﻲ ﻣﻌﻴﻖ ﻟﺪراﺳﺔ اﻷوﻻد اﺣﺴﺎس اﻻﻫﻞ ﺑﺮﻓﺾ اﳌﺪرﺳﺔ ﻻوﻻدﻫﻢ إﺣﺴﺎس ﺑﻌﺪم اﻻﻣﺎن ﰲ اﻟﻌﻼﻗﺔ ﻣﻊ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﺣﺴﺎس إدارة اﳌﺪرﺳﺔ ﺑﺮﻏﺒﺔ اﻷﻫﻞ ﺑﺎﺳﺘﻐﻼل ﻣﻮارد اﳌﺪرﺳﺔ ﻣﺸﺎﻛﻞ اﺟﺘامﻋﻴﺔ ﻣﻮروﺛﺔ ﺑﻴﺌﺔ ﻏري واﻋﻴﺔ اﺧﺘﻼف اﻟﺒﻴﺌﺔ اﻟﺴﻮرﻳﺔ ﻋﻦ اﻟﻠﺒﻨﺎﻧﻴﺔ اﻟﺒﻴﺌﺔ اﻟﺴﻮرﻳﺔ اﻷﺻﻠﻴﺔ ﻣﻨﻐﻠﻘﺔ ﻋﺪم اﺣﱰام اﳌﺮأة وﺑﺎﻟﺘﺎﱄ اﳌﺪ ّرﺳﺔ اﻟﺰواج اﳌﺒﻜﺮ ﻟﻜﻼ اﻟﺠﻨﺴني ﺗﻐﻴري اﻟﺒﻴﺌﺔ ﻣﻦ ﻣﻨﻐﻠﻘﺔ إﱃ ﻣﻔﺘﻮﺣﺔ ﺗﺸﻨﺞ اﻟﺴﻮرﻳني ﰲ اﳌﺠﺘﻤﻊ اﻟﻠﺒﻨﺎين ﺻﺪﻣﺔ اﺧﺘﻼف اﳌﺠﺘﻤﻊ ”ﺻﺎروا ﻳﺴﺘﺨﺪﻣﻮا اﻟﺤﺮﻳﺔ ﻛﻔﻮﴇ“ ﺗﻌﻴري اﻟﻄﻼب ﻟﺒﻌﻀﻬﻢ ﺑﺴﺒﺐ اﻟﻌﻤﻞ ﺑﻴﺌﺔ اﻷﻃﻔﺎل ﻏري ﻃﺒﻴﻌﻴﺔ )ﻓﻘﺪان ﻋﺰة اﻟﻨﻔﺲ )ﻋﺪم اﻟﺤﺮج ﻣﻦ ﻃﻠﺐ اﳌﺴﺎﻋﺪات
a. Pre-crisis
School environment ”إﺣﺴﺎس ﺑﻮﺟﻮد ”ﺣﻘﺪ “ اﳌﻌﺎﻣﻠﺔ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻛﺜري ﺳﻴﺌﺔ وﻓﻴﻬﺎ إذﻻل “ ﻇﺮوف اﻟﺘﻌﻠﻴﻢ ﻟﻠﺴﻮرﻳني ﺳﻴﺌﺔ ﺧﻮف ﻣﻦ اﻟﺬﻫﺎب إﱃ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ إﺣﺴﺎس ﺑﺎﻟﻐﺮﺑﺔ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ رﻓﺾ اﻷوﻻد اﻟﻠﺒﻨﺎﻧﻴني ﻋﺪم اﻻﻋﺠﺎب ﺑﺎﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ رﻓﺾ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﳌﺪرﺳﺔ ﻓﻘﻂ ﻟﻠﻌﺐ ﺗﻔﻀﻴﻞ اﻟﺒﻘﺎء ﺑني اﻟﺴﻮرﻳني )اﻟﺘﻤﺴﻚ ﺑﺎﳌﺪرس اﻟﺴﻮري )رﻓﺾ اﳌﺪرس اﻟﻠﺒﻨﺎين ﺳﻬﻮﻟﺔ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻷﻗﺮان اﻟﺴﻮرﻳني ﺳﻮء ﻣﻌﺎﻣﻠﺔ ﻣﻦ اﻷﻗﺮان اﻟﻠﺒﻨﺎﻧﻴني ﻋﻨﻒ ﻣﻦ اﻷﻗﺮان اﻟﻠﺒﻨﺎﻧﻴني ﻓﻮﴇ ﰲ اﻟﺼﻒ ﻋﻨﻒ ﰲ ﻣﺤﻴﻂ اﳌﺪرﺳﺔ اﻟﺘﺎﺛري اﻟﺴﻠﺒﻲ ﻟﻠﻌﻨﺎﴏ اﳌﻀﻄﺮﺑﺔ
peers
b. Attachment to Syrians
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Original codes ﻋﻨﻒ ﻣﻦ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﺳﻮء ﻣﻌﺎﻣﻠﺔ ﻣﻦ اﳌﺪ ّرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﻋﻨﻒ ﻛﻼﻣﻲ ﻣﻦ اﳌﺪرﺳني ﻋﺪم اﻟﺘﻮاﺻﻞ ﻣﻊ اﳌﺪرس اﻟﻠﺒﻨﺎين )ﻋﺼﺒﻴﺔ اﳌﺪرس اﻟﻠﺒﻨﺎين ﻏري اﳌﻮﺟﻬﺔ ﺑﺎﻟﴬورة ﻟﻠﻄﺎﻟﺐ اﻟﺴﻮري( ﺷﻌﻮر ﺑﺎﻻﻫامل )ﻋﺪم ﺗﺠﺎوب( ﻣﻦ اﳌﺪرس ﴏاخ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﻋﺪم ﺗﺤﻤﻞ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﻟﻠﻄﻼب اﻟﺴﻮرﻳني ﻗﻨﺎﻋﺔ ﺑﺄﻧﻪ ﻟﺒﻨﺎن ﻣﺘﻄﻮر أﻛرث ﻣﻦ ﺳﻮرﻳﺔ ﻋﻨﻒ ﻣﻦ اﳌﺪﻳﺮ ﻋﻨﻒ ﻛﻼﻣﻲ ﻣﻦ اﳌﺪﻳﺮ ﺳﻮء ﻣﻌﺎﻣﻠﺔ اﻹدارة اﻟﻠﺒﻨﺎﻧﻴﺔ ﺗﺠﺮﻳﺢ اﻟﻄﻼب أﻣﺎم أﻫﺎﻟﻴﻬﻢ ﺗﻬﺪﻳﺪ ﻣﻦ إدارة اﳌﺪرﺳﺔ اﻹﻫﺎﻧﺔ ﻣﻦ اﻹدارة ﺳﻠﺒﻴﺔ اﻹدارة متﻠﻤﻞ واﺿﺢ ﻣﻦ اﻟﺴﻮرﻳني ﺗﻌﺒري ﻏري ﻣﺒﺎﴍ ﻋﻦ اﳌﻠﻞ ﻣﻦ اﻟﺴﻮرﻳني ﺧﻮف ﻣﻦ ﻣﻨﺎﻓﺴﺔ اﳌﺪرﺳني اﻟﺴﻮرﻳني ﻟﻠﺒﻨﺎﻧﻴني
Sub-categories
Categories
a. With teachers
Education related risks ﺻﻌﻮﺑﺔ اﻟﻠﻐﺔ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ أﻣﺎم اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﺻﻌﻮﺑﺔ اﻟﺪراﺳﺔ أﺳﺎس ﻋﻠﻤﻲ ﺿﻌﻴﻒ اﻟﻔﺠﻮة واﻻﻧﻘﻄﺎع ﻋﻦ اﳌﺪرﺳﺔ ﻣﺸﻜﻠﺔ ﺗﻨﺰﻳﻞ اﻟﺼﻒ ﻋﺪم وﻋﻲ ﻟﺴﺒﺐ ﺗﺄﺧري اﻟﺼﻒ اﺣﺴﺎس ﺑﺎﻟﻀﻴﺎع ﻟﻠﻜﺒري ﰲ ﺻﻒ اﺻﻐﺮ ﻋﺪم ﻗﻨﺎﻋﺔ ﺑﺘﺄﺧري اﻟﺼﻒ ﺗﺸﺒﺚ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ /ﻋﺪم ﻗﻨﺎﻋﺔ ﺑﺄﻫﻤﻴﺔ اﻻﻧﺠﻠﻴﺰي ﺗﻐﻴﺐ ﺑﺴﺒﺐ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ ﻋﺪم ﻣﻼءﻣﺔ اﻟﺘﺪرﻳﺲ ﻣﻊ اﺣﺘﻴﺎﺟﺎت وﻣﺴﺘﻮى اﻟﻄﺎﻟﺐ ﻋﺪم إﻣﻜﺎﻧﻴﺔ اﳌﻌﺎﻣﻠﺔ اﻟﺨﺎﺻﺔ ﻟﻜﻞ ﻃﺎﻟﺐ ﻋﻘﺎب ﰲ اﳌﺪرﺳﺔ ﺑﺴﺒﺐ اﻟﻮﻇﺎﺋﻒ ﻋﺪد ﻃﻼب ﻛﺒري ﺑﺎﻟﺼﻒ ﻋﺪم وﺟﻮد ﺑﺮاﻣﺞ ﺧﺎﺻﺔ ﻟﻠﻤﺪارس اﻟﺘﻲ ﻓﻴﻬﺎ ﺳﻮرﻳني
a. Pre-crisis
Non-adaptive teaching methods
