Education for refugee girls in Jordan

Running Header: JENNINGS FINAL PAPER
Final Paper
Education for Refugee Girls in Jordan
Colleen Jennings
December 15, 2015
Dr. Michael Cummings
University of Colorado Denver

JENNINGS FINAL PAPER 2
Introduction
The Kingdom of Jordan, is one of the most accommodating of nations accepting refugees
in the Middle East, matched only by Lebanon. Jordon has been accepting Palestinian refugees
since the establishment of Israel in 1948, and, until recently, maintained relatively open borders
with Syria (Su). However, due to the escalation of the Syrian civil war and the invasion of ISIS,
Syrians and Iraqis have arrived in exponentially expanding numbers. In the midst of the turmoil,
refugee children have lost nearly everything, including their education. The Jordanian education
system has been overwhelmed by the number of refugee children who need their educational
needs met, since the majority of refugees take up residence among the general population. While
the UNHRC’s plans for expansion have been formed and reformed camp schools are as yet
unable to meet educational needs, and budgets are chronically and vastly underfunded (Brown
116). There is an opportunity for the international community to step into the gap and reshape
the course of these students’ lives, which in turn, shapes the future of the Middle East. The
United States and other Western nations, unable to resolve security in the near future, can
prepare for mid- to long-range security through educating students who will come of age over
the next ten years. Refugee girls, in particular, have an unprecedented opportunity to create a
stronger future for themselves, their families, their home country, and the world at large.
Particularly, second- and tertiary education opportunities need to be improved to provide young
women with modern-world occupational skills, ready to contribute to the needs of the global
workforce and to the next generation of community builders.
This paper explores the foundation and history of education in Jordan and the educational
opportunities currently available to refugee students residing there, and proposes that education
for girls is essential at this crucial turning point in Middle Eastern history. Using a qualitative
approach, this paper examines the literature regarding education in crisis situations and a study

of the educational opportunities that are currently available in Jordan through public and private
schools, supported by interviews and observations of eight Iraqi refugee families. One NGO
providing ESL instruction at two locations for Syrian refugee and Jordanian students was
observed, teachers from a community center with special needs children were interviewed with a
tour of the facility, and the Director of Education for UNWRA was also interviewed regarding
opportunities for Palestinian refugees displaced from Iraq and Syria. Together, this information
provides an understanding of the challenges being faced for education providers and refugee
students. Essentially, this paper seeks to ask, what chance do refugee girls have of getting the
education they need to improve their lives and compete in a global economy? After assessing the
strengths and weaknesses of the education situation as it stands now, some recommendations are
offered for future direction. Due to the crisis advancing at a rapid escalating pace, with little
information available on the topic of education for refugee children in Jordan or the Middle East
at large, this paper hopes to add to the empirical evidence surrounding refugee education, thereby
contributing to a stronger foundation for policy making and further study.
Literature Review
Education in Jordan
The Hashemite Kingdom of Jordan education ministry’s philosophy and objectives
originate in the their constitution, the “Islamic Arab civilization, and the principles of the great
Arab revolt (the Arab Spring), and the Jordanian national experience”. An emphasis is placed on
Islam as the foundation for students’ education, which is based upon faith in God and the ideals
of the Arab Nation. It considers Islam to be a wholistic system that calls for “virtuous values and
principles that (originate) from the consciousness of both the individual and the group”, and an

