Program Cooperation Agreement with (Iqra’ Association & UNICEF) Reporting Partner:
Iqra’ Association
Country:
Lebanon
No. and title:
Final Report- "Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" (Phase I)
Reporting Period:
Project Duration Period (March 1,2013 – August 31, 2013)
Psycho-Social activity during circle time in one of the classes- Martyrs of Deir Al Zahrani Public School
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Table of Contents
IIIIII-
IV-
PURPOSE………………………………………………………….p.3 PROGRAM SUMMARY……………………………………..p.4 RESULTS……………………………………………………………p.6 A. Summary Analysis……………………………………p.6 B. Narrative of Results…………………………………p.8 RESOURCES………………………………………………………p.29
V-
ANNEXES………………………………………………………….p.30
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I. PURPOSE The "Enabling and Inclusive Learning Environment for Displaced and underprivileged Lebanese children" project aims to reintegrate elementary school-aged displaced Syrian and underprivileged Lebanese children in 36 schools to learn in an enabling, supportive and protective learning environment in Bekaa, Beirut, Mount Lebanon, South Lebanon and Tripoli. Throughout the duration of the activities, the project aimed at providing continuous support to the displaced and underprivileged children by adhering to its outcome "Boys and girls aged 5-12 are retained in school and enhance their reading skills in 36 targeted schools". The project’s main outputs are: 1) Basic school supplies are improved in hosting public schools. Provide schools with supply improvement (i.e. read aloud kits). Provide schools with infrastructural improvements and equip the cycle 1 and KG 2 premises (36 schools, each with 6 classrooms, totaling to 216 classrooms) with a leveled class library and educational material (to be used for remedial classes, inclusive teaching and 18 summer camps) 2) Capacity of teachers and parents in 36 schools is enhanced to provide children with quality learning. Conduct training sessions on active learning methods for language teachers of grades KG2 to G6 to use the read aloud kits and activities around stories. Conduct training sessions on the school reading program and the related school events for parent representatives, teachers and administrators of KG2 and primary schools, 3 from each target group per school/community. Conduct events to initiate and raise awareness, and share lessons learned. (This will include the awareness initiation events in February and March, and April UNESCO celebration) Conduct training sessions on teaching reading and writing strategies for language teachers and supervisors of cycle one and KG2 in 36 elementary public schools in Bekaa, Beirut, Mount Lebanon, South Lebanon and Tripoli. 3) Enrolled Children have enhanced skills and knowledge to cope with Lebanese curricula and improve learning. Provide remedial language classes in 36 schools to target struggling Syrian and Lebanese readers. Provide 18 summer camps (chosen from the 36 schools) in the schools in most need for intensive remedial summer language program. Provide training sessions with parents on how to support their children to become independent learners and improve language skills. Follow up on results and set up a final event in each summer camp as well as one joint evaluation workshop to share the results and best practices. 4) Out of school children's capacity and skills are enhanced for enrolling in 2013 school year. Equip the 'Classroom in a Bus' with literacy materials in three languages. Conduct reading and psychosocial activities with out-of-school children in the 'Classroom in a Bus'.
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Syrian and Lebanese children proudly singing and celebrating at Al Marj school’s final event of summer program one.
II. PROGRAM SUMMARY Project Impact: Elementary school-aged displaced Syrian and underprivileged Lebanese children attend school and learn in an enabling, supportive and protective learning environment (36 elementary public schools in the Bekaa, Beirut, Mount Lebanon, South Lebanon and Tripoli). To indicate the effectiveness of the project and achieve the desired outcome, students and participating schools will have received their learning/teaching in an enabling and protective environment; and Iqra' Association will report the completion of the output activities and its effectiveness on the targeted population (children and parents, teachers and schools). The main activities are comprised of: conducting 216 after-school remedial language classes by trained public school language teachers, supporting 36 inclusive school environments, supporting students and parents, implementing 18 intensive remedial language summer camp programs (108 classes) and conducting active learning and psychosocial activities for out-of-school children in the 'Classroom in a Bus'. This project will target 3,456
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students in after-school remedial language classrooms each student receiving 72 hours over a period of 3 months. Additionally it will target 1,728 students in the intensive language remedial summer program each student receiving 80 hours over a period of 4 weeks. The project builds the capacity of 252 elementary public school language teachers, 36 school supervisors and 36 principals and supports teams of 12 local coordinators/monitors. The enabled community will reach out to 900 parents who will support and be engaged in their children’s learning future. These direct beneficiaries are 70% displaced Syrians and 30% underprivileged Lebanese enrolled in the Lebanese elementary public schools. The project’s effectiveness will reach the mainstream population of these 36 schools that consist of over 10,000 students with their families. Additionally the proposed “Classroom in a Bus” will benefit around 576 children and 72 parents.
Tal Al Abyad School: Parents and students activities.