Lebanese education system اﻟﺘﻌﻠﻴﻢ ﺳﻴﺊ ﺣﺎﺟﺔ ﳌﻮارد ﺗﻌﻠﻴﻤﻴﺔ أﻛرث ﺣﺎﺟﺔ ﻟﺪﻋﻢ اﻟﻨﺸﺎﻃﺎت اﻟﻼﺻﻔﻴﺔ ،واﻟﺮﺣﻼت اﻟﺘﻌﻠﻴﻤﻴﺔ
a. Pre-crisis
ﻋﻮاﺋﻖ إدارﻳﺔ ﻟﺘﺴﺠﻴﻞ اﻟﺴﻮرﻳني اﻫامل ﰲ ﺗﺪرﻳﺲ اﻟﺼﻔﻮف ذات اﻟﻐﺎﻟﺒﻴﺔ اﻟﺴﻮرﻳﺔ ﻓﺮوق ﻛﺒرية ﺑني اﳌﻨﻬﺎج اﻟﻠﺒﻨﺎين واﻟﺴﻮري ”ﻣﺴﺘﻮى اﻟﻠﺒﻨﺎين أﺣﺴﻦ ﻣﻦ اﻟﺴﻮري“ ﺧﻠﻂ اﻟﺴﻮرﻳني ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني ﻣﺘﻌﺐ ﻟﻠﻤﺪرس ﺳﻮء اﺳﺘﻐﻼل ﻟﱪﻧﺎﻣﺞ دﻋﻢ ﺗﻌﻠﻴﻢ اﻟﺴﻮرﻳني
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 Original codes
Sub-categories Lebanese education system
ﺳﻮء اﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ ﰲ ﺳﻮرﻳﺔ ﻓﺴﺎد اﳌﺪرﺳﺔ ﰲ ﺳﻮرﻳﺔ ﺳﻮء ﺗﺪرﻳﺲ اﻟﻠﻐﺔ ﺑﺴﻮرﻳﺔ ”متﺴﻚ اﻟﻼﺟﺌني ﺑﺎﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ اﻟﺴﻮري ”اﻟﻔﺎﺳﺪ اﺧﺘﻼف ﻇﺮوف اﻟﺘﻌﻠﻴﻢ ﰲ ﺳﻮرﻳﺔ ﺑني اﳌﺪﻳﻨﺔ واﻟﻘﺮﻳﺔ ﻓﺴﺎد اﳌﺪرﺳﺔ ﰲ ﺳﻮرﻳﺔ :اﻟﻐﺶ ”اﻻﺳﻠﻮب اﻟﺪارج ﺑﺴﻮرﻳﺔ ﻫﻮ اﻻﻟﻘﺎء“ أﺳﻠﻮب اﻹﻟﻘﺎء اﻟﺘﻠﻘني واﻟﺤﻔﻆ ﻓﻘﺪان ﺛﻘﺔ اﳌﺪرس اﻟﺴﻮري ﺑﻨﻈﺎم اﻟﺘﻌﻠﻴﻢ اﻟﺴﻮري )ﻧﻈﺮة ﻣﺸﻮﻫﺔ ﻟﻠﻨﻈﺎم اﻟﻠﺒﻨﺎين ﺑﺸﻜﻞ ﻣﺸﺎﺑﻪ ﻟﻠﺴﻮري )ﻓﺴﺎد ﺗﴪب اﻟﻄﻼب ﺑﺴﺒﺐ اﻟﻌﻮاﺋﻖ اﻻدارﻳﺔ
ﻋﺪة ﻣﺴﺘﻮﻳﺎت ﺑﻨﻔﺲ اﻟﺼﻒ اﺧﺘﻼف اﻷﻋامر ﰲ اﻟﺼﻒ ﻋﺪد اﻟﻄﻼب اﻟﻜﺒري ﰲ اﻟﺼﻒ اﻟﻄﻼب ﻗﺎدﻣﻮن ﻣﻦ ﺑﻴﺌﺎت ﻓﻘرية وﻣﺤﺮوﻣﺔ )اﻷﺛﺮ اﻟﺴﻠﺒﻲ ﻟﻸﻃﻔﺎل ذوي اﳌﺸﺎﻛﻞ ﻋﲆ اﻵﺧﺮﻳﻦ )ﻋﻨﻒ وﻓﺮط ﺣﺮﻛﺔ ﻗﻠﺔ اﻟﻨﻈﺎم وﺣﺮﻛﺔ اﻟﻄﻼب اﳌﻔﺮﻃﺔ ﰲ اﻟﺼﻒ ﻧﻘﺺ ﺑﻌﺪد اﳌﺘﻄﻮﻋني-ﺿﻐﻂ ﻛﺒري ﻋﲆ اﳌﺘﻄﻮع ﻣﺘﻄﻮﻋني ﻏري ﻣﺪرﺑني ﺣﺎﺟﺔ ﻹﴍاف ﺗﺮﺑﻮي ﻋﺠﺰاﳌﺪرس اﳌﺘﻄﻮع ﻋﻦ دﻋﻢ اﻟﻄﺎﻟﺐ اﳌﺮاﻫﻖ ﻋﺪم اﻟﺘﺰام ﻛﻞ اﳌﺘﻄﻮﻋني ﻋﺪم اﻟﺘﺰام اﳌﺘﻄﻮﻋني ﺑﺎﻷﻧﻈﻤﺔ واﻟﻘﻮاﻋﺪ ﺣﺎﺟﺔ ﻟﻮﺳﺎﺋﻞ إﻳﻀﺎح ﺗﻌﻠﻖ اﻷﻃﻔﺎل اﻟﺸﺪﻳﺪ )اﳌﺮﴈ( ﺑﺎﳌﺪرس اﻟﺴﻮري ﻋﺪم اﺣﱰام اﳌﺪرس ﺑﺴﺒﺐ ﻛرثة اﻟﺘﻐﻴري ﻛرثة ﺗﻐﻴري اﳌﺪرﺳني ﺗﻌﻄﻲ اﻧﻄﺒﺎع ﺑﻌﺪم ﺟﺪﻳﺔ ﻋﺪم ﻣﻌﺮﻓﺔ اﳌﺘﻄﻮﻋني ﺑﺎﳌﻨﻬﺎج اﻟﻠﺒﻨﺎين ﻋﺪم وﺟﻮد ﺗﺨﺎﻃﺐ وﺗﻮاﺻﻞ ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني اﻧﻘﻄﺎع ﻣﺘﺎﺑﻌﺔ اﻟﻄﻔﻞ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﺧﺘﻼف اﳌﻨﻬﺎج اﻟﻠﺒﻨﺎين ﻋﻦ اﻟﺴﻮري )اﺳﺘﻐﻼل ﳼء ﻟﻠﻤﻮارد اﳌﻘﺪﻣﺔ )ﴎﻗﺔ ﻋﺪد اﻟﻄﻼب اﻟﻜﺒري ﻋﺪم ﺟﺪﻳﺔ اﳌﺪرﺳني اﻟﻄﻼب ﻗﺎدﻣﻮن ﻣﻦ ﺑﻴﺌﺎت ﻓﻘرية وﻣﺤﺮوﻣﺔ
a. Pre-crisis
c. Education system-
)program (run by UNICEF
Categories
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Table A2 Original codes representing the assets Original codes
Sub-categories
Individual assets
رﻏﺒﺔ اﻷوﻻد ﺑﺎﻟﺘﻌﻠﻢ اﻹرادة اﻟﻮﻋﻲ ﺗﺠﺎوب ﻣﻤﺘﺎز ﻟﺒﻌﺾ اﻟﻄﻼب ﺗﺠﺎوب اﻟﺼﻐﺎر ﻣﻊ اﻟﺘﻌﻠﻴﻢ ﻏري اﻟﺮﺳﻤﻲ ﻣﻄﺎﻟﺒﺔ اﳌﻌﻠﻤﺔ مبﺰﻳﺪ ﻣﻦ اﻟﴩح ذﻛﺎء وﻟﻄﻒ ﺣامس ﻟﻠﻤﺪرﺳﺔ )إﺣﺴﺎس ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ )ﺑﺎﻟﺪراﺳﺔ اﻟﺘﺄﻗﻠﻢ اﺳﻬﻞ ﻟﻸﺻﻐﺮ ﻋﻤﺮا ﺗﻌﺎﻃﻒ ﻣﻊ ﻇﺮوف اﻷﻫﻞ اﻟﺼﻌﺒﺔ اﻟﻄﺎﻟﺐ اﻟﺬي ﻟﺪﻳﻪ ﻫﺪف ﻳﺴﺘﻤﺮ ”وﻋﻲ اﻟﻄﻼب ﻟﺘﺤﻤﻞ اﻟﻀﻐﻂ واﻹذﻻل“ اﻧﺪﻣﺎج ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني ﻣﻌﺮﻓﺔ أﻧﻪ ﻳﺠﺐ اﳌﺒﺎدرة ﺑﺎﻟﺘﻔﺎﻋﻞ ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني
)Relational (social assets
اﻫﺘامم اﻷﻫﻞ مبﺘﺎﺑﻌﺔ ﺗﻌﻠﻴﻢ اﻷوﻻد دﻋﻢ اﻷﻫﻞ اﻻﻧﻔﺘﺎح ﻳﺴﺎﻋﺪ ﻋﲆ ﻟﺘﻄﻮر ﻣﺘﺎﺑﻌﺔ اﻷﻫﻞ ﻣﻊ اﳌﺪرﺳﺔ ﺗﻔﻬﻢ اﻷﻫﻞ ﻟﴬورة ﺗﻨﺰﻳﻞ اﻟﺼﻒ ﺣامس اﻷﻫﻞ ﻟﻠﺘﻮاﺻﻞ ﻣﻊ اﳌﺪرﺳﺔ ﺗﻌﺎﻃﻒ اﳌﺘﻄﻮﻋني ﻣﻊ اﻷﻃﻔﺎل ﺗﻔﻬﻢ اﻻﺳﺘﺎذ اﻟﺴﻮري ﻟﻮﺿﻊ اﻟﻄﺎﻟﺐ اﻟﺴﻮري ﺣﺐ ﺟﺴﻮر إﺣﺴﺎس ﺑﺎﻻﻧﺘامء إﱃ ﺟﺴﻮر ﺟﺴﻮر ﻣﺼﺪر إﺿﺎﰲ ﻟﻠﺘﻌﻠﻢ اﻟﻌﻨﺎﻳﺔ اﻟﻔﺮدﻳﺔ ﻣﺠﺪﻳﺔ ﻟﻠﻮﻟﺪ ﺗﺠﺎوب ﻣﻊ اﻟﺘﺤﻔﻴﺰ واﻻﻫﺘامم
Categories
environment
