The Teaching
In order for students to gain the utmost from their education and to move to become catalysts for the future they need to be educated by the best possible educators. For this there will be teacher development days for local and international teachers emphasizing and going through the specific needs of the community of children. One of these needs will be English education. “The English language is seen as something really important by the refugees" (Fraser quoted by Arabiya 2016). Through learning English students can have a better chance of gaining a scholarship to Europe. However these scholarships are limited and an English proficiency test may need to be completed by students to gain the scholarship. Hence it is essential that the future learning space gives students the best possible opportunitys to move out of the camps through providing a good quality English education. English education is not just about getting scholarships though, it is also an essential communication aspect and is vital for communicating with some of the people in the community such as non-government organisations (Arabiya 2016).
It is also important that teachers address the Jordan syllabus, in particular where it states that students need to be aware of "international issues and problems and the importance of international understanding and peace built on justice and righteousness" (UNESCO 2010). This relates directly to the mission of the school- to teach about and promote peace in order to create catylsts for the future in peace. For further structure and ideas for peace teaching Teachers without boarders runs an amazing program that outlines a peace education for around the world use which the future learning space can utlize as a basis for its teaching.
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Another essential criteria is that the teachers in the future learning space in Zaa’tari have values and principles that match up with the mission and vision of the future learning space. For students to gain a fuller understanding of peace, teachers need to agree with, want and understand peace. Teachers also have to be able to be diverse in their teaching and incorporate group cooperation tasks, e-learning and to be enabled to create an environment where the students can feel as safe and as welcome as possible. It is also important that teachers can create an environment that ‘maintains high ethical values, promotes excellence, and focuses on the needs of the learner’ (“UNESCO, 2012). There will (as stated perviously) be multiple workshops for teacher development so that these key aspects of learning can be addressed in the best possible way.
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References:
Arabiya 2016. Syrian refugee teachers strive to deliver better education. http://english.alarabiya.net/en/perspective/features/2016/03/22/Syrian-refugee-teachers-strive-to-deliver-better-education-.html
Teachers without Boarders (2016) Peace Education. http://teacherswithoutborders.org/twb-peace/
UNESCO (2010) (http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Jordan.pdf