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III. RESULTS A. Summary Analysis
"Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" - 2013 Target Vs. Acheived Goals Children Outreached Children Enrolled Parents Outreached Teachers Trained Events Conducted Classes Conducted Classes Equipped Schools Outreached 0
1000
Schools Outreached Achieved 38 Target
36
2000
3000
4000
5000
6000
7000
8000
9000
Classes Equipped 238
Classes Conducted 366
Events Conducted 85
Teachers Trained 388
Parents Outreached 1756
Children Enrolled 5816
Children Outreached 7646
216
324
72
252
618
5760
5760
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"Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" - 2013 Success Rates Impact Schools Reached Classes Equipped Classes Conducted Events Conducted Teachers Trained Parents Reached Children Enrolled Children Outreached
Success Target Achieved Rate 36 216 324 72 252 618
38 238 366 85 388 1756
105.56% 110.19% 112.96% 118.06% 153.97% 284.14%
5760 5760
5816 7646
100.97% 132.74%
Indicators of Outputs: Output 1 indicators: All the equipped classrooms maintained the furniture, books, educational materials and supplies in good condition and were used for all the programs including after school remedial classes, summer camp one and two. We only kept supplying perishable material like papers and cardboards. By the time of summer camp two, we reached 35 schools and a total number of 238 classrooms. Output one was successfully accomplished and more classrooms were supplied and maintained their resources within budget. Output 2 indicators: Capacity of 388 teachers and 1,756 parents were enhanced through continuous training and coaching and through applying active learning in classrooms, and at home by empowering parents to support their children in the learning process and in public by performing and participating in all kinds of events. Thus, Output 2 successfully accomplished and reached more teachers and parents and within budget. Output 3 indicators: Enrolled children's learning skills enhanced. The children's attendance, the ongoing assessments and their testimonies as well as their parents' support these results. Children's attitude towards school had changed. They were asking to extend the program, arriving at school earlier and working independently during learning time. The children were happily involved in all the learning activities and events. A number of children who attended the enabling program enrolled in public school main stream program for the scholastic year 20132014. Output 4 indicators: Enrolled out-of-school children and their parents' skills enhanced. The bus experience encouraged a second summer program to accommodate the out-of-school children and an English literacy class for mothers resulted. A total number of 1,767 out-of-school children and 591 parents were reached.
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B. Narrative of Results To reach its target and promised results, Iqra' Association’s team planned, executed and monitored each and every activity. The PCA was not signed before the end of February; therefore the preparations for the execution of the project did not take place until March, 2013. The framework of the planning and execution was as follows: 1) Basic school supplies are improved in hosting public schools. Provide schools with supply improvement (i.e. read aloud kits). Iqra' Association team (librarian, purchase officer and program director) worked on reviewing and compiling the most available comprehensive (theme, age and culturally appropriate) read aloud books in the market in three languages to place order and to be on time with the execution of the remedial program. Then, bids from different book suppliers were solicited and opened in the presence of UNICEF team. The read aloud kits were ordered successfully and received on time to be used by trained teachers in the chosen schools.
Teachers and students during read aloud activity - Al Amroseye Third Public School
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"Inclusive and enabling learning environment for displaced Syrians and "underprivileged Lebanese students Read Aloud books distributed for the year 2013 Total/ School 80 110 50 100 60 110 70 40 150 50 110 30 40 30 50
Read Aloud Books Eng Ar Fr 40 40 60 50 30 20 30 70 20 40 80 30 30 40 30 10 90 20 40 30 20 110 10 20
30 110 20
150 100 60 40 50 90 80 70 60
10 20
50 30 90
20 50
10
20 20 20 40 40 40 20 20 30 30 30 20 30 10 40
20 10
Schools مدرسة بر الياس الرسمية االبتدائية مدرسة متوسطة المرج الرسمية مدرسة متوسطة تل األبيض الرسمية المختلطة مدرسة متوسطة تعلبايا الرسمية المختلطة مدرسة متوسطة سعدنايل الرسمية مدرسة الجراحية الرسمية مدرسة حاروف المتوسطة الرسمية مدرسة صيدا الحديثة االبتدائية الرسمية للصبيان مدرسة شهداء دير الزهراني الرسمية مدرسة سد البوشرية الرسمية المتوسطة للبنات مدرسة صربا الرسمية المختلطة مدرسة سد البوشرية الرسمية المتوسطة للصبيان مدرسة العالمة الدكتور صبحي الصالح المتوسطة المختلطة مدرسة عمر الزعني المتوسطة الرسمية المختلطة مدرسة مدرسة برجا الرسمية المختلطة مدرسة برجا الديماس المختلطة المتوسطة الرسمية
40 20 20 30 50 50 30 20
مدرسة الجناح الرسمية المختلطة مدرسة مدرسة روضة الغبيري الرسمية مدرسة راس بيروت الرسمية مدرسة الليلكي الرسمية المختلطة مدرسة العمروسية الثالثة المتوسطة الرسمية المختلطة مدرسة عمر فاخوري االبتدائية الرسمية المختلطة مدرسة مدرسة االمير شكيب ارسالن الرسمية المتوسطة مدرسة البنات الثانية المصيطبة مدرسة المغيرية الرسمية
20 مدرسة عانوت المتوسطة المختلطة الرسمية مدرسة داريا المختلطة المتوسطة الرسمية مدرسة برج البراجنة االولى للصبيان الرسمية
10
30
20 مدرسة برج البراجنة االولى المختلطة الرسمية
20
10
10
40
10
20
مدرسة مزرعة الشوف الرسمية المتوسطة المختلطة
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10
مدرسة وطى المصيطبه الرسمية المختلطة مدرسة كترمايا المتوسطة الرسمية المختلطة
مدرسة تجمع روضات شحيم الرسمية مدرسة المتين الرسمية مدرسة متوسطة فيرا فرنجية الرسمية Total Number of Read Aloud Books Distributed
40 20 20
50 20 20 20 20
30 30 10 40 20
120 70 50 60 40
780
880
720
2380
Provide schools with infrastructural improvements and equip the cycle 1 and KG 2 premises (36 schools, each with 6 classrooms, totaling to 216 classrooms) with a leveled class library and educational materials (to be used for remedial classes, inclusive teaching and 18 summer camps). For any learning to happen in a safe and enabled environment, this space must be equipped with the essential resources that will support and facilitate such learning process. Active learning depends mostly on engaging children in the teaching/learning process through improving their social and thinking skills. To practice and improve these skills, educational resources and classroom furniture that reflect the welcoming and safe environment were purchased and placed in each and every classroom of this project. Iqra' Association was provided by UNICEF with a list of 200 schools to pick the 36 schools who are not working with any other NGO. To select these schools, the project coordinators and project manager contacted schools from the list. This process was not easy to accomplish and was faced with challenges.