ideology that “respects man, exalts the mind, and urges for knowledge, work and morality”
(Ministry of Education). Its mission is to “create and administer an education system based on
‘excellence’, energized by its human resources, dedicated to high standards, social values, and a
healthy spirit of competition, which contributes to the nation’s wealth in a global ‘Knowledge
Economy’” (Ministry of Education). A knowledge-based economy can be defined as one that
depends upon producing and using knowledge that “improves quality of life using technology
implications and human resources” (Al-Edwan, Suleiman, and Hamaidi 685). In order to
accomplish its educational goals, Jordan set up the Educational Reform for Knowledge Economy
(ERfKE) program in 2003 (Al-Dajeh 222). One study found that Jordan needed to incorporate
more critical thinking into its 1st through 3rd grade curriculum in order to develop its students
analyzation skills (Al-Edwan, et. Al 696). Al-Dajeh adds that while Jordan has had some success
in meeting goals of the program, further training of teachers to meet national professional
standards would benefit the program (231). Jordan has a high standing in the region in regards to
Research and Develoment (R&D), carrying the highest rates of student enrollment in the
scientific disciplines among Arab countries, and in recent years has nearly doubled the number
of articles published in international journals (Nour 392).
There is a suprising amount of literature on the subject of education in Jordan, which
could indicate the commitment of the education community to improving the experience of
students and teachers alike, as well as contribute to efforts that benefit the economy. The
literature here will focus on the history of education in Jordan as well as the Kingdom’s guiding
principles, and the impact of the refugee crisis, particularly on the refugee children in need of
education. A description of the case studies and a comparison to the literature follows, concluded
with a brief discussion and recommendations.

History of education
It is important to know the history of education in Jordan in order to understand
contributions and the foundation underlying its approaches today. In the mid 1850’s, the
Ottoman Government had yet to set up education throughout the entire country, especially in
outlying areas, and Christian missionaries established schools in order to retain converts (Jansen
476). Since it was illegal to prosthelytize Muslims, the schools resigned themselves to teaching
students in the Christian community. Over time, the schools became self-financing, and began
accepting tuition-subsidized Muslim students as well. Many of these schools exist today and
educate about 10% of the student population. The public school system was set up in 1923,
teaching the Quran for the most part, and then expanded in the 1950’s to provide a more broad-
based education.
The Kingdom of Jordan, through a series of treaties, evolved out of British control over
the time period from 1925 to 1946 when it gained total independence under the leadership of
Emir Abdullah, named King by the Transjordanian parliament, changing the name of the country
to the Hashemite Kingdom of Jordan (The Making of Transjordan). Jordan also annexed the
West Bank from Palestine, and a wave of one million refuge esentered the country – one third of
them Palestinian – increasing Jordan’s population from 500,000 to 1.5 million in only two years
(Su). In 1967, a second wave of 400,000 Palestinians flooded Jordan when Isreal occupied the
West Bank, and now Jordan has more than 2 million Palestinian refugees.
Ment notes that America’s influence on the Middle East post-Ottoman Empire until
World War II was “largely a product of its private educational, missionary and humanitarian
activities, and secondarily of its commercial contacts and interests in petroleum” (174). In 1925,
President Woodrow Wilson commissioned the Director of the International Institute at

Columbia, Paul Monroe, to give an analysis of the impact of Western education in the Middle
East region (Ment 174). Monroe made note of the Arab renaissance that was going on at that
time, that was interested in rediscovering historic Arab academia and resistant to - even openly
suspicious of - Western influences, and recommended schools subdue their missionary efforts
and comply with secularization efforts of the state. Today, Jordan’s Ministry of Education is
accomodating of Christian schools, and while the Jordanian public schools teach the Quran as
part of the curriculum, Christian schools are free to teach their own doctrine. However, all
schools use the same curriculum.
UNRWA, the UN’s organization that manages education for refugees, is one of the.
According to Caroline Pontefact, the UNWRA Director of Education, all Palestinian students
who have been affected by the violence in Iraq and Syria are accepted by the Palestinian schools
in Jordan. Palestinian students perform well in the UNWRA schools, making above average
scores in international assessments (UNRWA Regional study). The only refugee schools that
exist otherwise are in the Syrian refugee camps.
Jordan’s response
The UNHCR reports that Jordan now has 650,000 registered refugee and asylum seekers.
Of those, 215,000 are Syrian refugee school age children (Jalbout 8). Over 90,000 of those
children remain out of school, or about 40%. About 70% of Syrian children living in host
communities in Jordan attend primary school, while 51% attend secondary school, with the rate
dropping to 47.5% among boys, and girl retention remaining slightly higher at 52%. Jordan is
suffering a short fall in education funding, receiving only $35 million of the total $257 million or
14% of funding necessary in 2015. By all measurements, Syria’s refugee crisis is overwhelming
to its neighboring host countries, particularly Lebanon and Jordan. The UNHCR’s planning

