Research to improve the quality of teaching and learning inside Syria
An analysis of how teacher practice and learning spaces influence child learning and wellbeing in Syria
Abstract
The first wide-scale analysis since the start of the Syrian conflict of how teacher practice and learning spaces influence child learning and wellbeing in Syria.
The study sought to provide an academically rigorous evidence base to help improve the quality of teaching and learning inside Syria, as well as in other fragile and conflict-affected contexts. Integrity provided an in-depth review of the learning environment for Grade 2 and Grade 3 children in areas of Syria not controlled by the Government of Syria.
The research study examined teacher practice and behaviour, the nature of the learning environment, and their effects on child learning and wellbeing. It was aimed at donors, policy makers, researchers and implementers working on education in crises and conflicts, particularly those with an interest in Syria.
The study sought to provide informed and policy relevant insights on suggested investments in child learning, namely by improving the nature of their learning environments, and in particular, the quality of teaching.
This work was supported by the Department for International Development’s Policy Research Fund.
Citation
Integrity (2019) Research to improve the quality of teaching and learning inside Syria. London: Integrity
Integrity (2019) Lessons from Syria for Improving Education in Crisis and Conflict Programming. Integrity Briefing Note
Links
Lessons from Syria for Improving Education in Crisis and Conflict Programming: Briefing Note