Analysis of educational context and learning of Syrian Refugees in Jordan based on the EGRA dataset

This report is based on the EGRA dataset (grade 2 and 3) of the MoE provided by the QRF to assess the education situation of Syrian refugees in Jordan primary schools. The analysis identify gaps and challenges relevant to refugees’ education in Jordan and importantly it looks at the effect of the intervention put in place by Jordan government to narrow learning gaps across refugees and non-refugees students. This report also aims to help guide and contextualise qualitative research on social cohesion as it related to refugee education in Jordan but, at the same time, it is a standalone piece of research based on this data. Our analysis shows that Syrian students are faced with a wide range of family and school barriers which hampers their achievement. We found mixed evidence, both in terms of a refugee learning gap which varies by subject (holding for language), and the effectiveness of the intervention. Yet the intervention helps to narrow an important driver of inequality given by ability – being more helpful for low achievers on less demanding task related to the learning assessment. Social cohesion (proxy) as expected differs by contextual disadvantage and it helps to boost refugees’ learning levels.