LEB Access and Quality Education for refugee and vulnerable host community children

Due to the impact of COVID-19 and the ongoing economic, financial and political crisis, a growing number of school-aged Lebanese and refugee children are at risk of dropping out of school while others are still out of any form of learning. The Bekaa and the Baalbek/Hermel governorates (“Bekaa Valley”) are two of the most deprived areas in Lebanon, where access to formal, public or private education is becoming increasingly difficult to both Lebanese and refugee children. The difficulty to access services and income in general in both governorates is further resulting in mounting intra and intercommunial tensions, distrust and competition.

The Swiss added value lies in the triple-nexus approach, addressing short term humanitarian needs in combination with interventions towards fostering social cohesion and, in the medium term, enhance the resilience and capacities of the educaiton system.

-    Total number of beneficiaries: 30’000

-    16’000 children

-    13’000 parents

-    500 educators

-    Local communities (through community-based groups)

Outcome 1:    Vulnerable children’s access to quality education, learning outcomes, life / social skills and wellbeing have improved

Outcome 2:    Vulnerable children’s parents, caregivers and teachers have developed their capacities and ability to support children’s continuity of learning

Outcome 3:    Key stakeholders shift their behaviours, advocate for and adapt informal rules and formal policies towards inclusive quality education and social stability is strengthened. 

Resultados previstos:  

-    OOSC access quality and inclusive Non Formal Education (NFE) services  and reach learning objectives

-    Teachers and educators are equipped to provide quality education and a supportive learning environment

-    Vulnerable parents and caregivers are provided with or referred to needed services

-    A conflict analysis is carried out and the opportunities to work on social cohesion within the project are harnessed.

-    Systemic barriers to discontinuity of learning are identified and participatory solutions to facilitate learning continuity are elaborated and fostered at local and national level. 

Resultados de las fases anteriores:   Available data is outdated, but already indicates a high proportion of out-of-school children (OOSC) in both governorates.  A UNICEF OOSC Mapping is foreseen on a national level for 20-21 and will inform the baseline of the project. 

-    Plan International

-    Save the Children