Syria and Afghanistan have gone through years of war and instability, and their education system did not escape unscathed. Schools that once flourished were turned to dust, and scores of school-age children did not have safe places to go, let alone learn. Parents had to escape, teachers had to leave their residences, and even school reaching was a considerable risk; however, despite all that, there was a fundamental conviction in the ability of education.
In Afghanistan, where number of refugees was common, mobile schools gave hope. Mobile schools did not sit and wait for the children to come to school. Instead, they followed the children to where they were and would set up wherever it was necessary. These children, who were always on the move, were wise enough to believe that there was a school to go to in the other deserts. The school, amid such unexpected changes, helped children go through all swift cultural changes by helping them integrate critical elements of their culture into the teaching process. This project was more important to girls who had additional barriers imposed on them by society, but through these mobile schools, they were allowed to continue their education.
Education is an essential service and a fundamental need that must be met at all costs. That was what the People's Republic of Syria, which was fighting in the civil war, was up against; letting education go was not an option. Radio-based learning was one of the very remarkable solutions provided. Amidst situations that rendered access to the internet or school security impossible, the radio was functional. Children could watch from the comfort of their homes or the community centres that broadcast lessons on different topics like the science and math disciplines.
The tablets given did not depend on the internet and, therefore, were suitable in war-struck areas that did not have an internet connection. Likewise, Afghan teachers also resorted to WhatsApp and other messaging applications to send students lessons and follow-up assignments.
This was not traditional schooling, but it kept the connection between students and teachers alive, ensuring that children were not left behind even when they could not physically attend school.
What stands out in Syria and Afghanistan is the role of local communities.
UNICEF, UNESCO, and other international humanitarian organizations are also helpful in providing funds and resources that still need to be improved. However, the teachers, parents, supervisors and other members of the society take the actual responsibility and bring education into action. They were creative in moving towards informal schools in the homes or mosques so that children would be better placed in a safe environment whilst still learning. Such encouragement is brought about by the culture of people who, despite all the opposition, did not permit education to be put on the back bench and let it wither.
In the case of an online classroom, it means that the internet is accessible for use in real-time, and students can connect with others digitally.
Interestingly, Syria and Afghanistan stood out for finding non-standard approaches to educating their children and providing education in its usual framework despite any drastic circumstances. It is a reminder of the fundamental importance of learning and the lengths people will go to ensure that the next generation retains their chance to grow and build a future.
Thank you for sharing such insightful reflections on the impact of conflict on education in Syria and Afghanistan- your observations about how both regions have creatively adapted towards educational needs despite overwhelming challenges are both inspiring and thought-provoking.
The role of local communities cannot be overstated; as you noted, they have taken it upon themselves to create informal learning environments that prioritize safety and accessibility. This grassroots approach highlights the resilience of families and educators who refuse to let education take a back seat, even when faced with significant obstacles. However, this raises important questions about the sustainability and scalability of these educational solutions. How can we ensure that these non-traditional methods continue to receive support and resources? What strategies…
One aspect of this article I found compelling is the innovative approaches to education during conflict, such as mobile schools in Afghanistan and radio-based learning in Syria. These non-traditional methods of education highlight the adaptability and resilience of local communities, educators, and students in ensuring that learning continues despite the chaos of war.
However, while these methods kept education alive, they also pose the question of sustainability and long-term effectiveness. The reliance on temporary solutions, such as mobile schools raises concerns about how to transition from emergency education back to a stable, formal educational system once the immediate crisis subsides.
So how can war-torn countries like Afghanistan and Syria build on these innovative emergency education strategies to develop sustainable, resilient…
Your blog successfully highlights the impressive resilience of education systems in Syria and Afghanistan, but I wonder if the heavy reliance on local communities and informal setups can be seen as a long-term solution. While mobile schools and radio-based learning are undoubtedly innovative and inspiring, especially in war-torn areas, there are significant limitations. For instance, do these informal systems ensure the same level of academic rigor as traditional schooling? How do they cope with the mental health impact of conflict on students?
I agree with the emphasis on the role of local communities, but at the same time, is there a risk that the international community might assume these local initiatives can fully compensate for the lack of formal educational…
The article highlights the use of home based and online learning in Afghanistan and Syria, this is attributed to community effort and international assistance. This mode of learning is the best possible alternative for people residing in war torn areas. However, it would be interesting to explore how can these schooling methods also be integrated into the formal setting so that the teachers involved in this can become accredited and the children involved in this can gain higher education opportunities and jobs. Moreover, a comparative analysis can be done on countries where the education methods were integrated into the formal system of education and countries where it was not.
You have put an untapped topic into your work and that is commendable! Its truly inspiring to see how the examples of Afghanistan and Syria truly capture the essence of resilient education in war-type situations. The emphasis on steps that are taken by both nations like mobile schools, radio-based learning and tablets can integrate the refugees or the survivors back to the community. The emphasis on integrating cultural elements into the teaching process highlights the importance of making education relevant and meaningful, especially for girls who face additional societal barriers. The mention of how local communities comes in aid to bring the education to action is something really important because it safeguards the beliefs and cultural values of survivors and…