Building Resilient Education Systems in War-Torn Countries: Lessons from Afghanistan and Syria

• Mishaal Pasha
• Oct 4, 2024
• 3 min read

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.