The Future of Education

This study aims at exploring the educational aspirations of Syrian young girls studying at secondary level in Jordan in the context of host country. Taking the education provision to Syrian refugee girls at urban level as the case study, this dissertation investigates how the Capability Approach can help understand how refugee girls’ well-being is enhanced or constrained while being in school. The literature review first examined the Syria crisis and the consequent refugee influx in neighbouring countries, arguing that the present educational obstacles faced by Syrian girls should be understood in a wider historical and socio-political context vis-à-vis the existing gender dynamics in Muslim countries. This scenario is deeply aggravated by the protracted crisis and significant refugee exodus as a result of five years of civil war in Syria. The study then expands upon the Capability Approach and its particular pertinence to situations such as that of the case study, presenting a critical analysis of the field of education and gender in conflict zones. A qualitative methodology was utilized, and female students and school participants from two double-shift secondary schools located in Amman, Jordan, were interviewed, as well as representatives from both local and international community. A data collection phase conducted at public school level was intended to highlight Syrian girls’ aspirations and ambitions vis-à-vis their educational attainments and the related social conversion factors, which a patriarchal society may influence. Conclusion reviewed the key findings in relation to the existing literature, showing how Syrian girls may still possess a deep sense of agency as well as remarkable aspirations for the future, despite the existing social norms and the fragile context, and the related barriers to their educational achievement and psychosocial well-being. Conclusion also explores the study’s implications for future, innovative research and its limitations with respect to the question of assessing the feasibility of aspirations as well as their relevance and implications for future formulation of long-term gender-sensitive educational policies by promoting a more equitable access to higher education and employment opportunities.