Education In Syria Research Articles

Situation Analysis of Female Academics' Career Advancement in Higher Education in Syria

This research examines factors which may be influencing female academics career advancement at Higher Education Institutions (HEIs) in Syria. The paper conducts situation analysis on academic environment at HEI in Syria, exploring factors which may be impacting female academics experience and career progression and lack of academic representation at senior management levels. The paper examines a private HEIs investigating the environment in Syria highlighting the situation after 2011. The methodology applied in diagnosing the situation, is based on data collected from a capacity building in higher education project (CBHE), funded by Erasmus+. The methodology employs the design of questionnaire survey administered at the research target group. A one-way translation from English to Arabic is performed by expert academics and verified by linguistic experts. The sample design employs nonprobability sampling techniques. The size of the sample is 47 observations for academics. The findings of the analysis are reported across individual, and institutional levels. The research results signify that interest in research is a strong motivator; while career satisfaction still reveals an area of future development. There is still little awareness on gender issues topics, as well as little research works being performed in the scope gender research issues. The concept of gender equality has a high potential for evolution and expansion on the intermediate and long term at the institutional and socio cultural contests in Syria. The future direction of this research emphasizes developing a conceptual framework on the factors which may be affecting female academics experience and career advancement in HEIs in Syria. Furthermore, future research recommends the development of institutional and national policies in the scope of gender equality, which could be reflected at human resources practices, environment of the workplace, infusion of gender at university mission and planning, curriculum, research, and university governance.

Enriching Minds: The Gifted Education Landscape in the Syrian Arab Republic

Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region.

Medical education in Syria at a time of crisis: Analysis of the results of the knowledge-based National Medical Examination.

This study explored how the Syrian crisis, training conditions, and relocation influenced the National Medical Examination (NME) scores of final-year medical students. Results of the NME were used to denote the performance of final-year medical students between 2014 and 2021. The NME is a mandatory standardised test that measures the knowledge and competence of students in various clinical subjects. We categorised the data into two periods: period-I (2014-2018) and period-II (2019-2021). Period-I represents students who trained under hostile circumstances, which refer to the devastating effects of a decade-long Syrian crisis. Period-II represents post-hostilities phase, which is marked by a deepening economic crisis. Collected data included test scores for a total of 18 312 final-year medical students from nine medical schools (from six public and three private universities). NME scores improved significantly in period-II compared with period-I tests (p< 0.0001). Campus location or relocation during the crisis affected the results significantly, with higher scores from students of medical schools located in lower-risk regions compared with those from medical schools located in high-risk regions (p< 0.0001), both during and in the post-hostilities phases. Also, students of medical schools re-located to lesser-risk regions scored significantly less than those of medical schools located in high-risk regions (p< 0.0001), but their scores remained inferior to that of students of medical schools that were originally located in lower-risk regions (p< 0.0001). Academic performance of final year medical students can be adversely affected by crises and conflicts, with a clear tendency to recovery upon crises resolution. The study underscores the importance of maintaining and safeguarding the infrastructure of educational institutions, especially during times of crisis. Governments and educational authorities should prioritise resource allocation to ensure that medical schools have access to essential services, learning resources, and teaching personnel.

Education in Syria: hidden victim of the conflict of weapon of war?

ABSTRACT This paper offers a unique comparative study on primary and secondary education in opposition-held and regime-held Syrian schools since the beginning of the conflict in 2011. Doing so, it seeks to investigate whether and how education upholds visions of peace and conflict in the country. Building on schoolbook content analysis, semi-structured interviews and personal experience, this study highlights multiple faces of Syrian education. In both areas of control, curricula are highly politicised and largely reinforce intra-Syria divisions, if they do not simply erase ‘other’ groups. Moreover, the vacuum of power left by the conflict across the country resulted in the multiplication of private schools and cultural centres and the rising influence of external actors – mainly Russia and Turkey – who use formal and informal schooling as a tool of (soft) power. Altogether, the manipulation of the education sector overwhelmingly prioritises political rehabilitation and power consolidation over social cohesion and reconciliation. This highlights, yet again, the challenges of highly fragmented conflicts and the need for combined efforts to turn education from a weapon into a tool for peace.

