The Syrian education sector has faced many challenges since the outbreak of the conflict in 2011, due to displacement, the destruction of educational institutions, and the emigration of school and university staff. This is reflected in the quality of education from primary school to university, as highlighted in several UN reports published between 2015 and 2019. Consequently, gaps in foundational knowledge hinder students’ progression through their degree courses.
This research explores two questions, what knowledge gaps exist in students entering university in mathematics and the sciences and their causes, and solutions to bridge these gaps. .
This study was conducted at two universities established in 2015 in the non-regime-controlled northwest of Syria. Twenty-five university teachers from across the two universities were interviewed, and 165 undergraduates were surveyed.
Our results show that significant discipline-specific-knowledge gaps exist amongst most students entering university. The reasons for which, in addition to a pre-university education disrupted by the war and displacement, include social, psychological and economic factors. We propose that an integrated institutional approach, encompassing psychological, social and economic dimension, as well as educational dimensions, is required to address identified knowledge gaps, supported by relevant organizations.
The study makes an original contribution to the understanding of gaps in knowledge that exist amongst students in northern Syria. It draws attention to the realities of Syrian students and the education sector at the secondary and university levels and identifies ways that academics, institutions and decision makers could address those realities to promote positive outcomes amongst university students.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)