The Loss of Education : Palestinian Refugees from Syria and UN SDG 4

Abstract

UN Sustainable Development Goal 4 aims to 'ensure inclusive and quality education for all and promote lifelong learning'. This article identifies and examines the barriers to the realisation of this goal for Palestinian refugees from Syria. Firstly, it places SDG 4 in the Palestinian historical context, looking at how stateless Palestinian refugees have accessed education in the decades since the Nakba. The article's second section then examines how the on-going Syrian conflict has affected the prospects of education both for Palestinians remaining inside the country and for those who have sought refuge in new host states. Finally, the article concludes by exploring the ways in which SDG 4 could be implemented in practice for Palestinian refugees from Syria today.Education has been central to the empowerment of Palestinian refugees. Their access to schooling and training opportunities has led to them often being described as the most educated refugees in the world, and one of the most educated populations in the Middle East. 1 Moreover, Palestinian refugees themselves have long prioritised the importance of education in exile. Since the 1950s, they have participated as both students and teachers in the education programme run by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) in Syria, Lebanon, Jordan, the West Bank and Gaza (the so-called 'five fields'). Historically, Palestinian refugees in Syria were some of the greatest beneficiaries of access to education, as their host state's lack of anti-Palestinian legislation meant that they could use their qualifications to pursue a range of professional careers. 2 Today of course, the situation in Syria is very different. Since the outbreak of the war in early 2011, more than 100,000 of the 560,000 Palestinians registered in Syria have fled the country, becoming twice or three-times displaced as a population. 3 Their Palestinian origins mean that they face additional hardships; in January 2013, the Jordanian government imposed a ban on Palestinian refugees from Syria entering the country. 4 The Jordanian ban drove many to travel to Lebanon instead, putting huge pressure on already-overstretched Lebanese resources. The Lebanese government subsequently followed suit and closed its doors to Palestinian refugees from Syria in May 2014. 5 Partly as a result of these restrictions, the majority of Syria's Palestinian population remain inside the country, but over two-thirds of them have been internally displaced, and 95% are dependent on aid for their basic needs. 6The continuing crisis has had a major impact on education. Today, the call in UN Sustainable Development Goal (SDG) 4 for 'inclusive and quality education for all', is little more than a dream for Syria's Palestinian population. Many Palestinian refugees who have fled Syria are struggling simply to survive in new refuges and shelters, with little hope of sending their children to school. The

Sustainability in Refugee Camps: A Systematic Review and Meta-Analysis

“…Two studies (12.5%) [35,36] discussed early childhood education. Seven studies (43.75%) addressed only schools [37][38][39][40][41][42][43], while two of these (28.6%) [39,41] addressed the stage of primary school. Two studies (12.5%) addressed higher education [44,45] and both addressed the use of technology to provide higher education in RCs context, while two studies (12.5%) [46,47] addressed vocational training.…”

“…The study of Irfan [37] argues that despite the practical problems to accessing education, other aspects, including insecurity, danger, and psychological trauma, should be taken into account. It concludes that to connect SDG4 to reality, a comprehensive approach that considers education as a significant service is needed, in addition to emergency relief, highlighting the importance of inclusive and quality education, lifelong learning, gender equity, and human rights.…”