إﻳﺠﺎﺑﻴﺔ :أﻣﻞ ﺑﺎﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﺼﺪﻣﺔ ”اﺣﺴﺎس اﻻﻧﺘامء ﺑﻴﺨﻠﻴﻚ ﺗﻌﻄﻲ ﻛﻞ ﺟﻬﺪك“ اﺳﺘﻌﺪاد ﳌﺘﺎﺑﻌﺔ اﻟﻄﻔﻞ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﳌﺪرﺳني ﻳﺎﺧﺪوا ﻃﺎﻗﺘﻬﻢ ﻣﻦ اﻟﻄﻼب وﺑﺎﻟﻌﻜﺲ ﺗﻌﺎﻃﻒ ﺑﻌﺾ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﺗﻔﻬﻢ ﺑﻌﺾ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني اﻧﻄﺒﺎع ﺗﻌﻠﻴﻢ أﻓﻀﻞ ﰲ ﻟﺒﻨﺎن
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 Table A3 Original codes representing the outcomes Original codes
Sub-categories
Categories Positive outcomes
إﺣﺴﺎس ﺑﺎﻟﺘﻘﺪم :اﻧﻄﺒﺎع اﻳﺠﺎيب ﺑﺄن اﻻوﻻد ﻳﺤﺮزون ﺗﻘﺪﻣﺎ ﰲ ﺑﻴﺌﺔ اﻟﺘﻌﻠﻴﻢ ﻏري اﻟﺮﺳﻤﻲ ﺗﺠﺎوب إﻳﺠﺎيب ﻣﻊ اﻟﻠﻐﺔ إﻋﺠﺎب ﺑﺎﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﺗﻌﻠﻖ ﺑﺠﺴﻮر اﻟﺘﺄﻗﻠﻢ ﻣﻊ اﳌﺠﺘﻤﻊ اﻟﻠﺒﻨﺎين اﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﺘﻌﺮف ﻋﲆ اﻟﺘﺠﺮﺑﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ
Negative outcomes
ﺗﺮك اﳌﺪرﺳﺔ ﻗﺮار اﳌﺪرﺳﺔ ﺑﴫف اﻟﻄﺎﻟﺐ ﺑﺴﺒﺐ ﺿﻌﻒ ﻣﺴﺘﻮاه ﻗﺮار اﻟﻄﺎﻟﺐ ﺑﱰك اﳌﺪرﺳﺔ ﻋﺪم إﻋﺠﺎب ﺑﺎﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻋﺪم اﻧﺪﻣﺎج ﰲ اﳌﺪرﺳﺔ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ :ﻣﺤﺎوﻟﺔ اﻟﺘﺄﻗﻠﻢ دون ﻧﺘﻴﺠﺔ
Table A4 Original codes representing the promotive and protective processes Original codes اﻻﺳﺘﻔﺎدة ﻣﻦ ﻧﻈﺎم اﻟﺘﻌﻠﻴﻢ اﻟﻠﺒﻨﺎين أﺛﺮ إﻳﺠﺎيب ﻟﻠﺨﻠﻂ ﺑني ﻃﻼب اﻟﺘﻌﻠﻴﻢ اﻟﺮﺳﻤﻲ ﻣﻊ ﻃﻼب اﻟﺘﻌﻠﻴﻢ ﻏري اﻟﺮﺳﻤﻲ دورات ﻟﻐﺔ ﻟﻠﻄﻼب واﳌﺪرﺳني ﺗﺪرﻳﺐ ﻟﻠﻤﺪرﺳني
Sub-categories
Categories Promotive processes
ﻣﺴﺎﻋﺪة اﳌﺪرس ﰲ اﻟﺼﻒ دروس ﺧﺼﻮﺻﻴﺔ ﻣﺴﺎﻋﺪة اﻷﻫﻞ ﰲ اﻟﺪراﺳﺔ ﻣﺴﺎﻋﺪة اﻷﻗﺮان )اﻷﺧﻮة( ﻣﺴﺎﻋﺪة ﺑﻌﺪ اﻟﻈﻬﺮ دورة ﺗﻘﻮﻳﺔ ﺻﻴﻔﻴﺔ دوام ﺛﺎن ﻣﺨﺼﺺ ﻟﻠﺴﻮرﻳني ﻣﺴﺎﻋﺪة ﰲ ﺣﻞ اﻟﻮﻇﺎﺋﻒ اﺛﻨﺎء اﻻﺳﺒﻮع ﺻﻔﻮف ﺗﺄﻗﻠﻢ ﻣﻌﺎﻣﻠﺔ ﺧﺎﺻﺔ ﻟﻸوﻻد ﺣﺴﺐ اﺣﺘﻴﺎﺟﺎﺗﻬﻢ ﺗﺸﺠﻴﻊ وﺗﺤﻔﻴﺰ ﻟﻸوﻻد دور ﺟﺴﻮر اﻟﺘﻌﻠﻴﻤﻲ دور ﺟﺴﻮر ﺑﺘﻌﻠﻴﻢ اﻻﻧﺠﻠﻴﺰي ﻣﺘﺎﺑﻌﺔ وﺿﻊ اﻟﻄﺎﻟﺐ ﰲ اﳌﺪرﺳﺔ اﻟﺮﺳﻤﻴﺔ ﺟﻌﻞ اﻻوﻻد ﻳﺪرﺳﻮن ﺑﻌﻀﻬﻢ ﺗﺪرﻳﺐ اﳌﺘﻄﻮﻋني ﻋﲆ أﺳﻠﻮب اﻟﺘﺪرﻳﺲ اﻟﻠﺒﻨﺎين ﺗﻮﺟﻴﻪ اﺟﺘامﻋﻲ وﺻﺤﻲ إﴍاف ﻧﻔﴘ وﻋﺎﻃﻔﻲ “ ﻣﻬﻤﺘﻲ ﻫﻲ زرع ﻃﻤﻮح “ ﻧﻘﻞ ﻓﻜﺮة اﻟﺒﺪء ﺑﺤﻴﺎة ﺟﺪﻳﺪة ﻟﻠﻄﻼب دور ﺟﺴﻮر اﻟﻌﺎﻃﻔﻲ “ إذا اﻟﻮﺿﻊ ﺑﺎﻟﺒﻴﺖ ﻣﺄﻣﻦ ﺑﻴﺘﺤﻤﻠﻮا اﻟﻀﻐﻂ ﺑﺮا “ ﺑﺮاﻣﺞ ﺗﻮﻋﻴﺔ وﺗﻮﺟﻴﻪ ﻟﻸﻫﻞ ﺗﻌﺮﻳﻒ ﺑﺪور اﳌﺪرﺳﺔ اﻟﻔﻌﲇ
Protective processes
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Categories
Sub-categories Unconscious adaptive dreams)
Original codes ﺗﻌﻠﻢ اﻻﻧﺠﻠﻴﺰي-ﺣﻠﻢ ﻗﺼري اﳌﺪى ﻣﻌﻠﻢ أو ﻣﺪﻳﺮ أو ﻃﺒﻴﺐ-ﺣﻠﻢ ﺑﻌﻴﺪ اﳌﺪى ﺣﻠﻢ – اﻟﺤﻨني إﱃ اﻟﻮﻃﻦ ﺣﻠﻢ – ﺗﻐري ﺗﻌﺎﻣﻞ اﻟﻠﺒﻨﺎﻧﻴني رﻏﺒﺔ ﺑﺎﻻﻧﺘﻘﺎم ﻣﻦ اﻟﻠﺒﻨﺎﻧﻴني-ﺣﻠﻢ
dreams)
EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014
Low
Somewhat
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
School
Home
In the street
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Low
Somewhat
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
School
Home
In the street
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
The World Bank 1818 H Street, NW Washington DC 20433 USA www.worldbank.org/education/resilience [email protected]
The Re
Children
RES-Research
Oula ABU-AMSHA, Ph.D.