figures for Jordan project a total of 937,830 Syrian refugees by December 2015, of which they
plan to care for 100%, and 57,140 Iraqis, of whom 21,920 are expected to be served by UNHCR
(Country Operations Profile). To date, 584,775 out of 820,000 children targeted in Jordan have
received psychosocial support services.
Al-Jazeera reports that the 29,000 Iraqi refugees “are making do in Jordan’s urban
outskirts, forbidden to work legally but scraping together the rent while waiting for refugee
status, potential aid and possible resettlement” (Su). In another report, a mother describes the
hand-to-mouth existence for her and her children, living on two small meals per day, and reveals
that she simply does not have the finances to cover uniforms, transportation, or supplies. While
glad for their safety in Jordan, she describes the children’s behavior as “absent-minded… They
stare a lot, they have lost concentration, they barely smile” (Hosseini 63). In 2013, refugee
children in the Zaatari camp spoke about the suddenness with which they had to leave their
homes, family members that were killed, injured or left behind, and their desire to have their old
school and friends back (Reuters). Gudman Hernes, Director at the International Institute for
Educational Planning, affirms their remarks, adding that education for populations affected by
crisis is crucial to rebuilding efforts, giving children coping skills and helping to dispel
“prejudices and tensions”, possibly preventing conflict that often arises in these situations
(Sinclair 7). Brown supports the importance of education, adding that refugees often need to
prove that they are capable learners and not “completely hopeless” (115). Education and training
is something that can never be taken and “is therefore a priceless commodity… to cling to.
Indeed, it holds the future of their very existence – for the individual and the community as a
whole” (Brown 115). Yet António Guterres of the UNHCR reports that the refugee program
does not have the financial resources to meet 2015 budget and is so far 10% under 2014

donations (Grant 63). 16,000 refugee families eligible for UN cash assistance remain on a
waiting list. Should the programme remain underfunded, it could affect nearly 700 schools and
500,000 children (Mansour).
Education for refugee children
Brown’s study of Bhutanese refugees in Nepal revealed that refugee schools are often
begun by a relief agency appointing volunteers who gather children together in makeshift
shelters or outside, and they simply start teaching what they know, often with minimal supplies
(114). Sometimes, the volunteers are young people who have not completed their own education.
In a Lebanese camp, nine-year-old Baraa gave kids pieces of torn-up cardboard and broken
pieces of chalk she bought herself, and began teaching the younger children the alphabet and
numbers (Wood). 13-year-old Nejmeh saw young Baraa and set up a class down the road for
slightly older children, sometimes competing with Baraa for students. The girls often took it
upon themselves to go to families and encourage them to send their children to classes. Both
wish they could complete their own education. In Jordan’s Zaatari camp, a Syrian teacher, Jamal
Ahmed Shahadeh, seeing so many children playing and running in the camp, reached out to
parents and requested to start teaching them (UNHCR, Jordan: A Syrian teacher).
The UNHCR is the organization responsible for running schools in refugee camps in
much of the world, including Jordan. In 2014, Zaatari camp in Mafraq, Jordan, had 3 schools
running double shifts, with girls attending classes in the morning and boys in the afternoon
(classes in Jordan and elsewhere in the Middle East are segregated by gender). In 2013, 18,000
children were enrolled, and in 2014, 22,000 children - two-thirds of the school-age population
(AlMonitor). Jordan's second camp, Azraq, opened their school in September, 2014 with
capacity for 5,000 students across two shifts of 2,500 each. Over half of school-aged children are

