Evaluation of the impact of humanitarian organizations' interventions to support the education sector in nw Syria

The ongoing conflict in Northwest Syria has severely disrupted the education system, impacting students, teachers, and school administrators. Humanitarian organizations have intervened to restore access to education through infrastructure rebuilding, teacher training, psychosocial support, and provision of educational resources. This study evaluates the effectiveness of these interventions in improving access to education and overcoming systemic challenges in conflict-affected areas. Using a mixed-methods approach, data was gathered from 30 school managers, 30 teachers, 30 parents, and 10 Education Experts in I/NGOs through structured interviews, complemented by secondary sources. Findings reveal that humanitarian efforts have led to increased student enrollment, enhanced teacher training, and improved learning environments. However, challenges such as insufficient funding, teacher salary instability, overcrowded classrooms, and inadequate teaching materials persist. The study highlights the critical role of psychosocial support programs in mitigating the psychological impact of conflict on students and teachers. Recommendations include sustaining long-term funding, improving teacher incentives, expanding infrastructure development, and strengthening community involvement. This research contributes to the broader discourse on education in emergencies and offers actionable insights for policymakers and humanitarian actors striving to enhance educational access and quality in conflict zones. Keywords: Humanitarian interventions, education in conflict zones, Northwest Syria, access to education, teacher training, psychosocial support, infrastructure development, student enrollment, educational challenges, NGO support.