This report presents the findings of a pilot study that follows the Education Resilience Approaches (ERA) framework (Reyes 2013). The purpose of the research is to discover the different risks, assets, and processes that influence the learning achievement of Syrian refugee children trying to access education services in Lebanon. The main research was conducted at Jusoor’s non-formal education centre in Beirut.
The analysis is followed by a proposal of possible direct actions on the ground and recommendations for institutional and policy level interventions. The conclusion contains reflections on this pilot study and recommendations to complement it with further study using a quantitative research plan inspired by its main findings.