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
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Acknowledgments
EDUCATION RESILIENCE APPROACHES (ERA)
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Contents of the study
mework
13 13 17 18
8
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tool please contact the ERA team
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
research was conducted at Jusoor’s1
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(ERA)
Resilience
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• • • • •
•
•
3
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They
-
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SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
resilience
of the
16
EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014 Figure 1 Social Ecology Circles that Surround Youth
and
as well as
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• • •
• •
related to the framework
• •
for each phase
•
Create a
•
Select the
• • •
• • 18
EDUCATION RESILIENCE APPROACHES (ERA)
(LAC)
RES-RESEARCH | 2014 •
Table 1 Initial assumptions Population at risk: Syrian students studying in Lebanese public schools or who have dropped out Risk factors •
Language barrier
•
Protective processes •
Tensions between Syrians and Lebanese
•
Teachers’ support to Syrian students
Assets •
• support
• for Syrian students • activities (e.g.
means experience
• • • •
non-formal programs
efforts)
Learning assessment outcomes tests)
• •
communities or
•
Outcomes
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
EDUCATION RESILIENCE APPROACHES (ERA)
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EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014 Table 2 Code book - Risks Pillar 1. Risks Level (Social ecology sub-system)
Type of risks
Most recurrent risks
Individual hope (no expectation for the future), personal wish to abandon school Violence
downgrading and grade repetition (two common practices in the Lebanese system Social (Family)6
Pre-crisis Violence in the family Expectations of education of the children, student anxiety due to parent pressure Aggravated by the crisis Lack of care and affection Resources
imminent return the situation is “temporary” Social (Community)
Pre-crisis Socio-economic status
Socio-economically disadvantaged groups
community both genders)
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Pillar 1. Risks Level (Social ecology sub-system)
Type of risks
Most recurrent risks Aggravated by the crisis open Lebanese society, transition shock, “freedom is returned into chaos” (interview quote), circumscription and wariness against 7 , hate, “I wish [the war] stops in Syria and starts here [in Lebanon]”,
mistreat them” (interview quotes) Education system (Syria)
Teaching methods limited English language teaching,
Poor English teaching Tolerance for absenteeism, “automatic promotion”
regions Education system (Lebanon) attachment to Syrians Arrogance, violence Verbal and physical violence, mistreatment, staff weariness
high dropout rates even among Lebanese students8 Same teachers for both shifts (exhausted teachers) disappointment due to downgrading, absenteeism
Non-adaptive teaching methods
EDUCATION RESILIENCE APPROACHES (ERA)
gathered training for teachers9
RES-RESEARCH | 2014 Pillar 1. Risks Level (Social ecology sub-system)
Type of risks
Most recurrent risks
expectations of Syrians programs
from the most disadvantaged communities, misuse of resources, uncommitted teachers
Non-formal Education Run by Volunteers lack of discipline
adviser Differences between Syrian and Lebanese no follow up of children
Table 3 Code book - Assets Pillar 2. Assets Level (Social ecology sub-system)