Современное состояние высшего образования в Сирии и проблемы миграции

The article presents an analysis of the current situation in the field of higher education in Syria. In the context of the prolonged military conflict and political instability that has engulfed the country, the Syrian higher education system has faced serious challenges. The author highlights the most important problems of Syrian higher edu-cation, including its accessibility, the quality of educational programs, financing and infrastructure of educa-tional institutions. The impact of the conflict on academic research, migration mobility of students and teachers, and prospects for the restoration of the higher education system in Syria are also assessed. Along with this, the article contains recommendations and suggestions for improving the state of higher education in the country. Sociological theories and approaches were also applied in this work, which used research analysis methods, and were based on qualitative and quantitative research approaches such as interviews, questionnaires, statis-tical analysis and the theory of transnationality: this approach emphasizes the links between countries and transnational aspects of migration. The author analyzes how education affects transnational mobility and the reverse impact of migration on educational processes. The author used a Structural and functional approach to analyze the functionality of the Syrian higher education system and identify problems in its key structural ele-ments. The study is important for understanding the problems faced by higher education institutions in conflict countries, and can serve as a starting point for further research and development of educational, youth and migration policy in Syria.

Revealing the significant shortcomings in the learning environment at the three largest medical schools in Syria: what’s next?

BackgroundMedical education in Syria still adopts a traditional, teacher-centered curriculum to this day. These elements imply the existence of issues in the learning environment (LE). This study aims to provide the first evaluation of the LE at the largest medical schools in Syria using the DREEM inventory.MethodsThe three largest medical schools in Syria are the ones at Damascus University (DU), University of Aleppo (AU), Tishreen University (TU). The Arabic version of the DREEM questionnaire was used. Students across all years of study except year 1 were approached. Both paper-based and electronic surveys were conducted.ResultsA total of 1774 questionnaire forms were completed (DU:941, AU:533, TU: 300). The overall DREEM score at DU, AU, and TU were 100.8 ± 28.7, 101.3 ± 31.7, and 97.8 ± 35.7 respectively with no significant difference (P = 0.254) between the three universities. DREEM subscales concerning Learning, Atmosphere, Academic Self-perception and Social Self-perception had a low score across all universities. Clinical-stage students reported significantly lower perception (P ≤ 0.001) of the LE in comparison to their pre-clinical counterparts across all subscales.ConclusionsThe findings of this study highlight the significant shortcomings of the medical LE in Syria. If not addressed properly, the academic, clinical, and professional competence of the healthcare workforce will continue to deteriorate. Moreover, the negative LE might be a predisposing factor for medical students’ exodus. The Syrian medical education system requires leaders who are willing to defy the status quo to achieve a true educational transformation.

Special Education in Syria: Challenges and Recommendations, a Descriptive Study

ABSTRACT Over the past three decades, various efforts have been made to develop special education policies and services in Syria. However, to guarantee the improvement of special education services and to develop sustainable national enhancements during both the emergency and reconstruction phases of the Syrian Civil War, it is necessary to continue to address the intersectional ways by which people with disabilities have been disproportionately impacted. This paper provides an update on disability and special education in Syria, including a brief account of the historical development of, impact of the civil war on, and major current challenges for the field of special education. These challenges include, but are not limited to, inadequate financial resources, a scarcity of integration programs, negative social attitudes because of a lack of knowledge, limited accessibility to services, and barriers to appropriate disability programmes. Recommendations for action are also offered. Further, we provide suggestions to improve special-education services for people with disabilities in Syria, as well as to develop sustainable national improvements for them.

Medical Research Conduct and Publication during Higher Education in Syria: Attitudes, Barriers, Practices, and Possible Solutions.