attending formal education in Azraq camp, with 56% of boys and 58% of girls reported as
attending school. The number of urban refugees increased fourfold in the first six months of
2015, with 3,658 people returning to the camp from urban areas (UNHCR, Comprehensive Child
Focused Assessment 4). In July 2015, Bahraini Sheikh Nasser Bin Hamad Al Khalifa donated a
large facility with room for more than four thousand children (AP Archive). Three thousand five
hundred children are already registered, and more schools will soon be needed, says Dominique
Hyde, UNICEF's representative in Jordan.
One of the main concerns, particularly for Muslim refugee girls, is that they will marry at
very young ages in order to provide relief for themselves and their families through their
husband’s income. A World at School estimates that aproximately 13% of pre-conflict Syrian
marriages consisted of child marriage, and reports that “early and forced marriage has doubled
among Syrian refugee girls living in Jordan - and half are being forced to marry men at least 10
years older.” Early marriage and subsequent pregnancies are dangerous for the health of young
women and their babies, and they often suffer from domestic abuse. Keeping young women in
school has shown to raise the marriage age to 18 and older, particularly for those who go on to
obtain higher degrees. Otherwise, mostly Syrian girls will marry as young as 15, and they usually
drop out of school to begin their family life (UNICEF, Education sector working group). This
report is corroborated by one of the case studies conducted in Amman, Jordan, as will be seen in
the next section.

Case Studies
English for Two Muslim Syrian Families
The first case presented is a refugee Syrian family of seven children living with their
widowed mother in a small flat in Amman, and another Syrian family of two children. The
children receive English lessons every Sunday morning from several young women who have
formed an NGO in order to impact the lives of refugee children. The first family hosts the other
two refugee Syrian children, the American tutor, and the Iraqi translator (also a refugee, a former
university student) in their small flat for approximately two hours of English lessons, healing
arts, and games. The children do not attend school otherwise, although the older boy from the
second family, age 11, had attended the public school, but boys were beating him up because he
was a Syrian refugee, and so he could no longer attend. The volunteers also delivered bags of
groceries on the second visit from a donating church. The children range in age from 6 to 15
years old. It was announced on the second week visit that the oldest daughter, the 15-year-old,
was engaged to marry a 22-year-old young man, and after taking some portrait drawing lessons
from the tutor, removed herself from the English lessons to text her fiance. While the volunteers
consider themselves Christian missionaries, no religious content was introduced or alluded to
during the lessons, and the volunteers consider their acts of service of considerable value in lieu
of outright religious prosthelytizing, although it is somewhat understood that should the
opportunity present itself, the volunteers will present their views in the hopes of potential
conversion. The NGO is funded through private donations, mainly from U.S. supporters.
English for Muslim Jordanian girls
The tutoring NGO also has a second volunteer who teaches English lessons at a non-
profit community center called the House of Ruth, facilitated by an NGO called Global Hope

Network International in a village about 45 minutes outside of Amman. This nurse on haitus
from her career teaches conversational English, combined with basic ethics and interactive skills,
to two age groups of Muslim Jordanian girls every Saturday morning, most of whom attend
public school in the village. She is also aided by the Iraqi university student translator who will
take over both tutoring jobs, allowing the initial tutors to move on to teach at new locations,
thereby reproducing the program. In the group of older girls, roughly age 12 to 17, two girls at
the top of the class planning to become doctors were influential in gathering the village girls to
come to the Saturday lessons, much like Baraa and Nejmeh from the Lebanese camps (Wood). In
fact, a group of boys were also supposed to meet in the computer room, but since one of the most
influential boys began attending class in the village on Saturday mornings, the other boys
stopped attending. Global Hope also provides sewing training and supplies to women who meet
communally the House of Ruth so that they might be able to create products for sale to provide a
small income to their family.
Special Needs School
Another location that provides lessons to Jordanian children in the community was the
Jaffa house in Bethany, also about 45 minutes from Amman and near the historical baptismal site
of Jesus at the Jordan river. Two of the teachers that work at the school are Muslim Jordanian
women in their early 30’s, along with probably about six or seven other women who contribute
to the center as well, and under the supervision of an official director, a middle-aged man. In
addition to two classrooms, the center boasts woodworking, sewing rooms, and a crochet and
knitting room. Participants create items for an on-site store, selling wooden carvings of Christian
and Hebrew religious symbols, and beaded and knit scarves and other items. The school teaches
basic Arabic language and math skills to two large classes of mentally ill children, and sign