Type of assets
Most recurrent assets
Individual tailored attention is fruitful, children are responsive to encouragement and stimulation attention improves outcomes
withstands pressure and mistreatment responsiveness to the change Gender Younger age
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Pillar 2. Assets Level (Social ecology sub-system)
Type of assets
Most recurrent assets
Social (Family)
Social (Community) Education (Syria)
Diaspora efforts Interaction with teachers
Some Lebanese teachers have sympathy Impression of better teaching in Lebanon
Non-formal education based on volunteers
Positive thinking (they hope education in Syria
Table 4 Code book - Desirable Outocomes Pillar 3. Desirable Outcomes Level (Social ecology sub-system)
Lebanon education system
Type of outcome
Example
Access Learning better
Syrian education system
Continuation of studies (upon return) Learning from the Lebanese experience Changing the expectations from the
EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014 Table 5678910 Code book - Processes Pillar 4. Assets that Promote Desirable Educational Outcomes Level Type of process Example
(Social ecology sub-system)
Individual Summer courses Parents’ support Lebanese education system’s support Social (Family) structures Training of parents (parent Language courses for parents Social (Community) expectations
Education system (Syria)
Diaspora teachers Training of Syrian teachers Language courses for teachers
Education system (Lebanon)
Second shift open and dedicated to Syrians (Arabic is the language of instruction); Adaptation classes Language courses
Non-formal education run by volunteers
Summer courses teaching
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
• •
•
• EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014
Box 1 Ali and Ahmad11 11
11
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RES-RESEARCH | 2014 Box 212 Abu Samer and family
Box 3 Abu Hadi and family
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(
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13
-
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Box 4 Judy and Jana
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Box 5 Iman
Box 6 Layla
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Table 6 Undesirable negative outcomes Negative outcomes
Hatred
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• • • school • •
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• • •
•
•
• • • • • • • •
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16
16
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References
EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
ﻣﻦ أﻳﻦ أﻧﺖ ﰲ ﺳﻮرﻳﺔ ﻛﻢ ﻣﴣ ﻟﻚ ﻣﻦ اﻟﻮﻗﺖ ﰲ ﻟﺒﻨﺎن ﻣﺎ ﻋﻤﺮك ﺑﺄي ﺻﻒ ﻛﻨﺖ ﰲ ﺳﻮرﻳﺔ ،وﰲ أي ﺻﻒ أﻧﺖ اﻵن؟ وﳌﺎذا ﺗﻐري ﺻﻔﻚ؟ ﻣﺎ إﺣﺴﺎﺳﻚ ﺗﺠﺎه ﺗﻐﻴري ﺻﻔﻚ ﳌﺎذا ﺗﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ
ﻣﻦ ﻗﺮر أﻧﻚ ﺳﺘﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ ،وﻣﺪرﺳﺘﻚ اﻟﺤﺎﻟﻴﺔ ﺑﺎﻟﺬات؟
ِ اﺣﻚ ﱄ ﻋﻦ ﺗﺠﺮﺑﺘﻚ ﰲ اﳌﺪرﺳﺔ ،ﻋﻦ اﻷﺳﺎﺗﺬة واﻟﻄﻼب واﻟﻜﺘﺐ ،وﻟﻐﺔ اﻟﺪراﺳﺔ ،واﻟﺒﻨﺎء واﳌﻼﻋﺐ ﻣﺎ اﻟﺬي ﺗﺤﺒﻪ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻣﺎ اﻟﺬي ﻛﺎن ﺻﻌﺒﺎ ﻋﻨﺪﻣﺎ ﺑﺪأت
اﻟﺪراﺳﺔ ﰲ اﳌﺪرﺳﺔ اﻟﺒﻨﺎﻧﻴﺔ؟
ﻣﺎ اﻟﺬي ﺳﺎﻋﺪك ﻋﲆ ﺗﺠﺎوز اﻟﺼﻌﻮﺑﺎت ﻣﻦ اﻟﺬي ﻳﺘﺎﺑﻊ دراﺳﺘﻚ ﻣﻤﻦ ﻛﻨﺖ ﺗﻄﻠﺐ اﳌﺴﺎﻋﺪة مبﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪراﺳﺔ ﻣﻊ ﻣﻦ ﺗﻠﻌﺐ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﰲ أي ﻣﺪرﺳﺔ ﺗﺤﺲ اﻧﻚ ﺗﺴﺘﻔﻴﺪ أﻛرث ،وﳌﺎذا ِ اﺣﻚ ﱄ ﻋﻦ ﺗﺠﺮﺑﺘﻚ ﰲ اﻟﺪراﺳﺔ ﺑﻠﻐﺔ ﺗﻌﻠﻴﻢ
ﻣﺨﺘﻠﻔﺔ ﻋﻦ اﻟﻌﺮيب
ﻛﻴﻒ ﺳﺎﻋﺪﺗﻚ ﺟﺴﻮر ﰲ اﻟﺪراﺳﺔ ﺑﺎﳌﺪرﺳﺔ ﻫﻞ ﺗﺤﺲ اﻧﻚ ﺗﻄﻮرت ﻋﻦ ﺑﺪاﻳﺘﻚ ﰲ
اﻟﻠﺒﻨﺎﻧﻴﺔ اﳌﺪرﺳﺔ؟ ﻛﻴﻒ ﺗﺠﺪ ﻧﻔﺴﻚ اﻵن ﻣﺎ اﻟﺬي ﺑﺎﻋﺘﻘﺎدك ميﻜﻦ أن ﻳﺴﺎﻋﺪك ورﻓﺎﻗﻚ ﻋﲆ اﻟﻨﺠﺎح ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 ِ اﺣﻚ ﱄ ﻋﻦ أﺳﺘﺎذ ﻟﺒﻨﺎين ﺟﻴﺪ ﻟﺘﻌﻠﻴﻢ اﻟﺴﻮرﻳني ،ﻫﻞ ﺗﻌﺮف ﻣﺜﻞ ﻫﺬا اﻷﺳﺘﺎذ