Outputs
Basic school supplies are improved in hosting public schools.
Challenges
Reasons
Locate 36 schools from the list of 200 MEHE schools to include in the program.
-Not enough Syrians in the school -Teachers are not willing to work extra hours after school -Other NGOs were already working in the schools Some principals did not share right away that other NGOs are working in the school.
School drop outs resulted in having 27 schools instead of 36 schools
Suggested and Applied Strategies -Locate other schools in the areas that project coordinators/coaches are already working in. -Check the number of Syrian children and willingness of the school staff to cooperate. Materials were removed from the schools and transferred to the office temporarily until they were placed in new schools
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Those challenges limited Iqra' Association from reaching the total number of 36 schools and only implement the after school remedial classes in 27 schools. During summer camp programs, 8 more schools were equipped and more classrooms were prepared to receive and teach more children. This brings the total number of the schools into 35 schools. Additionally three schools, 2 in Tripoli ( (مدرسة متوسطة التبانة و مدرسة ابي فراس الحمدانيand one in Bqaatouta ) )مدرسة سيدة النياح الرسمية المختلطة بقعتوتةbenefited from our teachers training and/or applied our program but were equipped and supplied by the school itself or “Ruwwad al Tanmia” to serve 189 Syrian and Non-Syrian school aged children bringing the total number of schools that were affected by the program to 38 schools.
The project delivered and equipped 143 classrooms in 27 schools in March with all the resources and materials needed during the after school remedial program. In later stages and with the beginning of the summer programs (summer program one starting in June, and summer program 2 in August 12), the additional 8 schools with their 95 classrooms were equipped and supplied due to the increase in the number of students who were enrolling in the program. Therefore a total of 238 classrooms were furnished throughout the project instead of 216. This success was accomplished with budget. ECD kits and School in a Box were also delivered and distributed as in-kind supplies from UNICEF.
"Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" Total/ School
Classes Furnished/Equipped for the year 2013 Schools مدرسة بر الياس الرسمية االبتدائية متوسطة المرج الرسمية متوسطة تل األبيض الرسمية المختلطة متوسطة تعلبايا الرسمية المختلطة متوسطة سعدنايل الرسمية مدرسة الجراحية الرسمية مدرسة حاروف المتوسطة الرسمية مدرسة صيدا الحديثة االبتدائية الرسمية للصبيان مدرسة شهداء دير الزهراني الرسمية مدرسة سد البوشرية الرسمية المتوسطة للبنات مدرسة صربا الرسمية المختلطة مدرسة سد البوشرية الرسمية المتوسطة للصبيان مدرسة العالمة الدكتور صبحي الصالح المتوسطة المختلطة عمر الزعني المتوسطة الرسمية المختلطة مدرسة مدرسة برجا الرسمية المختلطة
Remedial Eng Ar 2 4 5 5 3 1 3 2 5 1 3 4 3 1 4 2 3 1 2 1
2 2 2
Fr
Summer 1 Eng Ar Fr 2 1 1
5 2
2 2 1
2 2 5 2
3
Summer 2 Eng Ar Fr
5
3
2 6
1
8 11 5 10 6 11 7 4 15 5 11 3 4 3 5
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15 10 6 4 5 9 8 7 6 5 3 9
7
1 2
1 2
2
1 1
3
4 2
1 1 2
3
2 2
3
2 2 4 2 1 2 3 3 2 3 1 1
مدرسة برجا الديماس المختلطة المتوسطة الرسمية 2 2 3 2 5 3 2 2
الجناح الرسمية المختلطة مدرسة مدرسة روضة الغبيري الرسمية مدرسة راس بيروت الرسمية مدرسة الليلكي الرسمية المختلطة مدرسة العمروسية الثالثة المتوسطة الرسمية المختلطة عمر فاخوري االبتدائية الرسمية المختلطة مدرسة المختلطة مدرسة االمير شكيب ارسالن الرسمية المتوسطة مدرسة البنات الثانية المصيطبة مدرسة المغيرية الرسمية مدرسة عانوت المتوسطة المختلطة الرسمية مدرسة داريا المختلطة المتوسطة الرسمية مدرسة برج البراجنة االولى للصبيان الرسمية
1
3
2 مدرسة برج البراجنة االولى المختلطة الرسمية
2
1
1
4
1
2
1
12 7 5 6 4 238
3
5
4
مدرسة مزرعة الشوف الرسمية المتوسطة المختلطة مدرسة وطى المصيطبه الرسمية المختلطة
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3 1 4 2
2 2 2 2 31
مدرسة كترمايا المتوسطة الرسمية المختلطة
2 2
64
143
مدرسة تجمع روضات شحيم الرسمية مدرسة المتين الرسمية مدرسة متوسطة فيرا فرنجية الرسمية Classes Furnished during the project
“Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" Total Supplies distributed for the year 2013 Item:
Total amount of items 228 226 224 3983
Summer 1
Summer 2
66 62 60 1962 123 252 43
19 21 21 305 81
905 43
500
177
36
713
590
285