language and a full academic curriculum to one class of deaf children. This center was
instrumental in coordinating efforts with Global Hope and another NGO called Joni and Friends’
Wheels for the World, an international wheelchair delivery program, to fit and give away
approximately 75 wheelchairs to refugees and other handicapped people in the area. The
community center serves five other villages in about a 50 km radius, and their staff of young
women were incredibly welcoming and efficient in hosting this significant event. It might be
noted that the teachers consider themselves to be too old to marry, hence the teacher position
suitable to their position in society.
EightChristian Iraqi families
There were eight refugee Christian Iraqi families that were interviewed, and together,
their experiences can add to the empirical knowledge regarding education for refugee children in
Jordan. Of these families, 18 school-age children were interviewed regarding their education
since coming to Jordan. Most of the families but one fled Iraq when ISIS took control of Mosul
and Baghdad in summer 2014. The other family, one 9 year old girl and her father, left in 2013.
This man, who was so kind to facilitate the study interviews, had just been rejected for his visa
from France, this being his second attempt for asylum consideration in a Western country. His
daughter was not enrolled in school for 2015 because he expected to emigrate – indeed, his
initial correspondence from France indicated he should begin preparing to travel before the
rejection letter arrived.
The first two families interviewed – related to one another - were Orthodox Christians
and were not allowed to attend the Catholic school, and there was no room in other schools, nor
did they have the reasources to pay for transportation, uniforms and supplies. These children
were labeled unschooled for purposes of the survey, which does not mean they were receiving no

instruction at all, but instruction consisted of using the tools they had available, which were
lined-paper notebooks, colored pencils, and a laptop and internet. The children produced drawing
after drawing in their neatly kept notebooks, and were also working on the English alphabet. The
parents were very agitated about their children’s lack of schooling and their condition in general.
Another set of families consisted of a two-parent nuclear family with twin girls and a
boy, and their relatives, a nuclear family with two children, a boy and a girl, all in the same
Catholic primary school. The Catholic school covers tuition, uniforms, and supplies, and both
families were content with the instruction, but one mother felt the schools focused too much on
teaching English, and not enough on the mother language of Arabic. All five children were
performing very well.
Another family with three boys lived with their mother, and three elderly family matrons
as well. The two youngest attended the Evangelical Free school, and the oldest the Catholic
school, because there was no room in the Evangelical school. They also benefitted from
subsidized tuition and fees.
Another family with a daughter in 8th grade and a son in 7th, attended the Evangelical
Free school. They both scored very high in their classes, but the girl was particularly
academically minded, saying she chose the professional goal of a lawyer over a doctor due to the
gore associated with medicine. Their father remained in Iraq, having abandoned his family,
which also includes another pre-school age girl, but his mother-in-law resided with them.
The last family consisted of two girls in 3rd and 8th grade who attend the public school.
The mother and grandmother negotiated with the school to relieve the girls from attending Quran
lessons. The older daughter likes science and does well academically, but had begun to avoid the

Muslim girls, because they often pressured her to convert. The family still had a little money
because the grandmother received her deceased husband’s pension through the bank.
All of the children interviewed were reported to excel academically and found Jordanian
instruction comparable to instruction in Iraq, but they all missed their schools and lives back
home. All were at least one grade behind, due to missing school in the chaos of leaving Iraq.
Most of the instruction focused on English a great deal, because everyone expects the refugees to
be moved eventually to an English-speaking country, such as Canada or Australia. The children
enjoyed learning English. None of the refugee families cared where they would be relocated,
they just wanted out of Jordan so they could begin their lives again. The families were all
extremely proud of their children, and the mood between those with children in school compared
to those whose children were not in school was palpably more hopeful. Since no one can work,
the children’s academic activity and their church life make up most of their existence.
Discussion
The statements the case study children and family members gave indicating that a return
to school and normalcy is important to them match closely with remarks made by children in the
video interview from Zaatari camp in 2013 (Reuters). The case study families also exhibited
positive emotions as the children’s education opportunities were discussed, while the unschooled
families were tangibly more agitated and frustrated with their situation. These findings combined
with evidence from the literature demonstrate that education for children is an essential
contributing factor in rebuilding lives torn apart by war and occupation. Girls especially need a
secondary education to offer them greater choices in their lives and to avoid early marriage and
its negative consequences (UNICEF, Education sector working group).

