FUTURE LEARNING SPACE
Child Friendly Spaces are facilitated by humanitarian agencies to address the educational protection and psychosocial needs of children in emergencies and challenging global environments.
Children are the most vulnerable group during conflict and in the aftermath of disaster both physically and emotionally. In some contexts, CFS extend into the early recovery periods or even into long term development.
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Context: Za'atari Refugee Camp, Jordan
(temporary settlement since 2012- now the fourth largest city in Jordan)
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While researching the Teachers without Borders initiative, Child Friendly Spaces, the plight of displaced male youths (aged 12-17) struck a chord with me having two young adult sons myself.
The little research conducted into the impact of CFS facilitated by various NGO's confirmed the enormous benefits to both the children and their caregivers. It also highlighted that these benefits did not always transfer to the boys in the older age group. Still a particularly vulnerable group at risk of abuse, violence and exploitation, evidence drew attention to their non-attendance and disengagement. Formal school opportunities are limited, some put their education on hold waiting until they can return home to Syria, while others disengaged from programs that do not meet their needs. While CFS should be accessible to all, custom programs and activities need to be scheduled to deliver gender and age specific needs. Vastly different strategies need to be employed to engage the youth age group, providing them with a purpose.
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The war in Syria began in 2011. Some children have only known life within the camp. Their homes and schools in Syria have been destroyed so extensive rebuilding will be required when (and if) it is safe to return.
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In the meantime, a Youth Futures Space and a Life Work Centre can provide opportunity for young males to continue their learning and empower them to be able to contribute to meeting their own needs as well as the needs of their community within the protracted setting.
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