The Reality of Remedial Education Outside the Formal School System for Students in Internally Displaced Persons Camps in Al-Shamayateen District: An Analytical Study of the Role of the Organizations “SOUL” and “UNICEF” as a Model

Abstract

This study aimed to evaluate the effectiveness of implementing a remedial education program provided to students outside the formal school system in internally displaced persons (IDP) camps during a specified period in 2024. The program was implemented by local and international organizations, namely SOUL and UNICEF. The study also sought to identify the challenges faced by those responsible for implementing the program and to explore their perceptions and suggestions for its future development. In addition, it aimed to measure the level of satisfaction among beneficiary students and the extent of their educational and social benefits. The study adopted the descriptive analytical approach using a mixed-methods design (quantitative and qualitative). Data were collected through two questionnaires. The first was a paper-based questionnaire administered to a sample of 80 male and female students of different ages and educational levels to measure their satisfaction with the program and the extent of their benefit from it. The second was an electronic questionnaire administered to a sample of 62 program implementers, including teachers, coordinators, supervisors, facilitators, and administrators. The questionnaire consisted of two parts: a quantitative section containing 11 items based on a five-point Likert scale to measure the effectiveness of program implementation, students’ motivation toward learning, and their level of interaction with the program; and a qualitative section that included two questions—one multiple-choice question identifying the main challenges faced during implementation, and one open-ended question focusing on suggested solutions and developmental proposals to address these challenges and improve the quality of remedial education programs outside the formal school system in the future. The results indicated that the program largely achieved its objectives from the implementers’ perspective, with positive evaluations of its methodology and educational impact. However, some shortcomings were observed in institutional support and logistical and material resources. The findings also revealed challenges related to limited resources, insufficient professional preparation of the educational staff, and issues related to the educational and psychological environment of students. In contrast, students reported high levels of satisfaction with the program and perceived improvements in their academic performance. The study recommends providing an appropriate educational environment along with sufficient institutional and logistical support to enhance the quality of remedial education programs outside the formal school system.