Background: The huge workload on doctors especially residents, who are the main health care providers in public hospitals, in addition to the vanishing incomes and lack of personal safety during the decade-long Syrian crisis, led to further hurdles in the focus on research. Postgraduate students in the medical and paramedical fields must conduct original research projects as part of their graduation requirements. However, this does not reflect on research publications coming from Syria. Methods: This is a nation-wide cross-sectional study targeting medical, dental, and pharmacy postgraduate students who are at the phase of planning for their required projects. The questionnaire aimed to capture their attitudes toward research, perceived barriers, and previous research experiences in order to suggest evidence-based recommendations. Results: The sample consisted of 429 residents representing about 22% of the target population. Nearly all the participants had positive opinion toward the important role of medical research and the significance of their participation. Agreement was also clear regarding perceived barriers, including the lack of adequate training and research facility. Seventy-one percent of the participants were not involved in any research before the time of their master theses, less than 13% of them had submitted an article for publication, and less than 5% had submitted more than one paper. Despite that, high-quality internet connectivity and rich English writing skills were associated with further research experiences. Additionally, mentors' support and self-paced learning of research skills had significant positive impact on students' research contributions with odds ratios of 2.04 [[95% Confidence Interval]: 1.02–4.06] and 2.68 [1.48–4.84], respectively. Conclusion: Lack of training and mentorship, in addition to several common barriers to medical research, hampered residents' capacity of conducting and publishing research despite their positive attitudes toward it. Nevertheless, the variance within our sample exposed a promising window for implementing low-cost institutional and individual solutions such as peer-run self-paced training opportunities and long-distance mentoring.

Evaluating science curriculum content standards according to the visual thinking skills of basic education stage pupils: تقييم معايير محتوى منهاج العلوم وفق مهارات التفكير البصري لدى تلاميذ مرحلة التعليم الأساسي

The aim of the research is to define the degree to which visual thinking skills are achieved in the science curriculum among students of the basic education stage (grades two and six). To achieve the goal, the researcher used a list of visual thinking skills especially for the sixth grade textbook consisting of 30 criteria distributed on 7 axes (skills) A list of visual thinking skills for the second grade book, consisting of 34 criteria distributed into 7 axes (skills) for the sixth grade book, consisting of 30 criteria distributed into 7 axes (skills). The results of the research concluded that the skills are available in the second and sixth grades as follows: The visual discernment skill was of medium rank 1, visual proficiency 2 was also moderate, visual translation skill 3 moderate, visual contemplation 4 moderate, visual observation skill 5 weak, visual imagination 6 poor, and visual closure 7 poor. In light of the search results, we recommend the following: 1- Attention by the curriculum authors to the skills of visual thinking by conducting full-fledged teaching courses for these skills. 2- Educating science teachers about visual thinking skills, and holding training courses in employing visual thinking skills in science classes, in a way that serves the achievement of national standards for education in Syria.

EDUCATION IN LEBANON UNDER THE EUROPEAN CAMPAIGNS FROM 1912 TO 1921

The aim of the study was to learn about the situation of education in Lebanon during the French campaign in Syria in the period prior to 1921, to learn about developments at the educational level in Lebanon in order to reach its current status. To achieve the objectives of the study, the descriptive curriculum based on reference and extrapolation of previous studies has been followed. The study found that the education in Lebanon based on that of the French, who modified the education system in the line with their system and French became an official language. France took care of education in Syria and Lebanon because it recognized the important role of education in building an educated generation influenced by French culture to serve its political interests and orientations. The Maronite Church had also been instrumental in the emergence of education in Lebanon. Documents from the mandatory period indicated that many schools that had been closed of the war had not been re-established until after the end of hostilities. It has been subjected to some culture pressures and is therefore an interesting case study of the political role of education and the politicization of education.

Formation and development of secular education in Syria in the 19th century

Formation and development of secular education in Syria in the 19th century

Cultural trauma and the politics of access to higher education in Syria

ABSTRACT This paper examines the relationship between the politics of Higher Education access pertaining to longstanding practices of patrimonial authoritarian politics and the narration of collective trauma. Building on an empirical study of Syrian HE during war, we suggest that a narrative disjuncture within HEIs has a damaging impact not only upon the educational process, HE reconstruction and reform, but also upon the possibility of social reconciliation. This is especially true when access to education and post-graduation opportunities are directly linked to patrimonial favouritism; widespread social inequalities in access and retention; a violent turn in the purging of oppositional academics; a severely exacerbated brain drain linked to political views; and significantly sparser employment opportunities. Building on the study findings, we show how these challenges are linked to ethico-political positioning vis-à-vis the mass movement of 2011 and related cultural trauma narratives. In closing, we suggest that understanding the relationship between HE access and cultural trauma can inform decision-making on HE reconstruction and future reform.

