A critical analysis of the Syrian refugee education policies in Lebanon using a policy analysis framework

ABSTRACT

Lebanon, a country impacted by ongoing political and economic instability, has an estimated 1.5 million Syrian refugees competing for access to already fragile healthcare, education and labor sectors. Half of these refugees are children. This piece will discuss the efforts and policies Lebanon already has in place regarding the education of Syrian refugees. This will be done through the implementation of Lesley Vidovich’s (2007) a policy framework which proposes an analysis of the policy context and policies’ influence, an analysis of the policies as text as well as an analysis of the implementation of those policies. Such a framework has the opportunity to not only provide a holistic view of the Lebanese history and context leading to current policies surrounding the education of refugees, but it has the potential of serving as a systematic framework for other various contexts concerning education in conflict areas.

KEYWORDS:

• Critical analysis
• equity/social justice

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Shereen Hamadeh

Shereen Hamadeh is a doctoral student at the University of Bath currently completing her dissertation on the education of Syrian refugees in Lebanon. She has broad experience in education in Qatar and has worked in higher education management, teacher training at the Ministry of Education  and as a secondary school and foundation year Chemistry teacher.