41
916
340
246
80
666
50
41
11
102
59
44
20
123
Remedial
Pocket Chart C.D. Player Carpet Batteries Fan Book bin (S) Book bin (L) English Read Aloud books Arabic Read Aloud books French Read Aloud Books English Assessment folders Arabic Assessment folders French Assessment folders
143 143 143 1716
34
41
28
103
Clear Envelope File Colored Carton Marker-black Marker-red Marker-green A4 paper A3 paper Blue tag/ tack-it Flip Chart Flip Chart Paper Flash Cards English leveled books (set) French leveled books (set) Arabic leveled books (set)
2574 2860 429 429 429 286 429
745 720 86 86 68 19 29 65
143 286 14300
1683 1720 265 265 265 80 78 243 60 148 254
62
5002 5300 780 780 762 385 536 308 203 434 14616
50
14
4
68
34
28
9
71
59
16
6
81
572
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C.D Arabic songs C.D English songs C.D French songs UHU large sticks Lamination roll Wet Wipes Liquid Soap Paper Towels Toilet Paper Detergent (YES) Trash Bags (S) Trash Bags (L)
59 50 34
30 29 46 133 2
8 8 13 113
97 87 93 246 2
515 167 1000 125 65 250 250
185 59 61 12 16 19
700 226 1061 137 81 269 250
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"Inclusive and enabling learning environment for displaced "Syrians and underprivileged Lebanese students Schools that received UNICEF Kits for the project مدرسة بر الياس الرسمية االبتدائية متوسطة المرج الرسمية متوسطة سعدنايل الرسمية متوسطة تل األبيض الرسمية المختلطة مدرسة الجراحية الرسمية مدرسة حاروف المتوسطة الرسمية مدرسة صيدا الحديثة االبتدائية الرسمية للصبيان مدرسة شهداء دير الزهراني الرسمية مدرسة سد البوشرية الرسمية المتوسطة للبنات مدرسة صربا الرسمية المختلطة مدرسة سد البوشرية الرسمية المتوسطة للصبيان مدرسة العالمة الدكتور صبحي الصالح المتوسطة المختلطة عمر الزعني المتوسطة الرسمية المختلطة مدرسة مدرسة برجا الرسمية المختلطة مدرسة برجا الديماس المختلطة المتوسطة الرسمية الجناح الرسمية المختلطة مدرسة مدرسة روضة الغبيري الرسمية مدرسة راس بيروت الرسمية مدرسة الليلكي الرسمية المختلطة مدرسة العمروسية الثالثة المتوسطة الرسمية المختلطة عمر فاخوري االبتدائية الرسمية المختلطة مدرسة مدرسة البنات الثانية المصيطبة مدرسة المغيرية الرسمية مدرسة عانوت المتوسطة المختلطة الرسمية مدرسة داريا المختلطة المتوسطة الرسمية مدرسة برج البراجنة االولى للصبيان الرسمية مدرسة برج البراجنة االولى المختلطة الرسمية مدرسة وطى المصيطبه الرسمية المختلطة
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Output 1 indicator: All the equipped classrooms maintained the furniture, books, educational materials and supplies in good condition and were used for all the programs including after school remedial classes, summer camp one and two. We only kept supplying perishable material like papers and cardboards. By the time of summer camp two, we reached 35 schools and a total number of 238 classrooms. Output one was successfully accomplished and more classrooms were supplied and maintained their resources within budget. 2) Capacity of teachers and parents in 36 schools is enhanced to provide children with quality learning.
Conduct training sessions on active learning methods for language teachers of grades KG2 to G6 to use the read aloud kits and activities around stories. Teachers were trained on the Read Aloud kits that were distributed to the classrooms of the participating schools. Training included activities that will make main stream topics more comprehensive if preceded by the teacher reading aloud while meeting the students on the carpet. This safe circle will give students sense of security and will allow them to enjoy listening to a story without the burden of reading themselves. This model is mostly used to give students a successful model of how to perform good reading, to engage them in critical thinking without worrying about decoding, and to enhance their social skills in taking turns, listening to others and respecting and sharing opinions. Read Aloud sessions were introduced in most main stream classes and remedial classes and covered topics of interest for the students and made children more excited about learning contents either new to them or somehow abstract within any subject area (math, science, social studies and language arts). Teachers found this activity of much value. They testified that it had made teaching much easier and more accessible for children especially those with limited social skills and in particular the displaced Syrian children who had so many issues and matters to deal with.
