Including education in the humanitarian response to the Syrian crisis in Lebanon, planning and implementing education policies for refugee children is coordinated between the Lebanese Ministry of Education and Higher Education (MEHE), donors, and UN agencies. This humanitarian logic for dealing with refugees emphasizes short-term approaches and limits any long-term social, economic, or educational integration. Lebanon certainly fits this description where the government refers to all individuals from Syria as displaced people or visitors (LCRP, 2018). 'Education in humanitarian' settings, commonly referred to as Education in Emergency (EIE), is the most widely used paradigm for thinking and planning education of refugee children living temporarily in a hosting state while awaiting repatriation (Brun and Shuayb, 2020b). Education in Emergency and Humanitarian Responses: the Case of Lebanon
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Our survey covers 418 national and refugee students in 14 public schools offering morning and afternoon shifts across six governorates (Shuayb et al., 2020). We draw on Wave 1 of our ongoing longitudinal comparative study conducted with seven graders in Lebanon, Turkey, and Australia, but we only report on Lebanon's findings. In this Op-ed, we examine the humanitarian education response to Lebanon's Syrian refugee crisis and discuss its effectiveness. While this step is noted progress in the humanitarian discourse (Brun and Shuayb 2020b), there is a need for evidence-based research to adequate education provisions.
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This realization resulted in a shift from humanitarian responses to a developmental one, and including education in humanitarian response is one manifestation of such a shift.
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The realization that most refugee crises are protracted and long-term responses must be introduced has settled in over the last decade (Brun and Shuayb 2020a).