ﻣﺎ ﻫﻲ أﺣﻼﻣﻚ اﳌﺴﺘﻘﺒﻠﻴﺔ ﻓﻴام ﻳﺨﺺ
اﳌﺪرﺳﺔ
ﻣﻦ أﻳﻦ أﻧﺖ ﰲ ﺳﻮرﻳﺔ ﻛﻢ ﻣﴣ ﻟﻚ ﻣﻦ اﻟﻮﻗﺖ ﰲ ﻟﺒﻨﺎن ﻣﺎ ﻋﻤﺮك ﺑﺄي ﺻﻒ ﻛﻨﺖ ﰲ ﺳﻮرﻳﺔ ،وﰲ أي ﺻﻒ أﻧﺖ اﻵن؟ وﳌﺎذا ﺗﻐري ﺻﻔﻚ؟ ﻣﺎ إﺣﺴﺎﺳﻚ ﺗﺠﺎه ﺗﻐﻴري
ﳌﺎذا ﺗﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ؟ ﻣﻦ ﻗﺮر أﻧﻚ
ﺻﻔﻚ ﻫﻞ ﺗﺘﻔﻬﻢ اﻟﺴﺒﺐ؟
ﺳﺘﺬﻫﺐ إﱃ اﳌﺪرﺳﺔ ،وﻣﺪرﺳﺘﻚ اﻟﺤﺎﻟﻴﺔ ﺑﺎﻟﺬات
اﺣﻚ ﱄ ﻋﻦ ﺗﺠﺮﺑﺘﻚ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ،ﻋﻦ اﻷﺳﺎﺗﺬة واﻟﻄﻼب واﻟﻜﺘﺐ ،وﻟﻐﺔ اﻟﺪراﺳﺔ ،واﻟﺒﻨﺎء واﳌﻼﻋﺐ ﳌﺎذا ﺗﺮﻛﺖ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ،ﻣﺎ اﻟﺬي ﻛﺎن ﺻﻌﺒﺎ ﻋﻨﺪﻣﺎ ﺑﺪأت اﻟﺪراﺳﺔ ﻓﻴﻬﺎ ﻣﻤﻦ ﻛﻨﺖ ﺗﻄﻠﺐ اﳌﺴﺎﻋﺪة مبﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺪراﺳﺔ ﻣﻦ اﻟﺬي ﻳﺘﺎﺑﻊ دراﺳﺘﻚ ﻛﻴﻒ ﻛﺎن دواﻣﻚ وﺣﻀﻮرك ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﳌﺎذا ﺗﺮﻛﺖ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻣﻊ ﻣﻦ ﻛﻨﺖ ﺗﻠﻌﺐ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ إذا ﻛﺎن ﺑﺈﻣﻜﺎﻧﻚ ﺗﻐﻴري ﳾء ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ،ﻣﺎﻫﻮ؟ وإذا ﺗﻐري ﻓﻬﻞ ﺗﻌﻮد إﱃ ﻫﺬه اﳌﺪرﺳﺔ
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE ﻣﺎ اﻟﺬي ﺑﺎﻋﺘﻘﺎدك ميﻜﻦ أن ﻳﺴﺎﻋﺪك ورﻓﺎﻗﻚ ﻋﲆ اﻟﻨﺠﺎح ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻣﻦ ﻫﻮ ﺑﺮاﻳﻚ اﻷﺳﺘﺎذ اﻟﺠﻴﺪ ﻟﺘﻌﻠﻴﻢ اﻟﺴﻮرﻳني؟ ﺻﻒ ﱄ اﳌﺪرﺳﺔ اﻟﺠﻴﺪة ﺑﺮأﻳﻚ ﻟﺘﻌﻠﻴﻢ اﻟﺴﻮرﻳني؟ ﻣﺎ راﻳﻚ مبﺪرﺳﺔ ﺟﺴﻮر ،ﻣﺎ اﻟﺬي ﺗﺤﺒﻪ ﻓﻴﻬﺎ وﻣﺎ اﻟﺬي ﻻ ﺗﺤﺒﻪ ﻣﺎ ﻫﻲ أﺣﻼﻣﻚ اﳌﺴﺘﻘﺒﻠﻴﺔ ﻓﻴام ﻳﺨﺺ
اﳌﺪرﺳﺔ
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014
teachers
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SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE
Table A1 Original codes representing the risks Original codes
Sub-categories
Categories Individual risks
ﻋﺪم ﺛﻘﺔ ﺑﺎﻟﻨﻔﺲ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ ﻋﺪم ﺧﺠﻞ ﻣﻦ ﻋﺪم اﳌﻌﺮﻓﺔ إﺣﺴﺎس ﺑﺎﻟﻨﻘﺺ وﺣﺎﺟﺔ ﻟﻠﻤﺰﻳﺪ ﻣﻦ اﻟﺪﻋﻢ ﺧﻮف اﻷوﻻد ﻣﻦ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ إﺣﺴﺎس ﺑﺎﻟﺤﺎﺟﺔ إﱃ ﻋﺪم اﻻﺑﺘﻌﺎد ﻋﻦ اﻷﺧﻮة رﻓﺾ اﻟﻘﻴﻮد ﻣﻔﻬﻮم اﻟﺰﻣﻦ ﻏري ﺳﻠﻴﻢ ﺧﺠﻞ ﻣﻦ اﻟﻌﻤﻞ اﻟﻠﺒﻨﺎﻧﻴﻮن ﻣﺘﻌﺠﺮﻓﻮن ﻣﺸﺎﻛﻞ ﻧﻔﺴﻴﺔ :ﴍود /ﺗﺸﺘﺖ /ﺗﺄﺗﺄة /ﻋﻨﻒ ﻋﻨﻒ ﻣﻊ اﻷﻗﺮان اﻟﺘﻌﺒري اﻟﻌﻨﻴﻒ اﻧﻌﻜﺎس ﻟﻠﻌﻨﻒ ﺑﺴﺒﺐ اﻟﺤﺮب اﻟﻌﻨﻒ أﻛرث ﻟﺪى اﻟﻘﺎدﻣني اﻟﺠﺪد ﻋﺪم ﻗﺪرة ﻋﲆ اﻟﱰﻛﻴﺰ ﺑﺴﺒﺐ اﳌﻌﺎﻧﺎة رﻏﺒﺔ اﻟﻄﻔﻞ ﰲ ﺗﺮك اﳌﺪرﺳﺔ واﻟﻌﻤﻞ ﻟﻜﺴﺐ اﳌﺎل ﺗﻌﺰﻳﺰ اﻟﺸﺨﺼﻴﺔ ﺑﺎﻟﻌﻤﻞ اﻟﺤﻨني إﱃ اﻟﺒﻠﺪ اﻧﻌﺪام اﻷﻣﻞ ﺗﻌﻠﻖ ﺑﻔﻜﺮة اﻟﻌﻮدة اﻟﴪﻳﻌﺔ ﻋﺪم ﺗﺨﻄﻴﻂ ﻋﲆ اﳌﺪى اﻟﺒﻌﻴﺪ اﻟﺒﻨﺎت ﻳﺘﺄﻗﻠﻤﻦ أﻓﻀﻞ ﻣﻦ اﻟﺼﺒﻴﺎن اﻟﺘﺄﻗﻠﻢ اﺳﻬﻞ ﻟﻸﺻﻐﺮ ﻋﻤﺮا ﺣﺎﺟﺔ ﻟﻠﻮﻗﺖ ﻟﻠﺘﺄﻗﻠﻢ اﳌﻌﺎﻧﺎة اﻟﻨﺎﺗﺠﺔ ﻋﻦ ﻇﺮوف اﻻﻧﺘﻘﺎل اﻟﺤﺎﺟﺔ ﻟﻠﺪﻋﻢ اﳌﻌﻨﻮي ﺣﺪود ﻟﻄﺎﻗﺔ اﻷوﻻد :إرﻫﺎق اﻧﻄﻮاء ﺷﺪﻳﺪ واﻧﻐﻼق اﺟﺘامﻋﻲ
Relational (social) risks ﺗﺴﺎﻫﻞ ﰲ ﺗﻐﻴﺐ اﻟﻄﻔﻞ ﻋﻦ اﳌﺪرﺳﺔ ﻋﺪم وﻋﻲ اﻷﻫﻞ أﻣﻬﺎت ﻏري ﻣﺘﻌﻠامت ﻋﺪم اﻫﺘامم اﻻﻫﻞ واﻻﻫامل ﻋﺪم ﻣﻌﺮﻓﺔ اﻟﻬﺪف ﻣﻦ اﳌﺪرﺳﺔ اﳌﺪرﺳﺔ ﻓﻘﻂ ﻟريﺗﺎح اﻷﻫﻞ ﻗﻠﻴﻼ ﻣﻦ اﻻوﻻد اﻟﺒﻴﺌﺔ اﻷﺻﻠﻴﺔ ﺳﻴﺌﺔ اﻧﻌﺪام اﻟﻌﻄﻒ “ ﰲ ﻣﺸﻜﻠﺔ ﻣﺘﺎﺑﻌﺔ ﻣﻦ اﻟﺒﻴﺖ “ ﻋﻨﻒ أﴎي اﻟﴫاخ ﰲ اﻟﺒﻴﺖ
a. Pre-crisis (and )aggravated by the crisis
اﻟﺘﻌﺒري اﻟﻌﻨﻴﻒ اﻧﻌﻜﺎس ﻟﻠﻌﻨﻒ ﰲ اﻟﺒﻴﺖ )EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 Original codes
Sub-categories
Categories
إﻫامل ﺑﺴﺒﺐ اﻟﻈﺮوف اﻟﺼﻌﺒﺔ ﺿﻐﻮط ﻛﺜرية ﻋﲆ اﻷﻫﻞ اﺣﺘﻴﺎﺟﺎت ﻋﺪﻳﺪة ﻟﻸﻃﻔﺎل :ﻣﺎدﻳﺔ وﻋﺎﻃﻔﻴﺔ وﺗﻌﻠﻴﻤﻴﺔ إﻫامل وﻋﺪم ﻣﺒﺎﻻة ﺑﺎﳌﺪرﺳﺔ ﻋﺪم دﻋﻢ اﳌﺮاﻫﻘني ﰲ اﻟﺪراﺳﺔ ﻋامﻟﺔ اﻷﻃﻔﺎل متﻨﻊ اﳌﺪرﺳﺔ ﻋامﻟﺔ اﻷﻃﻔﺎل ﺗﻌﻴﻖ اﻟﺪراﺳﺔ اﻧﺨﻔﺎض اﻟﻘﺪرات اﳌﺎدﻳﺔ ﻟﻸﴎة ﻋﺪم اﺳﺘﻘﺮار اﻷﻫﻞ ﻳﻨﻘﻠﻮن ﻋﺪم اﻻﺳﺘﻘﺮار ﻟﻸوﻻد ”.اﻟﻮﻟﺪ ﻣﺮاﻳﺔ اﻟﺒﻴﺖ “ ﺿﻐﻂ اﻷﻫﻞ ذو اﻟﺘﺄﺛري اﻟﺴﻠﺒﻲ ﻋﲆ اﻟﻄﻼب واﳌﺪرﺳﺔ ﺳﻠﻮك اﻷﻫﻞ اﻻﺟﺘامﻋﻲ اﻟﺴﻠﺒﻲ ﻣﻌﻴﻖ ﻟﺪراﺳﺔ اﻷوﻻد اﺣﺴﺎس اﻻﻫﻞ ﺑﺮﻓﺾ اﳌﺪرﺳﺔ ﻻوﻻدﻫﻢ إﺣﺴﺎس ﺑﻌﺪم اﻻﻣﺎن ﰲ اﻟﻌﻼﻗﺔ ﻣﻊ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﺣﺴﺎس إدارة اﳌﺪرﺳﺔ ﺑﺮﻏﺒﺔ اﻷﻫﻞ ﺑﺎﺳﺘﻐﻼل ﻣﻮارد اﳌﺪرﺳﺔ ﻣﺸﺎﻛﻞ اﺟﺘامﻋﻴﺔ ﻣﻮروﺛﺔ ﺑﻴﺌﺔ ﻏري واﻋﻴﺔ اﺧﺘﻼف اﻟﺒﻴﺌﺔ اﻟﺴﻮرﻳﺔ ﻋﻦ اﻟﻠﺒﻨﺎﻧﻴﺔ اﻟﺒﻴﺌﺔ اﻟﺴﻮرﻳﺔ اﻷﺻﻠﻴﺔ ﻣﻨﻐﻠﻘﺔ ﻋﺪم اﺣﱰام اﳌﺮأة وﺑﺎﻟﺘﺎﱄ اﳌﺪ ّرﺳﺔ اﻟﺰواج اﳌﺒﻜﺮ ﻟﻜﻼ اﻟﺠﻨﺴني ﺗﻐﻴري اﻟﺒﻴﺌﺔ ﻣﻦ ﻣﻨﻐﻠﻘﺔ إﱃ ﻣﻔﺘﻮﺣﺔ ﺗﺸﻨﺞ اﻟﺴﻮرﻳني ﰲ اﳌﺠﺘﻤﻊ اﻟﻠﺒﻨﺎين ﺻﺪﻣﺔ اﺧﺘﻼف اﳌﺠﺘﻤﻊ ”ﺻﺎروا ﻳﺴﺘﺨﺪﻣﻮا اﻟﺤﺮﻳﺔ ﻛﻔﻮﴇ“ ﺗﻌﻴري اﻟﻄﻼب ﻟﺒﻌﻀﻬﻢ ﺑﺴﺒﺐ اﻟﻌﻤﻞ ﺑﻴﺌﺔ اﻷﻃﻔﺎل ﻏري ﻃﺒﻴﻌﻴﺔ )ﻓﻘﺪان ﻋﺰة اﻟﻨﻔﺲ )ﻋﺪم اﻟﺤﺮج ﻣﻦ ﻃﻠﺐ اﳌﺴﺎﻋﺪات
a. Pre-crisis