An interview with Caroline Pontefact, director of Palestinian schools for UNRWA,
revealed that the UN organization is prepared to receive Palestinian children as it has been since
1943. The literature and the case studies show, however, that educational needs of non-
Palestinian refugee children are not being met by the public, private, or UN refugee schools. The
number of Syrian refugee students particularly exceeds the capability of the UN or Jordan to
currently educate. At times, students or families choose not to attend for reasons such as
marriage or work. This study encountered one 15-year-old Syrian girl who fit the early marriage
profile (Education sector working group). About half of the high school-aged refugee children in
Jordan are not attending school, although high school girls in the refugee camp schools maintain
a 4.5% lead over boys, possibly offering correllating evidence that the popularity of obtaining
education for girls is growing.
Most of the children observed in this study, Jordanian children or refugees from Iraq,
attend school. Two Iraqi and two Syrian families were identified that did not attend school. NGO
Organizations are attempting to fill the gaps for refugee children ostracized from the local public
school, but help for refugee children is minimal. Insofar as the Evangelical Free and Catholic
churches are permitted to maintain their Christian approach, while using the state curriculim, it
would appear Monroe’s influence on Western schools accommodating Middle Eastern values
and approaches has been somewhat effective (Ment 174). The volunteer English tutors subjugate
their proselytizing toward teaching English skills, building relationships, exchanging cultural
norms, and reinforcing positive values and practices. Likewise, Jordan’s public schools
accommodated an Iraqi Christian family’s request for their two girls to be excused from Quran
class due to religious reasons, although personal pressure from Muslim students is prevalent.
These compromises are representative of the types of efforts intervening organizations,

particularly Western ones, are expected to make when educating in the Middle East. Jordon’s
response is one that maintains its core principles to upholding the values of the Quran and the
Muslim faith, while respecting the religion of others, and making accommodations as well.
One salient point to bring up that could contribute toward future recommendations is that
the Kingdom of Jordan has allocated parcels of land along the Jordan river to Christian
denominations so that they might build churches. The Eastern Orthodox , Episcopal, and
Armenian churches have already built churches, and a Roman Catholic church and conference
center is currently being built in 2015 (Bourke, Kansas City Armenian Church). This would
indicate, along with other evidence of Jordan’s tolerance toward religious schools throughout its
history, that the ministry of education could welcome contributions from different Christian and
possibly other religious denominations who wish to establish schools. Additionally, mention
should be made of the American Community Schools (ACS) which are private schools
independently operated, and whereas the Jordanian ACS has performed a few outreach efforts
toward the refugees, no formal proposals to assist Jordan’s education ministry appear to be in the
works (American Community School). Although there are training grounds in Jordan for US
military to operate on, no Department of Defense schools are available for American military
dependents in the Middle East.
Conclusion
While Jordan permits hundreds of thousands of refugees into the country, they do not
allow them to work, and the UN has not managed to execute a rigorous relocation program,
putting UN registered families in a holding pattern, unable to move forward with their lives.
Only about half the refugee children are receiving education, and the Jordanian school system is
stretched to its limits. Private religious schools fill in some of the gaps, and NGO’s contribute to

teaching the children as well, but efforts are still vastly underdeveloped. Since Jordan has a
history of tolerance toward missionary activity and the establishment of private schools,
openings are available for non-profit as well as for-profit institutions to penetrate the region with
religious or non-religious instruction. In the midst of the chaos, the future of refugee children,
and especially girls, hangs in the balance. Tolerance for foreign assistance provides Western
organizations with the opportunity to partner in the rebuilding of the Middle East. Churches and
other organizations can establish schools with or without religious instruction, and their efforts
easily align with historical missionary efforts in the region. While the exodus of refugees from
Syria and Iraq creates a substantial crisis, it also opens doors of opportunity for building
relationships of goodwill with attention to the well-being and future possibilities of refugee
children, particularly girls who are at much greater risk in the region.

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