A Chance to Dream Again in Syria
A Chance to Dream Again in Syria UNICEF USA
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Early Childhood Learning Centers Provide Haven for Displaced Children in Syria
This report highlights the resilience and determination of the girls and boys affected by the ongoing conflict in Syria. Despite losing their homes and loved ones, witnessing violence, and experiencing fear and hunger, these children find hope and joy through the support of early childhood learning centers.
A School Called ‘Dream’
In the Ain Alkhadra camp in northeast Syria, which has provided shelter to over 5,000 people since 2014, UNICEF has established a learning center specifically for children aged 3 to 5. This center, named “Dream” in Arabic, offers 10 weekly sessions that include subjects like math, English, Arabic, drawing, art, and recreational activities. The center is partially funded by Education Cannot Wait (ECW), a global fund for education in emergencies and protracted crises.
Every Child Deserves the Best Possible Start in Life
Early childhood education plays a crucial role in achieving the Sustainable Development Goals (SDGs) and building a more peaceful and prosperous future. According to UNICEF, children who receive at least one year of pre-primary education are more likely to develop essential skills, succeed in school, and avoid grade repetition or dropout. Some studies even suggest a correlation between early childhood education and a decrease in violent crime.
Funding from Education Cannot Wait Reaches Over 400,000 Children in Syria
Since 2018, Education Cannot Wait has provided more than $57 million in funding for education in Syria. This funding has reached over 400,000 children, providing them with quality education support. It has also supported the distribution of learning materials, financial assistance for teachers, and the construction and rehabilitation of classrooms.
A Special Focus on Addressing the Impacts of the Climate Crisis
The climate crisis poses a significant threat to children’s education, especially for those affected by conflicts like the one in Syria. Education Cannot Wait recognizes the urgent need to address the impacts of climate hazards on crisis-affected children. Approximately one-third of the 224 million crisis-affected children worldwide have been affected by climate hazards since 2020. The organization is calling for $150 million in funding specifically targeted towards the climate crisis.
Sustainability Measures and Integration of Climate Change into Curriculums
In Syria, ECW partners are implementing sustainability measures such as winterizing schools and integrating climate change into the curriculum. These efforts aim to mitigate the effects of the multi-year drought in Syria and ensure that children receive an education that prepares them for the challenges posed by climate change.
Education Opens Doors to a More Peaceful Future
Education is crucial for breaking the cycle of conflict, displacement, poverty, and hunger. It provides children like Sahar and Muhannad with the opportunity to embrace sustainability, resilience, and a pathway towards a more peaceful future. UNICEF supports every child’s right to education and welcomes donations to further this cause.
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex |
| SDG 4: Quality Education | 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
| SDG 13: Climate Action | 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning | Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning measures into primary, secondary, and tertiary curricula |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 13: Climate Action
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education
- Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship
- Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
- Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning measures into primary, secondary, and tertiary curricula
SDGs, Targets and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex |
| SDG 4: Quality Education | 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill |
| SDG 13: Climate Action | 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning | Indicator 13.3.1: Number of countries that have integrated mitigation, adaptation, impact reduction, and early warning measures into primary, secondary, and tertiary curricula |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: unicefusa.org
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