Education in Emergency

4 million refugee children are currently out-of-school. Refugee children have witnessed war, been displaced, had their homes destroyed and their families torn apart. We aim to restore some normality in these children’s lives by providing them with a safe haven, where they can continue their education and build the right skills to use once the conflict has ended. We provide education in a refugee camp in northern Syria, as well as to Rohingya refugees in Bangladesh.


The 8-year long conflict has caused 2.8 million children to miss out on their education. Some of these children have never been to school, while others have missed out on up to seven years of learning, which makes it extremely difficult for them to catch up (Unicef, 2019).

In parts of Syria, going to school has at times become a matter of life and death because of the ongoing violence. Since the conflict began, in 2011, 309 education facilities have come under severe attack and one in three schools can no longer be used, because they have been either destroyed, damaged, used for military purposes or used for hosting displaced families.

Nearly 40% of children who are out-of-school are between 15 and 17 years-old. They are vulnerable, preyed upon and exploited, including early marriage, recruitment into the fighting and child labour. These problems are becoming more prevalent as families increasingly resort to extreme survival measures. For those children who are in school, the danger still looms because the risk of dropping out continues to grow as they face ever increasing levels of trauma.

READ Foundation has been supporting an educational facility in Urem al-Sughra, a village in the Aleppo countryside. And now working in Idlib, to provide education through our Temporary Learning Classrooms. A lack of learning space is compounded by a shortage of qualified teaching staff and learning materials. They often have to use makeshift curricula without any educational underpinning and the uncertainty over examinations and recognition of certificates makes things difficult. This is why we felt it essential to help make a difference here and create a better foundation for learning.

Mobile learning is not just about the mobility of the learner or the device but also mobility across contexts. As internally displaced children spend more time physically on the move, it is essential to realise that their context could change rapidly. Therefore, it is important to adapt education provision methods to suit the environment, ensuring no one is left behind.

So far, the Temporary Learning Classrooms provide a safe learning environment, through a 360 approach towards education, catering for 594 children in 3 separate areas. Each Temporary Learning Classroom consists of three classrooms, an administrative room and two latrine blocks (2M: 2F).

The project increases access to education for 594 6 to 10 year-old internally displaced children (297 male and 297 female students), by providing Temporary Learning Classrooms that will act as safe learning environments for a basic education (1st– 4th grade), including SEN children.


Yemenis are facing multiple crises, including armed conflict, displacement and the risk of famine and disease outbreaks, which, together, have created one of the worst man-made humanitarian crisis the world has seen.

Approximately 75% of the population (22.2 million people) are in need of humanitarian assistance, including 11.3 million people in acute need and who urgently require immediate assistance to survive. This is an increase of 1 million since June 2018 (YHRP, 2019).

In response to the current situation, we will be providing a 12-month Emergency Multi-Education Assistance programme for the most vulnerable groups in Yemen and Internally Displaced Persons (IDP) hosting areas. The project has been designed to enhance the education sector by supporting three schools, through the provision of:

  • Infrastructure rehabilitation or classroom replacements
  • The restoration of sanitation systems
  • Capacity building for the school administration and teachers on the psychosocial support programmes
  • Providing necessary basic education supplies, for example, printing textbooks, hygiene kits, breakfast and snacks for children.

This is to ensure the continuation of the educational process and prevent the school from collapsing.

By implementing the project, 5,700 students will have access to education. Furthermore, to ensure that no burden is added to the families, the students will be provided with educational supplies, school kits and uniforms, as well as personal hygiene essentials. They will benefit from our health education programmes, which will address various issues, including outbreak diseases such as COVID19, cholera and diphtheria.

There is also social involvement, to protect the children from begging in the streets, which protects them from all forms of violence, especially for young girls. 50 teachers and educational administration staff will also be trained on different educational programmes, and qualified in providing psychosocial support.


Many Syrian children and their families live in areas where basic services are almost non-existent. The essential infrastructure they rely on, such as healthcare, education, water and hygiene services have been decimated. At least 2.5 million children have had to flee their homes and are now internally displaced, living in horrific conditions.

Our projects in Turkey aim to provide educational support to vulnerable orphans. Specifically one project will give 25 orphans a safe space to learn and stay, as these youths have no access to education, safety or security. This project will also provide education during the day for 75 refugees with safe homes to return to.

To help in their education, a building will be built and will consist of two floors that will include a study room, a prayer room, a cafeteria, four bedrooms, a guest room and a teachers’ room. The project will ensure all key staff members will be hired, vetted and trained on child security and safeguarding. Five dormitory managers, a teacher/supervisor, a cook, an attendant and security guards will all be employed.

The aim of the project is to provide a safe space for children to live and study in. This project will be very closely monitored and each quarter, the situation will be analysed to see if improvements can be made.


Eight years into the Syrian crisis, the education of refugee children is still the most challenging need.  According to Human Rights Watch, less than half of the 631,000 school-age refugee children in Lebanon are in formal education, with approximately 210,000 in donor-supported public schools and 63,000 in private schools.

There are several barriers that have led to more than half of the refugee children aged 3-18 years old being out-of-school, some of which stand out, for example, a limited capacity in public schools, the high cost of transportation, the language barrier and curriculum complexity. Focusing on the last barrier, URDA found that a high percentage of refugee children in ITS’ in the remote areas of Arsal, Beqaa are denied education due to their illiteracy.

To reduce the impact of the situation, READ Foundation will be working with a partner on the ground, implementing the School in a Bus project. The School in a Bus project is a mobile Basic Literacy and Numeracy classroom that aims to help 300 out-of-school Syrian children aged 6 – 14 year olds, annually.

We will be providing a basic literacy and numeracy programme, specifically designed for refugee children in the Bekaa camp areas. The overarching goal of this programme is to provide at-risk children with a basic proficiency in the fields of literacy and numeracy. The Basic Literacy and Numeracy programme is aligned with Lebanon’s educational standards. As the programme aligns with the Lebanese national curriculum, successful completion of this programme should prepare and enable learners to continue their studies in Lebanon’s formal education system.  The programme covers the equivalent of 1st – 3rd Grade in the Lebanese national curriculum (UNHCR LCRP, 2017-2020).

The key objectives of the programme are to ensure:

  • The School in a bus covers the illiteracy gap by providing effective teaching in basic literacy and numeracy to vulnerable Syrian refugee children, as well as providing psychosocial activities. It will also implement child centric teaching methods and diverse teaching techniques to engage children.
  • Teachers will make sure to maintain a safe and effective teaching / learning environment during the sessions. They will prepare teaching handouts and activity sheets prior to the sessions, where appropriate. Also, the teachers will assess the children’s learning progress using assessment tools, in the initial session and on a 3-month basis.


can provide emergency night shelter for a child for 1 year

can provide emergency night shelter for a child for 1 year


can support a street child for a year

can support a street child for a year


CAN xxx

can operate a drop’-in-centre for 200 street children for a month


CAN xxx

can operate a drop in centre for 400 street children for 1 year


Drop-in Centre for Street and Working Children,Dhaka Bangladesh – 2019 
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