Conduct training sessions on the school reading program and the related school events for parent representatives, teachers and administrators of KG2 and primary schools, 3 from each target group per school/community. The training team started their training with the Read Aloud activities to engage students and parents in reading around the year and participating in the "school reading program". The school reading program included phases where each month children will reflect on what they read either through drama, storytelling, drawings and or writings. The read aloud kits were distributed and 3 teachers from each school were in charge on how to integrate activities during the main stream and remedial classes and document students' reading performances and parents’ participation and attendance. During the National Reading Week, schools celebrated their students by exhibiting their art work that resulted from the reading activities in the school and invited parents and local community to tour the exhibitions.
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Conduct events to initiate and raise awareness, and share lessons learned. (This will include the awareness initiation events in February and March, and April UNESCO celebration) The late start of the program, made February event inapplicable. Teachers' strike and security issues delayed plans. With all the hard ship that was facing the public school system in the scholastic year 20122013, the project was able to execute 85 in school activities and the Iqra' Association yearly UNESCO Palace celebration was a very successful event. This celebration included 23 of the UNICEF funded schools. Among the 980 students who participated, 690 students and 75 teaching staff were direct beneficiaries of the UNICEF project. The total number of students who participated this year was 980 students. In this event, the entertainment program was mainly performed and presented by the students. Schools also displayed the students' art work in the UNESCO Gallery.
Pictures from the UNESCO event during national reading week
"Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" Events Conducted- 2013 # of Parents’ meetings
69
# of Final Events attended by parents and students
16
Total number of events conducted
85
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Conduct training sessions on teaching reading and writing strategies for language teachers and supervisors of cycle one and KG2 in 36 elementary public schools in Bekaa, Beirut, Mount Lebanon, South Lebanon and Tripoli. To launch the project, Iqra' Association training team screened, selected and contracted 144 language teachers. Those teachers were mainly in the area of Bekaa, Beirut, Mt Lebanon, and South Lebanon. Teachers were trained in groups on all components of the active learning program and in particular on teaching reading and writing strategies. Some Teachers were trained in their schools especially those who could not attend the main trainings. The initial trainings took place in Beirut- Shakib Erslan School (01/04/2013) and in Bekaa- Bar Elias Official School (14/03/2013). By the end of summer camp 2, the total number of teachers who were trained to implement the program in the 37 schools summed up to 304 teachers exceeding the number that was planned (216). Of those 71 teachers worked in more than one program (i.e. remedial, summer one or two). Our teachers' training included also training teachers from other NGOs who are implementing education services in emergency for displaced Syrian and underprivileged children in host communities. These organizations included International Relief (7 field officers and teachers), Riwwad Al tanmia (17 teachers and coordinators), Beyond (60 teachers and field officers) a total of 84 teachers and teaching staff. Thus, the total number of teachers who received active learning training is 388.
Teachers actively engaged during training
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"Inclusive and enabling learning environment for displaced Syrians and underprivileged Lebanese students" Teachers’ Training sessions Phase
Remedial
Summer Camp1
School(s)/NGO
Location
Training Dates
# of Teachers/ Trainees Attending 28 28 43 13 5 12 8 13 10 5 8 8 8 3 7 4 3 6 7 9 5 4 8 13 5 6 7 8 7 7 8 16
Bar Elias (initial training) Bar Elias (initial training) Shakeeb Erslen (initial training)
Bekaa Bekaa Beirut
Barja official/barja dimas Tal el Abyad Taalabaya-Saadnayel Sed Baouchrieh Barja official/barja dimas Saida-Nabatieh Jnah Sed Baouchrieh Shakeeb Erslen Anout-Daraya Omar Z'eni Sarba Harouf-Saida Sobhi Saleh Mgheyreyeh Jarrahiya Der Zahrani Ras Beirut Banet Tenye Moussaytbe Omar Fakhouri Barja official/barja dimas Jnah Third Amroseye Sarba Daraya
Chouf Bekaa Bekaa Mt.Lebanon Chouf South Beirut Mt.Lebanon Beirut Mt.Lebanon Beirut Mt.Lebanon South Beirut Mt.Lebanon Bekaa South Beirut Beirut Beirut Chouf Beirut Mt.Lebanon Mt.Lebanon Chouf
13/03/2013 14/03/2013 01/04/2013 05/04/2013 06/04/2013 08/04/2013 08/04/2013 09/04/2013 11/04/2013 12/04/2013 12/04/2013 13/04/2013 14/04/2013 15/04/2013 16/04/2013 17/04/2013 19/04/2013 23/04/2013 27/04/2013 29/04/2013 01/05/2013 01/05/2013 02/05/2013 09/05/2013 10/05/2013 10/05/2013 14/05/2013 16/05/2013
Relief International Relief International Third Amroseye Barja Dimas
Mt.Lebanon Mt.Lebanon Mt.Lebanon Chouf
10/06/2013 11/06/2013 13/06/2013 14/06/2013
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Summer Camp2
Jarrahiya-Saadnayel-Bar Elias-Marj Daraya Burj boys-Burj mixed Wata Moussaytbeh Sarba Tal el Abyad Der Zahrani Jnah Der Zahrani Mazraat Chouf Vera Franjiyeh Mazraat Chouf Vera Franjiyeh
Bekaa Chouf Mt.Lebanon Beirut Mt.Lebanon Bekaa South Beirut South Chouf Zgharta Chouf Zgharta
15/06/2013 15/06/2013 15/06/2013 15/06/2013 17/06/2013 18/06/2013 18/06/2013 21/06/2013 24/06/2013 11/07/2013 11/07/2013 12/07/2013 12/07/2013
38 11 7 14 13 7 16 8 16 5 5 5 5
Rowwad Al Tanmia Rowwad Al Tanmia Mtein Mtein Beyond Beyond Wata Moussaytbeh Sarba Chehim Wata Moussaytbeh
Tripoli Tripoli Mt.Lebanon Mt.Lebanon Bekaa Bekaa Beirut Mt.Lebanon Chouf Beirut
26/07/2013 27/07/2013 29/07/2013 30/07/2013 31/07/2013 01/08/2013 07/08/2013 09/08/2013 09/08/2013 12/08/2013
17 17 7 7 60 60 10 10 6 10
Output 2 indicators: Capacity of 388 teachers and 1,756 parents were enhanced through continuous training and coaching and through applying active learning in classrooms, and at home by empowering parents to support their children in the learning process and in public by performing and participating in all kinds of events. Thus, Output 2 successfully accomplished and reached more teachers and parents and within budget. 3) Enrolled Children have enhanced skills and knowledge to cope with Lebanese curricula and improve learning.
