Lessons Learned and Recommendations
Published by Duderi e. V.
September 2024
This policy paper summarises key lessons learned from a research initiative by Duderi on the role of civic actors (CSOs) in Syria’s education sector during the conflict. The research covered six regions under various political controls, providing insights into the challenges of delivering education across Syria. The paper offers targeted recommendations for key stakeholders, including CSOs, donors, and UN agencies.
Key findings highlight that CSOs have played crucial roles in ensuring children’s access to education, but their efforts are fragmented, donor-driven, and often unsustainable. Although they introduced innovations and tapped into local resources, their impact was limited by operating in isolated “islands,” deepening community divisions. CSOs were found to undermine regular schools by siphoning teachers, suggesting they should focus on supporting teachers within the existing system.
The research identified that localisation helped in adapting to community needs but led to societal fragmentation and challenges such as limiting girls’ access to education. Additionally, aid dependency hampered sustainability, and a shift toward early recovery frameworks is recommended to leverage local resources and foster cooperation.
CSOs also struggled to effectively promote civic values like equal citizenship and social peace, as these were often superficially introduced. Programs focused on practical skills rather than formal curricula showed more success. Furthermore, innovation in pedagogy, such as active learning, was promising but lacked alignment with accredited outcomes and long-term career opportunities for students.
The policy paper calls for a national education strategy based on evidence and data aggregation, recommending that the UN and CSOs facilitate knowledge-sharing and impact monitoring. More detailed recommendations for educational reform will be provided in future reports by Duderi.