The Founding of Damascus University 1903-1936: An essay in praise of the pioneers

Damascus University, a pioneer in Levantine academia, has generally been ignored by Syriatologists and historians. Its story speaks volumes about the founding fathers of the Syrian Republic, however, and the anti-colonial movement under French Mandate rule. This article looks its the founding yea8rs under Ottoman times and ends with the tenure of its founder and first president Riḍà Saʿīd. Given that collapse of higher education in Syria at present, because of the current war, it is imperative to look back and see how Syrian academics emerged from times of war to revamp their university after the turmoil of World War I and French occupation. Present academics might find inspiration and a roadmap for the future in looking at the university’s past and the deeds of its founders.

Conflict, insecurity and the political economies of higher education

PurposeThis paper stems from a 12-month collaborative enquiry between a group of Syrian academics in exile in Turkey and academics from the University of Cambridge into the state of Syrian Higher Education after the onset of the conflict in 2011. The purpose of this paper is to draw on 19 open-ended interviews with exiled Syrian academics; two focus groups; mapping and timeline exercises; and 117 interviews collected remotely by collaborating Syrian academics with former colleagues and students who were still living inside Syria at the time of data collection. The findings of the research suggest that Syrian HE after 2011 was fragmented across regions; in some cases non-existent, and in others deemed to be in a state of reform in order to meet student needs. Key issues that emerged from this work are human rights’ abuses directed against academics and students including the detainment, purging and kidnapping of academics, an increased militarisation of university life and a substantive loss of academic and human capital.Design/methodology/approachThe overall design involved two workshops held in Turkey (in June and July, 2017) at which the Cambridge team explained the stages of undertaking qualitative research and planned the collaborative enquiry with Syrian co-researchers. The first workshop addressed the nature of qualitative research and explored the proposed methods of interviewing, using timelines and mapping. The instruments for interviewing were constructed in groups together and mapping was undertaken with the 21 Syrian academics in exile who attended the workshop. Syrian academics also built their own research plans as a way of expanding the consultation dimension of this project inside Syria, engaged in survey and interview protocol planning and discussed ways to access needed documentation which could be drawn upon to enrich the project. The Syrian co-researchers interviewed remotely HE staff and students who had remained in, or recently left, Syria; the key criterion for group or participant selection was that they had recent and relevant experience of Syrian HE. The second workshop focused on data analysis and writing up. There was also wide consultation with participants inside and outside Syria. As part of the research, the Cambridge team conducted open-ended interviews with 19 Syrian academics and students living in exile in Turkey. This involved interviewing Syrian scholars about their experiences of HE, policy changes over time and their experiences of displacement. The researchers developed this protocol prior to the capacity-building workshops based on previous research experience on academic and student displacement, alongside extensive preparation on the conditions of Syrian HE, conflict and displacement. In addition to interviewing, a pivotal element of methodological rigour was that the authors sought to member check what participants were learning through mapping and timeline exercises and extensive note-taking throughout both workshops. The major issues that the authors confronted were ethical concerns around confidentiality, the need to ensure rigourously the protection of all participants’ anonymity and to be extremely mindful of the political sensitivity of issues when interviewing participants who may not feel able to fully trust “outsider” researchers. Issues of social trust have been reported in the literature as one of the most significant drawbacks in conducting research in “conflict environments” (see Cohen and Arieli, 2011) where academics and students have been working and/or studying in autocratic regimes or were operating within political contexts where being open or critical of any form of institutional life such as university work or the nation could cost them their jobs or their lives.FindingsThe accounts of Syrian academics and students emerging from this work point to some of the state-building expressions of HE manifested in the shaping of professional and personal experiences, the condition and status of HE, its spatial arrangements and their associated power formations, and resulting in feelings of intense personal and professional insecurity among Syrian scholars and students since 2011. While acknowledging that the Syrian situation is deemed one of the worst humanitarian crises in the region in recent decades, these accounts resonate, if in different ways, with other studies of academics and students who have experienced highly centralised and autocratic states and tightly regulated HE governance regimes (Barakat and Milton, 2015; Mazawi, 2011).Originality/valueCurrently, there is virtually no research on the status and conditions of higher education in Syria as a consequence of the war, which commenced in 2011. This work presents a first-person perspective from Syrian academics and students on the state of HE since the onset of the conflict. The major contribution of this work is the identification of key factors shaping conflict and division in HE, alongside the political economies of HE destruction which are unique to the Syrian war and longstanding forms of authoritarian state governance.