Provide remedial language classes in 36 schools to target struggling Syrian and Lebanese readers. As previously mentioned, hardships were faced in reaching 36 schools for the remedial period due to several factors stated in the below table. Instead only 27 schools were reached at the beginning of the project. Therefore, a total number of 2480 students (1395 Syrians, 895 Lebanese and 190 from other
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nationalities) instead of 3456 were reached. They were divided between 143 after-school remedial language classes (50 Arabic classes, 59 English classes and 34 French classes) instead of 216.
Children reading their stories during remedial in Bar Elias Public School
Outputs
Challenges
Reasons
Enrolled Children have enhanced skills and knowledge to cope with Lebanese curricula and improve learning
Reaching 27 schools instead of 36.
- Some principals did not accept to host the program in their schools.. - Some teachers found the program too demanding. - Some teachers found that 10 USD/hour was very little money..
Suggested and Applied Strategies - More classrooms are added in schools already participating in the program to reachout to the number of beneficiaries.
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5 schools ended their program earlier.
Convincing parents that the remedial classes are relevant to the school program.
Assessments could not be finalized because of student dropping out.
- They are hosting official exams and teachers and students needed time to prepare for their final exams - Parents misunderstood the component of the remedial classes and thought that they are school curriculum related.
- Parents meeting were held to reinforce the importance of independent reading and writing so that students are able to finish and do the homework on their own in the future
- Learners started missing their remedial classes due to the approaching final exams.
Provide 18 summer camps (chosen from the 36 schools) in the schools in most need for intensive remedial summer language program. Outputs
Enrolled Children have enhanced skills and knowledge to cope with Lebanese curricula and improve learning
Challenges
Reasons
Re-equipping new schools for summer 1 program that were not part of the remedial program
-Some of the schools that participated in the remedial program were centers for official exams
MEHE's permission for ‘Malak” teachers to work during summer camp was declined
-MOE's need for most ‘Malak’ teachers for the official exams’ monitoring
Suggested and Applied Strategies -Merging students from different schools in one school to benefit more children. -Opening more than 6 classes in most schools to reach the maximum amount of beneficiaries -approaching new schools -Training 90 new teachers to reach the targeted amount of beneficiaries
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The summer camp program was designed to enroll struggling readers from the targeted schools during remedial. Due to final official examinations, the project was only implemented in 16 school buildings but integrated students from 21 schools reaching 1,791. Due to remaining budget from remedial classes, Iqra' Association requested to extend the duration of the project until end of August. This request was amended by UNICEF and a summer program two was planned for 3 weeks. 13 schools participated in summer program two and 98 classrooms hosted 1,543 students of those 77% were out-of-school children.