School environment ”إﺣﺴﺎس ﺑﻮﺟﻮد ”ﺣﻘﺪ “ اﳌﻌﺎﻣﻠﺔ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻛﺜري ﺳﻴﺌﺔ وﻓﻴﻬﺎ إذﻻل “ ﻇﺮوف اﻟﺘﻌﻠﻴﻢ ﻟﻠﺴﻮرﻳني ﺳﻴﺌﺔ ﺧﻮف ﻣﻦ اﻟﺬﻫﺎب إﱃ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ إﺣﺴﺎس ﺑﺎﻟﻐﺮﺑﺔ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ رﻓﺾ اﻷوﻻد اﻟﻠﺒﻨﺎﻧﻴني ﻋﺪم اﻻﻋﺠﺎب ﺑﺎﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ رﻓﺾ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﳌﺪرﺳﺔ ﻓﻘﻂ ﻟﻠﻌﺐ ﺗﻔﻀﻴﻞ اﻟﺒﻘﺎء ﺑني اﻟﺴﻮرﻳني )اﻟﺘﻤﺴﻚ ﺑﺎﳌﺪرس اﻟﺴﻮري )رﻓﺾ اﳌﺪرس اﻟﻠﺒﻨﺎين ﺳﻬﻮﻟﺔ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻷﻗﺮان اﻟﺴﻮرﻳني ﺳﻮء ﻣﻌﺎﻣﻠﺔ ﻣﻦ اﻷﻗﺮان اﻟﻠﺒﻨﺎﻧﻴني ﻋﻨﻒ ﻣﻦ اﻷﻗﺮان اﻟﻠﺒﻨﺎﻧﻴني ﻓﻮﴇ ﰲ اﻟﺼﻒ ﻋﻨﻒ ﰲ ﻣﺤﻴﻂ اﳌﺪرﺳﺔ اﻟﺘﺎﺛري اﻟﺴﻠﺒﻲ ﻟﻠﻌﻨﺎﴏ اﳌﻀﻄﺮﺑﺔ
peers
b. Attachment to Syrians
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Original codes ﻋﻨﻒ ﻣﻦ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﺳﻮء ﻣﻌﺎﻣﻠﺔ ﻣﻦ اﳌﺪ ّرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﻋﻨﻒ ﻛﻼﻣﻲ ﻣﻦ اﳌﺪرﺳني ﻋﺪم اﻟﺘﻮاﺻﻞ ﻣﻊ اﳌﺪرس اﻟﻠﺒﻨﺎين )ﻋﺼﺒﻴﺔ اﳌﺪرس اﻟﻠﺒﻨﺎين ﻏري اﳌﻮﺟﻬﺔ ﺑﺎﻟﴬورة ﻟﻠﻄﺎﻟﺐ اﻟﺴﻮري( ﺷﻌﻮر ﺑﺎﻻﻫامل )ﻋﺪم ﺗﺠﺎوب( ﻣﻦ اﳌﺪرس ﴏاخ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﻋﺪم ﺗﺤﻤﻞ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﻟﻠﻄﻼب اﻟﺴﻮرﻳني ﻗﻨﺎﻋﺔ ﺑﺄﻧﻪ ﻟﺒﻨﺎن ﻣﺘﻄﻮر أﻛرث ﻣﻦ ﺳﻮرﻳﺔ ﻋﻨﻒ ﻣﻦ اﳌﺪﻳﺮ ﻋﻨﻒ ﻛﻼﻣﻲ ﻣﻦ اﳌﺪﻳﺮ ﺳﻮء ﻣﻌﺎﻣﻠﺔ اﻹدارة اﻟﻠﺒﻨﺎﻧﻴﺔ ﺗﺠﺮﻳﺢ اﻟﻄﻼب أﻣﺎم أﻫﺎﻟﻴﻬﻢ ﺗﻬﺪﻳﺪ ﻣﻦ إدارة اﳌﺪرﺳﺔ اﻹﻫﺎﻧﺔ ﻣﻦ اﻹدارة ﺳﻠﺒﻴﺔ اﻹدارة متﻠﻤﻞ واﺿﺢ ﻣﻦ اﻟﺴﻮرﻳني ﺗﻌﺒري ﻏري ﻣﺒﺎﴍ ﻋﻦ اﳌﻠﻞ ﻣﻦ اﻟﺴﻮرﻳني ﺧﻮف ﻣﻦ ﻣﻨﺎﻓﺴﺔ اﳌﺪرﺳني اﻟﺴﻮرﻳني ﻟﻠﺒﻨﺎﻧﻴني
Sub-categories
Categories
a. With teachers
Education related risks ﺻﻌﻮﺑﺔ اﻟﻠﻐﺔ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ أﻣﺎم اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﺻﻌﻮﺑﺔ اﻟﺪراﺳﺔ أﺳﺎس ﻋﻠﻤﻲ ﺿﻌﻴﻒ اﻟﻔﺠﻮة واﻻﻧﻘﻄﺎع ﻋﻦ اﳌﺪرﺳﺔ ﻣﺸﻜﻠﺔ ﺗﻨﺰﻳﻞ اﻟﺼﻒ ﻋﺪم وﻋﻲ ﻟﺴﺒﺐ ﺗﺄﺧري اﻟﺼﻒ اﺣﺴﺎس ﺑﺎﻟﻀﻴﺎع ﻟﻠﻜﺒري ﰲ ﺻﻒ اﺻﻐﺮ ﻋﺪم ﻗﻨﺎﻋﺔ ﺑﺘﺄﺧري اﻟﺼﻒ ﺗﺸﺒﺚ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ /ﻋﺪم ﻗﻨﺎﻋﺔ ﺑﺄﻫﻤﻴﺔ اﻻﻧﺠﻠﻴﺰي ﺗﻐﻴﺐ ﺑﺴﺒﺐ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ ﻋﺪم ﻣﻼءﻣﺔ اﻟﺘﺪرﻳﺲ ﻣﻊ اﺣﺘﻴﺎﺟﺎت وﻣﺴﺘﻮى اﻟﻄﺎﻟﺐ ﻋﺪم إﻣﻜﺎﻧﻴﺔ اﳌﻌﺎﻣﻠﺔ اﻟﺨﺎﺻﺔ ﻟﻜﻞ ﻃﺎﻟﺐ ﻋﻘﺎب ﰲ اﳌﺪرﺳﺔ ﺑﺴﺒﺐ اﻟﻮﻇﺎﺋﻒ ﻋﺪد ﻃﻼب ﻛﺒري ﺑﺎﻟﺼﻒ ﻋﺪم وﺟﻮد ﺑﺮاﻣﺞ ﺧﺎﺻﺔ ﻟﻠﻤﺪارس اﻟﺘﻲ ﻓﻴﻬﺎ ﺳﻮرﻳني
a. Pre-crisis
Non-adaptive teaching methods
Lebanese education system اﻟﺘﻌﻠﻴﻢ ﺳﻴﺊ ﺣﺎﺟﺔ ﳌﻮارد ﺗﻌﻠﻴﻤﻴﺔ أﻛرث ﺣﺎﺟﺔ ﻟﺪﻋﻢ اﻟﻨﺸﺎﻃﺎت اﻟﻼﺻﻔﻴﺔ ،واﻟﺮﺣﻼت اﻟﺘﻌﻠﻴﻤﻴﺔ
a. Pre-crisis
ﻋﻮاﺋﻖ إدارﻳﺔ ﻟﺘﺴﺠﻴﻞ اﻟﺴﻮرﻳني اﻫامل ﰲ ﺗﺪرﻳﺲ اﻟﺼﻔﻮف ذات اﻟﻐﺎﻟﺒﻴﺔ اﻟﺴﻮرﻳﺔ ﻓﺮوق ﻛﺒرية ﺑني اﳌﻨﻬﺎج اﻟﻠﺒﻨﺎين واﻟﺴﻮري ”ﻣﺴﺘﻮى اﻟﻠﺒﻨﺎين أﺣﺴﻦ ﻣﻦ اﻟﺴﻮري“ ﺧﻠﻂ اﻟﺴﻮرﻳني ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني ﻣﺘﻌﺐ ﻟﻠﻤﺪرس ﺳﻮء اﺳﺘﻐﻼل ﻟﱪﻧﺎﻣﺞ دﻋﻢ ﺗﻌﻠﻴﻢ اﻟﺴﻮرﻳني
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 Original codes
Sub-categories Lebanese education system
ﺳﻮء اﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ ﰲ ﺳﻮرﻳﺔ ﻓﺴﺎد اﳌﺪرﺳﺔ ﰲ ﺳﻮرﻳﺔ ﺳﻮء ﺗﺪرﻳﺲ اﻟﻠﻐﺔ ﺑﺴﻮرﻳﺔ ”متﺴﻚ اﻟﻼﺟﺌني ﺑﺎﻟﻨﻈﺎم اﻟﺘﻌﻠﻴﻤﻲ اﻟﺴﻮري ”اﻟﻔﺎﺳﺪ اﺧﺘﻼف ﻇﺮوف اﻟﺘﻌﻠﻴﻢ ﰲ ﺳﻮرﻳﺔ ﺑني اﳌﺪﻳﻨﺔ واﻟﻘﺮﻳﺔ ﻓﺴﺎد اﳌﺪرﺳﺔ ﰲ ﺳﻮرﻳﺔ :اﻟﻐﺶ ”اﻻﺳﻠﻮب اﻟﺪارج ﺑﺴﻮرﻳﺔ ﻫﻮ اﻻﻟﻘﺎء“ أﺳﻠﻮب اﻹﻟﻘﺎء اﻟﺘﻠﻘني واﻟﺤﻔﻆ ﻓﻘﺪان ﺛﻘﺔ اﳌﺪرس اﻟﺴﻮري ﺑﻨﻈﺎم اﻟﺘﻌﻠﻴﻢ اﻟﺴﻮري )ﻧﻈﺮة ﻣﺸﻮﻫﺔ ﻟﻠﻨﻈﺎم اﻟﻠﺒﻨﺎين ﺑﺸﻜﻞ ﻣﺸﺎﺑﻪ ﻟﻠﺴﻮري )ﻓﺴﺎد ﺗﴪب اﻟﻄﻼب ﺑﺴﺒﺐ اﻟﻌﻮاﺋﻖ اﻻدارﻳﺔ
ﻋﺪة ﻣﺴﺘﻮﻳﺎت ﺑﻨﻔﺲ اﻟﺼﻒ اﺧﺘﻼف اﻷﻋامر ﰲ اﻟﺼﻒ ﻋﺪد اﻟﻄﻼب اﻟﻜﺒري ﰲ اﻟﺼﻒ اﻟﻄﻼب ﻗﺎدﻣﻮن ﻣﻦ ﺑﻴﺌﺎت ﻓﻘرية وﻣﺤﺮوﻣﺔ )اﻷﺛﺮ اﻟﺴﻠﺒﻲ ﻟﻸﻃﻔﺎل ذوي اﳌﺸﺎﻛﻞ ﻋﲆ اﻵﺧﺮﻳﻦ )ﻋﻨﻒ وﻓﺮط ﺣﺮﻛﺔ ﻗﻠﺔ اﻟﻨﻈﺎم وﺣﺮﻛﺔ اﻟﻄﻼب اﳌﻔﺮﻃﺔ ﰲ اﻟﺼﻒ ﻧﻘﺺ ﺑﻌﺪد اﳌﺘﻄﻮﻋني-ﺿﻐﻂ ﻛﺒري ﻋﲆ اﳌﺘﻄﻮع ﻣﺘﻄﻮﻋني ﻏري ﻣﺪرﺑني ﺣﺎﺟﺔ ﻹﴍاف ﺗﺮﺑﻮي ﻋﺠﺰاﳌﺪرس اﳌﺘﻄﻮع ﻋﻦ دﻋﻢ اﻟﻄﺎﻟﺐ اﳌﺮاﻫﻖ ﻋﺪم اﻟﺘﺰام ﻛﻞ اﳌﺘﻄﻮﻋني ﻋﺪم اﻟﺘﺰام اﳌﺘﻄﻮﻋني ﺑﺎﻷﻧﻈﻤﺔ واﻟﻘﻮاﻋﺪ ﺣﺎﺟﺔ ﻟﻮﺳﺎﺋﻞ إﻳﻀﺎح ﺗﻌﻠﻖ اﻷﻃﻔﺎل اﻟﺸﺪﻳﺪ )اﳌﺮﴈ( ﺑﺎﳌﺪرس اﻟﺴﻮري ﻋﺪم اﺣﱰام اﳌﺪرس ﺑﺴﺒﺐ ﻛرثة اﻟﺘﻐﻴري ﻛرثة ﺗﻐﻴري اﳌﺪرﺳني ﺗﻌﻄﻲ اﻧﻄﺒﺎع ﺑﻌﺪم ﺟﺪﻳﺔ ﻋﺪم ﻣﻌﺮﻓﺔ اﳌﺘﻄﻮﻋني ﺑﺎﳌﻨﻬﺎج اﻟﻠﺒﻨﺎين ﻋﺪم وﺟﻮد ﺗﺨﺎﻃﺐ وﺗﻮاﺻﻞ ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني اﻧﻘﻄﺎع ﻣﺘﺎﺑﻌﺔ اﻟﻄﻔﻞ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﺧﺘﻼف اﳌﻨﻬﺎج اﻟﻠﺒﻨﺎين ﻋﻦ اﻟﺴﻮري )اﺳﺘﻐﻼل ﳼء ﻟﻠﻤﻮارد اﳌﻘﺪﻣﺔ )ﴎﻗﺔ ﻋﺪد اﻟﻄﻼب اﻟﻜﺒري ﻋﺪم ﺟﺪﻳﺔ اﳌﺪرﺳني اﻟﻄﻼب ﻗﺎدﻣﻮن ﻣﻦ ﺑﻴﺌﺎت ﻓﻘرية وﻣﺤﺮوﻣﺔ
