Publication Type: Reports

Fostering a Culture of Responsibility and Accountability Improving the Learning Environment in Jordan

At the start of the 1990s, education reform was prioritised by the Jordanian government which led to substantial investments in the development of human resources over the past three decades; ultimately resulting in a concreteoverall improvement in performance on the Human Development Index. Jordan continues to build on these achievements, which is demonstrated by its recent commitment to the implementation of the 2030 Sustainable Development Goals. Despite Jordan’s remarkable achievements and numerous initiatives pursued by the government and different stakeholders, to reform the education sector, several challenges still persist. One major challenge is accountability within the education system. This paper seeks to provide insights into the challenges and gaps in accountability, as well as explore inter-linkages with the legal framework, and the challenges of decentralisation and governance. To this end, a review of the relevant literature, and fieldwork research were conducted to identify obstacles related to access to education and the provision of quality education and a supportive learning environment in Jordan. In addition to a learning event was held entitled “Fostering a Culture of Accountability for improving the Learning Environment for Children in Jordan” in order to discuss the findings of the project “Education for the Future:Communities of Learning among Syrians and Jordanians in Host Communities” with a wider stakeholder community. The areas highlighted are the following: The Legal framework: issues of access, quality, and equity. Communication and Accountability: communication between schools and parents,the Ministry of Education, and other stakeholders (civil society/community involvement). Decentralisation and Governance: autonomy of schools, national decentralisation, the role of the local community.

Access to Higher Education for Refugees in Jordan

Throughout the five-year Syrian refugee crisis, education for refugee children has been prioritized in development, humanitarian aid, media coverage, discussion, and research. Extensive efforts have been made to increase children’s access to education to ensure their continued healthy development and provide security and stability during the refugee experience. As the majority of Syrian refugees in the Hashemite Kingdom of Jordan are under the age of 17, this attention is not unfounded. However, refugees’ access to higher education in Jordan has lacked the necessary attention. The initial response to higher education was isolated and sporadic, only recently becoming coordinated as the crisis and consequent displacement became protracted. While movement did not begin until 2015, conversation and advocacy on the issue had started long before. There was no shortage of support for higher education amongst the stakeholders interviewed. This paper maps the prior and current initiatives undertaken and the ongoing challenges present for refugees and other stakeholders. This is done with a clear ambition to contribute to the ongoing development of such programs as well as allow for reflection on how such programs could be better implemented in responses to mass displacement.

Legal Aid’s Four Pillars for Engaging Men and Boys in SGBV Prevention in Zaatari Refugee Camp

This report, based on ARDD-Legal Aid’s experiences of working with men and boys on SGBV prevention in Zaatari refugee camp, lays out four pillars of how SGBV prevention programs can be adapted to work effectively in the context.  It first outlines the suitability of a psychosocial approach for SGBV prevention work in Zaatari, explaining how this can be used to build trust among participants, provide a useful service for male refugees, and create an environment in which progress can be made on sensitive gender questions.  The report then focuses on, in turn, how to manage the stress and anger of refugees in Zaatari, how to understand prevailing conceptions of masculinities and gender relations, and how to ensure that the do no harm principle is adhered to in work in Zaatari.