Provide training sessions with parents on how to support their children to become independent learners and improve language skills. On a weekly basis, parents were invited to attend an awareness session during remedial and summer program one and two. These awareness sessions were successful in empowering parents and care-givers in supporting their children's learning process in particular reading and becoming independent learners. Parents participated in school events where their children exhibited their work and talent in reading and writing. A total of 1,187 parents attended a total of 27 sessions during the phases of the program. A video documenting parents' awareness of the program and their children's learning strategies was developed and uploaded on Youtube and other media channels. (See Annex)
Parents’ meeting- Al Jarrahia Intermediate Public School, Bekaa
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"Inclusive and enabling learning environment for displaced Syrians and underprivileged "Lebanese students Number of Parents Attending Awareness Sessions for the year 2013 Total/School 23 47 38 23 14 79 19 14 30 38 12 3 31 41 40 255 67 53 9 40 95 3 13 223 100 20 63
7
30 13
20
40
20 25 80
150 34 28
40
30
94
85 65
40
23
18
18
11
11
140 34 50 40
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Summer 2
Summer 1
50 50 40
90 34
Remedial 23 17 18 23 14 19 19 14 30 38 12 3 11 16 40 25 33 25 9 40 25 3 13 44 35 20 _
School متوسطة تعلبايا الرسمية المختلطة متوسطة سعدنايل الرسمية مدرسة صربا الرسمية المختلطة مدرسة الشيخ أحمد الصباح الرسمية -راس بيروت مدرسة عانوت المتوسطة المختلطة الرسمية مدرسة داريا المختلطة المتوسطة الرسمية مدرسة المغيرية الرسمية مدرسة سد البوشرية الرسمية المتوسطة للبنات مدرسة االمير شكيب ارسالن الرسمية المتوسطة المختلطة مدرسة روضة الغبيري الرسمية مدرسة عمر الزعني المتوسطة الرسمية المختلطة مدرسة العالمة الدكتور صبحي الصالح المتوسطة المختلطة مدرسة بر الياس الرسمية االبتدائية متوسطة تل األبيض الرسمية المختلطة مدرسة برجا الرسمية المختلطة مدرسة برجا الديماس المختلطة المتوسطة الرسمية مدرسة الليلكي الرسمية المختلطة مدرسة العمروسية الثالثة المتوسطة الرسمية المختلطة مدرسة البنات الثانية المصيطبة مدرسة عمر فاخوري االبتدائية الرسمية المختلطة مدرسة الجناح الرسمية المختلطة مدرسة سد البوشرية الرسمية المتوسطة للصبيان مدرسة صيدا الحديثة االبتدائية الرسمية للصبيان مدرسة الجراحية الرسمية متوسطة المرج الرسمية مدرسة حاروف المتوسطة الرسمية مدرسة شهداء دير الزهراني الرسمية مدرسة برج البراجنة االولى للصبيان الرسمية مدرسة برج البراجنة االولى المختلطة الرسمية مدرسة وطى المصيطبه الرسمية المختلطة مدرسة مزرعة الشوف الرسمية المتوسطة المختلطة مدرسة كترمايا المتوسطة الرسمية المختلطة
مدرسة تجمع روضات شحيم الرسمية
مدرسة المتين الرسمية مدرسة متوسطة فيرا فرنجية الرسمية Total Number of Parents Reached
569
696
50 20 491
50 20 1756
Follow up on results and set up a final event in each summer camp as well as one joint evaluation workshop to share the results and best practices. 16 Final events were held at 16 schools during the summer program. Activities ranged from exhibiting children's art work, reciting poetry, performing dances and plays to role model the preferred learning settings that they experienced during this period (children acted out all the components of the active learning program in front of the attending crowd to disseminate and reinforce the importance of safe and enabled learning environments).
Final Event at Al Amroseye Third Public School
Joint Evaluation workshop to share the results and best practice took place at Commodore hotel, Hamra on 30/08/2013. Its objective was to introduce education in emergency measures and to evaluate the project outcome and get feedback from all partners including teachers, students, and parents. The workshop highlighted the minimum standards defined by the INEE and verified the implementation of those standards to identify furthers needs for improvement in regards to abiding by those standards. 86 invitees attended, including 5 Iqra' Asscoiation's board members, 14 field officers and staff members, 1 representative of the Ministry of Education, 1 representative of “Al Madad” foundation, 1
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representative of “Al Fanar” foundation, the project’s external evaluator, 5 school principals, 52 teachers and 3 Syrian displaced parents with their 3 children. Participants shared stories and results of the teachers' training, students' performance and the active learning experience that gave displaced children and underprivileged Lebanese sense of safety, sense of belonging and engaging environment inside the public schools.
Output 3 indicators: Enrolled children's learning skills enhanced. The children's attendance, the ongoing assessments and their testimonies as well as their parents' support these results. Children's attitude towards school had changed. They were asking to extend the program, arriving at school earlier and working independently during learning time. The children were happily involved in all the learning activities and events. A number of children who attended the enabling program enrolled in public school main stream program for the scholastic year 2013-2014. 4) Out of school children's capacity and skills are enhanced for enrolling in 2013 school year.
Equip the 'Classroom in a Bus' with literacy materials in three languages. Read Aloud kits, and leveled books in three languages were purchased and placed in the "Classroom in a Bus". The bus was placed in one of the most populated area with displaced Syrian families in Bekaa, "Al Marj village". The bus is a shared project with “Al Midan” organization. They provided their outreach bus that was equipped with computers by the Italian Embassy. Iqra' Association branded the bus with partners' logos for visibility and with its slogan "Independent reader, sustained schooling". The "Classroom in a Bus" and the 2 teachers on the
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bus did door to door outreach to inform the out-of-school children of the services made available to them. Parents were informed during parents' meeting and through announcements done in the municipalities, mosques and other community gathering places.
Conduct reading and psychosocial activities with out-of-school children in the 'Classroom in a Bus'. Every 2 weeks, the classroom in the bus hosted a group of 12 children who attended 20 hours of basic literacy and psychosocial activities. Every day, a minimum of half hour was dedicated to psychosocial activities through circle time and play. Children shared concerns and discussed pressing issues; singing was an activity that most children favored and practiced with confidence; show and tell activity was created by the teacher using a magic box where every day different items were placed in the magic box and children were given turns to express feelings, concerns and other issues by talking or describing the item. Through playing children bonded and made friends.
