The Inauguration

Ceremony
of Learning Difficulties
Treatment Project
For the Syrian Displaced
and Refugees

QUESTIONS
& ANSWERS
What is the learning difficulties project for Syrian refugees?

It is first of its kind to develop a detailed map with a crystal

clear methodology to diagnose and treat learning difficulties in
all majors related to academic attainment. Such methodology
covers school topics for students in the three countries which
implement the project: Lebanon - Jordan - and Turkey.

How did the project idea come about?

The project idea came as a result of the increase in the number

of a Syrian refugee and displaced students who suffer from
educational problems resulting from the difficulty of learning
the curricula of the countries in which they reside. This weakened
their ability to achieve academic attainment. Accordingly,
there was an increase in the number of failed students and a
noticeable increase in the school dropout rate.

What is the added value which makes it different from

similar projects?

The added value of the project is the qualitative partnership

among academic bodies from several countries, charitable and
development entities. This partnership produced outputs that
provided sustainable solutions to the problems arising from
learning difficulties among refugees and displaced persons. In
general, these outputs are deemed in themselves a qualitative
addition to the education system in emergencies.

Who are the partners of the project?

This project is the result of a qualitative strategic partnership

between the International Islamic Charitable Organization,
the Islamic Development Bank and the Islamic Solidarity Fund
as donors, and the Humanitarian Excellence Association as
the implementing agency. This project was under academic
supervision of 146 educational experts and academic professors
in 9 universities from 4 Arab countries: Kuwait University, Cairo,
Ain Shams, Assiut and Sadat universities from the Arab Republic
of Egypt, Yarmouk and Balqa Universities from the Hashemite
Kingdom of Jordan, and the Lebanese University and the Arab
Open University from the Lebanese Republic.

What are the types of beneficiaries from the project and

their numbers?

• A number of 15,000 Syrian refugee students benefit

from the project at the primary stage, as well as 2,000
 male and female teachers who work in their schools in
(Lebanon - Jordan - inside Syria).

• This qualitative project also benefits schools and

institutions working in the field of education in
emergency situations.

• All the outputs and products of the project will also

be uploaded and made available through a special
electronic platform which will benefit researchers in
the field of education and all members of the natural
educational system.

What are the reasons behind the increase in the number of

Syrian students suffering from learning difficulties?

There are multiple reasons, including:

• The remarkable increase in the number of Syrian refugees

and displaced persons to neighboring countries
recently, and their integration into the educational
system in these countries - under their poor social and
economic conditions - which has bad impact on the
students school attainment and led to the emergence
of many psychological and social problems.
 • Many students have dropped out of their schools to
search for job opportunities to help their families due
to their difficult living conditions.

• The absence of a clear conception based on a scientific

vision to reduce the problems resulting from learning
difficulties in relation with the curricula.

When did you start the project and when will it finish?

The implementation of the project began in the middle of the

last year 2021 and will continue for 3 years. It will end in the
middle of the year 2024.

What are the stages you have completed of the

implementation stages of the project?

The project is implemented in six stages: monitoring -

construction - training - application - assessment, dissemination.
We have completed the two stages of monitoring and building
compensatory programs, in which 28 teams of specialists
participated:
• First stage (monitoring): through which (420) studies
in all majors were surveyed, the opinions of (1085)
teachers were surveyed, and tests were applied to
(11541) students. The results showed that learning
difficulties that most affect the academic attainment
of primary school students are concentrated in 9
subjects in a percentage of more than 75% of the
number of students, and these subjects are (Arabic –
English – French – Turkish – science – sports – social
studies – psychological and social support – identity
and belonging).

• Second stage (construction): through which a number

of 42 compensatory programs were developed, at a
rate of 6 programs for the following subjects: science,
mathematics, social studies, Arabic language, and
English language. In addition to 2 programs for French,
2 programs for Turkish, 3 programs for national identity,
and 5 programs for psychological and social support.

• Third stage (training): through which professional

development programs will be prepared for teachers of
primary stage to implement compensatory programs
for students.
• Fourth stage (application): through which
compensatory programs will be applied in the field to
students in: (Lebanon - Jordan - Turkey).

• Fifth stage (assessment): Through which the project

will be assessed and challenges and opportunities will
be identified.

• Sixth stage (circulation): It is intended to circulate the

project and make it available to specialists, researchers
and interested parties through an electronic platform.