Sustainable development in higher education through service quality and price fairness: empirical evidence from private universities in Syria

The purpose of this research is to develop a model which examines the relationship between adapted dimensions of service quality scale and customer satisfaction and perceived price fairness, building on previous measurement instrument developed by (A. Parasuraman, Zeithaml, & Berry, 1988b). The research paper investigates the instrument at higher education in Syria. The planned methodology for the research employs a quantitative approach where the service quality instrument developed by (A. Parasuraman, Zeithaml, & Berry, 1988a) is employed in this research. The sample of the study follows a non-probability sampling approach. The unit of analysis in this research is undergraduate students of private universities in Syria. Online self-administered questionnaires were distributed to undergraduate students in 3 private universities in Syria. The adjusted instrument scale employed a 5 points Likert scale where 1 indicates strongly disagree and 5 strongly agree. The level of analysis investigates reliability and validity tests. Exploratory factor analysis (EFA) is employed to measure relationships between measured variables. The exploratory factor analysis produced three dimensions. Cronbach alpha test is employed to measure the internal consistency of the scale. The adapted service quality scale comprises of three dimensions namely institution task orientation, institution relationship orientation and institution tangibles orientation. The instrument consists of 12 items. The research recommends the measurement scale to be applied for service quality in Higher Education environment.

Towards Updating Urban Planning Education in Syria: The Case of the Faculty of Architecture at Damascus University

Towards Updating Urban Planning Education in Syria: The Case of the Faculty of Architecture at Damascus University

The seeds of discontent: examining youth perceptions of higher education in Syria

This article examines young Syrians' perceptions of higher education after the 2001 reforms, which expanded access to higher education and permitted the establishment of private universities. Data come from in-depth interviews conducted with 22 Syrians residing in Damascus, aged 18–32 in 2009. Analysis indicates youth are critical of the higher education system broadly, and that their discontent stems from two sources: (1) the high level of state involvement in determining youth life paths when uncoupled from labour market security; and (2) the perceived unfairness in university admissions stemming from connections and new forms of privatisation. This youth discontent reflects a larger rejection of the state's role in the higher education admissions process. Given Syria's long-term commitment to a model of state-led development in the post-independence era, the failure of the Syrian state to successfully link expanded higher education to secure employment in the neo-liberal era has contributed to a de-legitimisation of the Syrian state as a whole in the eyes of its youth.

Student needs and motives when attending a university: exploring the Syrian case

This paper aims at exploring student needs and motives to pursue higher education in Syria. Based on the model of student buyer behavior developed by Kotler and Fox in 1995, the study focuses on the first step of this model, so-called motives. The study results are based on qualitative data collected by means of semi-structured styles of interviews with 30 current students at three higher education institutions in Syria in the summer of 2010.The study reveals three dimensions of needs and motives. These are: Self needs and motives; Social needs and motives, and Souk (market) needs and motives. Accordingly, several detailed explanations for each dimension concluded from the study are presented. The findings reveal that the three dimensions are important for university students in Syria when attending universities. People responsible for marketing in higher education institutions need to pay attention to understand their students' motives when designing their customer-oriented marketing strategies. Study programs at universities could be designed to better satisfy such needs and motives. This study could provide bases for further research through a replication of the model using the information offered by the survey. Further research could investigate the research questions in a wider student population employing a quantitative approach. The importance of this study comes from the classification of needs and motives into a three-Ss model (Self, Society and Souk). The study also shows originality into understanding motives of Syrian students in attending certain universities in particular.

W-02 Engineering Education in Syria

W-02 Engineering Education in Syria

Questioning the role of internationalization in the nationalization of higher education: the impact of the EU TEMPUS Programme on higher education in Syria

Given the need for major reform of the higher education programmes in Syria, and answering the voices that question the role of European Union (EU) in assisting the development of the higher education sector, this study presents an analysis of the contribution of (TEMPUS) Programme in modernising higher education in Syria. The study compares the national priorities of the Syrian higher education sector, and the objectives of TEMPUS projects implemented in Syria. Based on the number of national priorities that each project meets, and the number of Syrian higher education institutions involved in each project, an innovative concept of the National Project was suggested by the authors. In accordance with this concept, the results insist on the need for more national-oriented projects in the future. Implicitly, the study shows that more positive concerns from policymakers towards the Programme in general are important for its sustainability and future impact.