“Classroom in a Bus”
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“Classroom in a Bus” visiting tented settlements in Al Jarrahia The "Classroom in the Bus" was parked at Al-Marj School in Bekaa near al Jarrahia and Al Marj tented settlements where out-of-school children populated the area. A total number of 308 (224 remedial, 84 summer program one) out-of-school children and 100 parents were reached. The harsh summer weather and the improper ventilation system in the bus, the other 200 out-of-school children that were on the waiting list to join the activities on the bus were hosted in classrooms inside Al-Jarrahia school during summer program two. Because of the awareness raised by the bus about the importance of reading and enrolling in school, 12 parents in Al-Marj community got very convinced about the importance of their learning English to support their children. A classroom in the school was equipped and a teacher was trained and hired to teach English to mothers to support their children’s learning. This class ran for 4 weeks from 4:00 pm until 6:00 pm on a daily bases.
Output 4 indicators: Enrolled out-of-school children and their parents' skills enhanced. The bus experience encouraged a second summer program to accommodate the out-of-school children and an English literacy class for mothers resulted. A total number of 1,767 out-of-school children and 591 parents were reached.
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IV. RESOURCES A. Human Resources Name Rima Mussallam Amina Kleit Suzanne Kassem Rana Eid Mahmoud Natout Wafaa Nasser Marwa Ramdan Tamara Eid Hiba Hammoud Nabiha Khoder Kaiss Farah El Maallem Hajjar Rajaa Farhat Chamseddine Rajaa Bechara
Position General Coordinator Program Director/ Literacy Coach Purchasing Controller/ Project Assistant Accountant Evaluation Expert Child Protection and Health Consultant/Senior Monitor Project Manager Assistant Project Manager Junior Trainer/ Project Coordinator/Coach Administrative Assistant/logistics officer Senior Monitor Senior Monitor Librarian/Project Coordinator/Coach
Lana Moussa
Project Coordinator/Coach
Nelly Rostom
Project Coordinator/Coach
Wassim Jbara
Project Coordinator/Coach
Rana Moussa
Project Coordinator/Coach
Darine Abou Hamdan
Project Coordinator/Coach
Imad Akiki
Project Coordinator/Coach
Nihale Ossman
Project Coordinator/Coach
Chrystelle Makhoul
Project Coordinator/Coach
B. Material Resources: Refer to the tables indicated above.
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V. ANNEX 1- Media coverage and visibility Iqra' Association produced audio visual testimonies of teachers, parents and students who participated in the remedial and summer programs. Some of these productions were posted on youtube and were shared with so many other interested members and stakeholders of the educational community local and abroad. The rest will be posted and shared soon. An article in the local Iqliim newspaper was published and introduced the program and the services that UNICEF is providing to the community. The branded bus and car exposed the project and supporting partners in many villages and different areas in Lebanon. 2-Children’s Stories From Remedial 1- Sema is a refugee who arrived two weeks after the start of the scholastic year to Lebanon and was admitted to Sad el Bouchrieh School for Girls. She participated throughout the remedial classes’ duration in the French language class and showed gradual but significant improvement. She was one of the students in her class who visited the UNESCO celebration and chose to write her story, during the writing workshop, about this subject.
At Sad El Bouchrieh for Girls, during main stream
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2- Omar Fakhoury Students Three students at Omar Fakhoury School were able to express painful events that occurred with them during the writing workshop, by writing them in their own stories. Below an example of Nassim Ormy, a grade one Syrian student, who drew a story about her late sister Raneem.
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The ambulance came and took Raneem to the hospital after she fell from the rooftop of their house.
In the hospital she was standing next to her sister when she was in the emergency room, along with her mother and they were both very sad.
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Then the doctors took Raneem to the operation room but her surgery wasn't successful. The hit was very strong and traumatic on her heart. She passed away...
They took her to the grave and buried her. Nassim and her aunts sadly surrounded Raneem's grave and put flowers. Nassim loved her sister very much... May her sister's soul rest in peace..
From Summer Camps 1- Majd Al Alayyan, a learner in Barja Dimas who experiences a form of speaking disability, started attempting to pronounce words with ease and comfort due to his safe and enabling surroundings.
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2- Youssef Murad, an eight year old learner in Wata Al Musaytbeh had always been reserved to himself. At the beginning of the camp, he never spoke to anyone, never participated or took part in any classroom activity. After talking to his mother it turned out that she Youssef’s father left them while she was pregnant and that she works a lot to provide for Youssef. She clearly expressed the hardships and the tension she faces in her relationship with her son. Towards the end of the camp, Youssef opened up, gained better self-confidence and became more active. The following picture shows how confident he is while speaking over the microphone which signifies how this period helped in supporting him in getting out of his seclusion. Moreover, his mother started noticing positive changes in their relationship where they have begun to communicate in a more healthy and efficient manner. 3- Jelnar, a six year old learner in Daraya Official School, wrote her story about how she suffered from her father’s treatment to her mother. The picture she drew showed him colored in ‘black.’ Jelnar’s mother works in a bakery to earn a living in order to teach them . Jelnar loves her mother and wants to live with her mother and her sister on their own. She hopes the father stays away from their lives.
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4- Salah Koraytem shared the story of his mother’s death. He drew how his house was destroyed in Syria and how he was left all alone with his sister. This unfortunate event obliged him to leave his country and come to Lebanon with one of his relatives. Salah will never forget his mother and his father but he feels alright about the incident because he is certain about them being in heaven. May they rest in peace…
3- Summer Camp1 Celebrations
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Students waiting to take turn in participating in their school’s celebration
Students showing their parents their work and the accomplishments they have made throughout the camp’s duration
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