a. Pre-crisis
c. Education system-
)program (run by UNICEF
Categories
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Table A2 Original codes representing the assets Original codes
Sub-categories
Individual assets
رﻏﺒﺔ اﻷوﻻد ﺑﺎﻟﺘﻌﻠﻢ اﻹرادة اﻟﻮﻋﻲ ﺗﺠﺎوب ﻣﻤﺘﺎز ﻟﺒﻌﺾ اﻟﻄﻼب ﺗﺠﺎوب اﻟﺼﻐﺎر ﻣﻊ اﻟﺘﻌﻠﻴﻢ ﻏري اﻟﺮﺳﻤﻲ ﻣﻄﺎﻟﺒﺔ اﳌﻌﻠﻤﺔ مبﺰﻳﺪ ﻣﻦ اﻟﴩح ذﻛﺎء وﻟﻄﻒ ﺣامس ﻟﻠﻤﺪرﺳﺔ )إﺣﺴﺎس ﺑﺎﻻﺳﺘﻘﻼﻟﻴﺔ )ﺑﺎﻟﺪراﺳﺔ اﻟﺘﺄﻗﻠﻢ اﺳﻬﻞ ﻟﻸﺻﻐﺮ ﻋﻤﺮا ﺗﻌﺎﻃﻒ ﻣﻊ ﻇﺮوف اﻷﻫﻞ اﻟﺼﻌﺒﺔ اﻟﻄﺎﻟﺐ اﻟﺬي ﻟﺪﻳﻪ ﻫﺪف ﻳﺴﺘﻤﺮ ”وﻋﻲ اﻟﻄﻼب ﻟﺘﺤﻤﻞ اﻟﻀﻐﻂ واﻹذﻻل“ اﻧﺪﻣﺎج ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني ﻣﻌﺮﻓﺔ أﻧﻪ ﻳﺠﺐ اﳌﺒﺎدرة ﺑﺎﻟﺘﻔﺎﻋﻞ ﻣﻊ اﻟﻠﺒﻨﺎﻧﻴني
)Relational (social assets
اﻫﺘامم اﻷﻫﻞ مبﺘﺎﺑﻌﺔ ﺗﻌﻠﻴﻢ اﻷوﻻد دﻋﻢ اﻷﻫﻞ اﻻﻧﻔﺘﺎح ﻳﺴﺎﻋﺪ ﻋﲆ ﻟﺘﻄﻮر ﻣﺘﺎﺑﻌﺔ اﻷﻫﻞ ﻣﻊ اﳌﺪرﺳﺔ ﺗﻔﻬﻢ اﻷﻫﻞ ﻟﴬورة ﺗﻨﺰﻳﻞ اﻟﺼﻒ ﺣامس اﻷﻫﻞ ﻟﻠﺘﻮاﺻﻞ ﻣﻊ اﳌﺪرﺳﺔ ﺗﻌﺎﻃﻒ اﳌﺘﻄﻮﻋني ﻣﻊ اﻷﻃﻔﺎل ﺗﻔﻬﻢ اﻻﺳﺘﺎذ اﻟﺴﻮري ﻟﻮﺿﻊ اﻟﻄﺎﻟﺐ اﻟﺴﻮري ﺣﺐ ﺟﺴﻮر إﺣﺴﺎس ﺑﺎﻻﻧﺘامء إﱃ ﺟﺴﻮر ﺟﺴﻮر ﻣﺼﺪر إﺿﺎﰲ ﻟﻠﺘﻌﻠﻢ اﻟﻌﻨﺎﻳﺔ اﻟﻔﺮدﻳﺔ ﻣﺠﺪﻳﺔ ﻟﻠﻮﻟﺪ ﺗﺠﺎوب ﻣﻊ اﻟﺘﺤﻔﻴﺰ واﻻﻫﺘامم
Categories
environment
إﻳﺠﺎﺑﻴﺔ :أﻣﻞ ﺑﺎﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﺼﺪﻣﺔ ”اﺣﺴﺎس اﻻﻧﺘامء ﺑﻴﺨﻠﻴﻚ ﺗﻌﻄﻲ ﻛﻞ ﺟﻬﺪك“ اﺳﺘﻌﺪاد ﳌﺘﺎﺑﻌﺔ اﻟﻄﻔﻞ ﰲ اﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ اﳌﺪرﺳني ﻳﺎﺧﺪوا ﻃﺎﻗﺘﻬﻢ ﻣﻦ اﻟﻄﻼب وﺑﺎﻟﻌﻜﺲ ﺗﻌﺎﻃﻒ ﺑﻌﺾ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني ﺗﻔﻬﻢ ﺑﻌﺾ اﳌﺪرﺳني اﻟﻠﺒﻨﺎﻧﻴني اﻧﻄﺒﺎع ﺗﻌﻠﻴﻢ أﻓﻀﻞ ﰲ ﻟﺒﻨﺎن
)EDUCATION RESILIENCE APPROACHES (ERA
RES-RESEARCH | 2014 Table A3 Original codes representing the outcomes Original codes
Sub-categories
Categories Positive outcomes
إﺣﺴﺎس ﺑﺎﻟﺘﻘﺪم :اﻧﻄﺒﺎع اﻳﺠﺎيب ﺑﺄن اﻻوﻻد ﻳﺤﺮزون ﺗﻘﺪﻣﺎ ﰲ ﺑﻴﺌﺔ اﻟﺘﻌﻠﻴﻢ ﻏري اﻟﺮﺳﻤﻲ ﺗﺠﺎوب إﻳﺠﺎيب ﻣﻊ اﻟﻠﻐﺔ إﻋﺠﺎب ﺑﺎﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﺗﻌﻠﻖ ﺑﺠﺴﻮر اﻟﺘﺄﻗﻠﻢ ﻣﻊ اﳌﺠﺘﻤﻊ اﻟﻠﺒﻨﺎين اﻻﺳﺘﻔﺎدة ﻣﻦ اﻟﺘﻌﺮف ﻋﲆ اﻟﺘﺠﺮﺑﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ
Negative outcomes
ﺗﺮك اﳌﺪرﺳﺔ ﻗﺮار اﳌﺪرﺳﺔ ﺑﴫف اﻟﻄﺎﻟﺐ ﺑﺴﺒﺐ ﺿﻌﻒ ﻣﺴﺘﻮاه ﻗﺮار اﻟﻄﺎﻟﺐ ﺑﱰك اﳌﺪرﺳﺔ ﻋﺪم إﻋﺠﺎب ﺑﺎﳌﺪرﺳﺔ اﻟﻠﺒﻨﺎﻧﻴﺔ ﻋﺪم اﻧﺪﻣﺎج ﰲ اﳌﺪرﺳﺔ إﺣﺴﺎس ﺑﺎﻟﻌﺠﺰ :ﻣﺤﺎوﻟﺔ اﻟﺘﺄﻗﻠﻢ دون ﻧﺘﻴﺠﺔ
Table A4 Original codes representing the promotive and protective processes Original codes اﻻﺳﺘﻔﺎدة ﻣﻦ ﻧﻈﺎم اﻟﺘﻌﻠﻴﻢ اﻟﻠﺒﻨﺎين أﺛﺮ إﻳﺠﺎيب ﻟﻠﺨﻠﻂ ﺑني ﻃﻼب اﻟﺘﻌﻠﻴﻢ اﻟﺮﺳﻤﻲ ﻣﻊ ﻃﻼب اﻟﺘﻌﻠﻴﻢ ﻏري اﻟﺮﺳﻤﻲ دورات ﻟﻐﺔ ﻟﻠﻄﻼب واﳌﺪرﺳني ﺗﺪرﻳﺐ ﻟﻠﻤﺪرﺳني
Sub-categories
Categories Promotive processes
ﻣﺴﺎﻋﺪة اﳌﺪرس ﰲ اﻟﺼﻒ دروس ﺧﺼﻮﺻﻴﺔ ﻣﺴﺎﻋﺪة اﻷﻫﻞ ﰲ اﻟﺪراﺳﺔ ﻣﺴﺎﻋﺪة اﻷﻗﺮان )اﻷﺧﻮة( ﻣﺴﺎﻋﺪة ﺑﻌﺪ اﻟﻈﻬﺮ دورة ﺗﻘﻮﻳﺔ ﺻﻴﻔﻴﺔ دوام ﺛﺎن ﻣﺨﺼﺺ ﻟﻠﺴﻮرﻳني ﻣﺴﺎﻋﺪة ﰲ ﺣﻞ اﻟﻮﻇﺎﺋﻒ اﺛﻨﺎء اﻻﺳﺒﻮع ﺻﻔﻮف ﺗﺄﻗﻠﻢ ﻣﻌﺎﻣﻠﺔ ﺧﺎﺻﺔ ﻟﻸوﻻد ﺣﺴﺐ اﺣﺘﻴﺎﺟﺎﺗﻬﻢ ﺗﺸﺠﻴﻊ وﺗﺤﻔﻴﺰ ﻟﻸوﻻد دور ﺟﺴﻮر اﻟﺘﻌﻠﻴﻤﻲ دور ﺟﺴﻮر ﺑﺘﻌﻠﻴﻢ اﻻﻧﺠﻠﻴﺰي ﻣﺘﺎﺑﻌﺔ وﺿﻊ اﻟﻄﺎﻟﺐ ﰲ اﳌﺪرﺳﺔ اﻟﺮﺳﻤﻴﺔ ﺟﻌﻞ اﻻوﻻد ﻳﺪرﺳﻮن ﺑﻌﻀﻬﻢ ﺗﺪرﻳﺐ اﳌﺘﻄﻮﻋني ﻋﲆ أﺳﻠﻮب اﻟﺘﺪرﻳﺲ اﻟﻠﺒﻨﺎين ﺗﻮﺟﻴﻪ اﺟﺘامﻋﻲ وﺻﺤﻲ إﴍاف ﻧﻔﴘ وﻋﺎﻃﻔﻲ “ ﻣﻬﻤﺘﻲ ﻫﻲ زرع ﻃﻤﻮح “ ﻧﻘﻞ ﻓﻜﺮة اﻟﺒﺪء ﺑﺤﻴﺎة ﺟﺪﻳﺪة ﻟﻠﻄﻼب دور ﺟﺴﻮر اﻟﻌﺎﻃﻔﻲ “ إذا اﻟﻮﺿﻊ ﺑﺎﻟﺒﻴﺖ ﻣﺄﻣﻦ ﺑﻴﺘﺤﻤﻠﻮا اﻟﻀﻐﻂ ﺑﺮا “ ﺑﺮاﻣﺞ ﺗﻮﻋﻴﺔ وﺗﻮﺟﻴﻪ ﻟﻸﻫﻞ ﺗﻌﺮﻳﻒ ﺑﺪور اﳌﺪرﺳﺔ اﻟﻔﻌﲇ
Protective processes
SYRIAN REFUGEES IN LEBANON | EDUCATION RESILIENCE Categories
Sub-categories Unconscious adaptive dreams)
Original codes ﺗﻌﻠﻢ اﻻﻧﺠﻠﻴﺰي-ﺣﻠﻢ ﻗﺼري اﳌﺪى ﻣﻌﻠﻢ أو ﻣﺪﻳﺮ أو ﻃﺒﻴﺐ-ﺣﻠﻢ ﺑﻌﻴﺪ اﳌﺪى ﺣﻠﻢ – اﻟﺤﻨني إﱃ اﻟﻮﻃﻦ ﺣﻠﻢ – ﺗﻐري ﺗﻌﺎﻣﻞ اﻟﻠﺒﻨﺎﻧﻴني رﻏﺒﺔ ﺑﺎﻻﻧﺘﻘﺎم ﻣﻦ اﻟﻠﺒﻨﺎﻧﻴني-ﺣﻠﻢ
dreams)
EDUCATION RESILIENCE APPROACHES (ERA)
RES-RESEARCH | 2014
Low
Somewhat
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
School
Home
In the street
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
Low
Somewhat
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
School
Home
In the street
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
The World Bank 1818 H Street, NW Washington DC 20433 USA www.worldbank.org/education/resilience [email protected]
