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Addressing the challenge of UNRWA schools accommodated in rented buildings in Jordan

01 September 2016

Qusor Girls’ School and Nazzal Boys’ School are among 59 schools in Jordan that are accommodated in rented buildings that were not designed to be used as school compounds, presenting a number of challenges to school staff and students alike. These challenges are mainly due to the physical structure and design of the buildings, which limit the extent of school activities that can be conducted and, in some cases, compromise the security of students and staff. Over the summer break, UNRWA met with several teachers and students in Jordan to learn how the physical limitations of the rented buildings negatively impact on their educational experience.

In response to this issue, UNRWA continues to work closely with the Government of Jordan, as well as donors and partners, to prioritize the construction of new buildings and rehabilitation of the existing ones in order to offer the facilities currently lacking in the rented buildings, such as adequate science laboratories, computer laboratories, recreational space, libraries, lavatories and classrooms. These efforts go towards ensuring that all Palestine refugee children are able to fully participate and benefit from a quality and inclusive education.

“As a Principal, I have to meet with the teachers and parents on a regular basis in order to share information, discuss the students and school issues, and convey instructions,” explained Siham Hamam, principal of the UNRWA Qusor Girls’ School (second from left). “Here in Qusor School, it is simply almost impossible to conduct such constructive meetings, as the space is neither sufficient nor proper.” © 2016 UNRWA Photo by Ahmad al-Ameen “The picture shows children attending a normal class at Nazzal Boys School. This is how they spend the whole school year sitting close to each other with very little room on the desk for them to use their textbooks” said Roger Davies the Director of UNRWA Operations in Jordan. “The situation in the Agency’s 59 schools accommodated in rented buildings in Jordan is almost the same, which compromises the ability to actively engage in their education and raises concerns with regard to students and teachers’ he“The children want to play! But because of the lack of space they are subject to injuries,” said Ahmad Rasras, the school Principal at Nazzal Elementary Boys’ School. “The staircase is narrow and high. It is too high for the children to climb.” © 2016 UNRWA Photo by Ahmad al-Ameen“We are too close to the main road and the noise outside can distract both us and our teachers,” said Rana Raed, the head of the School Parliament at Qusor Girls’ School. “We close the window, but it leaves little air inside so we have to open it again.” © 2016 UNRWA Photo by Ahmad al-Ameen“My teacher trained me in order to participate in the poem recitation competition, and I won! I like learning and playing!” said second-grader Mohammad Tamer. “We all love football but we can’t do it here as the yard is too small.” © 2016 UNRWA Photo by Ahmad al-Ameen“The Arabic language is more interesting if it is taught through activities such as acting, singing and role-playing,” said Manal Mustafa, an Arabic teacher at Qusor Girls’ School. “However, these kinds of activities can’t be implemented in small spaces, such as the existing classrooms. There is hardly enough space for me to stand to give the lesson.” © 2016 UNRWA Photo by Ahmad al-Ameen“The reform of the education programme requires moving from a service-centred approach to a student-centred approach, which entails a lot of activities and student engagement, such as group discussions, sports and role-playing, that can result in active learning,” said Saber Abdel Karem, the Area Education Officer of North Amman. “It is very challenging to implement the reform when there’s no space for teachers to stand, let alone work in groups!” © 2016 UNRWA Photo by Ahmad al-Ameen“There’s no space in the yard for us to play and it is also dangerous, especially for the little girls – they fall down and get injured!” said Razan Raed, a student at Qusor Girls’ School. © 2016 UNRWA Photo by Ahmad al-Ameen“My school is beautiful, but three children to a desk are too many,” said first-grader Diaa’ Bahbahan. “I like writing – it’s my favorite hobby, but I can’t practice it here. There’s no space for us to write on the desk.” © 2016 UNRWA Photo by Ahmad al-Ameen“The science lab lacks a proper disposal system and space for each student to conduct experiments as required by the curriculum,” said Lama Hourani, a science teacher at Qusor Girls’ School. “Students are not actively engaged; they are more in the observer seat.” © 2016 UNRWA Photo by Ahmad al-Ameen“There is only one gate to get inside and outside of the school. As a result, the second shift has to wait in the street for the first shift to leave the school,” said Raneem Ali. “Moreover, the school is located in a busy residential area. Sometimes we are subject to harassment when we enter or leave the school.” © 2016 UNRWA Photo by Ahmad al-Ameen“I have to clean 15 classrooms and the entire school. When I clean a classroom I have to bring all the desks outside, clean the floor and put them inside again,” said Kholoud Abdel Kader, the school attendant at Qusor School. “Also, there is no drainage. I have to start from the top floor to the down floor to drain the water in the street.” © 2016 UNRWA Photo by Ahmad al-Ameen“I got PhD in psychology. In my personal opinion, the current conditions can affect the students’ personality. This lack of room doesn’t allow them to feel their personal space,” explained Mohammed Abdelhameed, the Deputy School Principal at Nazzal Boys’ School. He also discussed the impact of the lack of proper lavatory facilities in the schools: “Wetting their pants is another serious issue that adversely impact the children’s personalities if not addressed properly, as well as bullying by the other stude

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