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• 1 2021-12-10T11:35:53-05:00 Makani Centers in Za'atari 13 Case Study of Normative Humanitarian Programs in Jordan image_header 2021-12-12T14:13:11-05:00

  MAKANI CENTERS IN ZA'ATARI REFUGEE CAMP

  
  In response to the rapid influx of refugees displaced by the Syrian Civil War, the Za’atari refugee camp was established in 2012 and quickly became the largest Syrian refugee camp in the world. Today, Za’atari refugee camp is home to roughly 76,000 Syrian refugees, and at its peak population, was considered the fourth largest city in Jordan (UNHCR 2021). Schools in Za’atari operate on a double-shift system with girls attending in the morning and boys attending in the afternoon. Furthermore, a number of NGOs provide various types of formal and informal education in Za’atari camp, including basic learning, technical skills/post basic education and recreational activities. 
  
  
  One such educational program in Za’atari camp is the Makani program, meaning “my space” in Arabic. Launched in 2015 by UNICEF, Makani Centers define themselves as “a safe space that provides a comprehensive service for all vulnerable children through integrated services covering SkillsBuilding Programmes, CommunityBased Child Protection Support, and Learning Support Services with a community-based approach” (UN Children’s Fund 2019). Makani centers aim to enhance children’s full growth and welfare, and physical, social and emotional well-being in a safe and protected environment. UNICEF's thirteen Makani Centers in Za'atari provide learning support services to approximately 9,316 boys and girls, and 6,941youth have access to skills training opportunities in the camp. Although this program emerged out of a concerted effort to combat low enrollment in refugee camps and fill gaps in refugee children’s education, 48.4 percent of all school-aged children are out of school, 38.6 percent do not attend any form of formal or informal education, and 28.3 percent have never attended any form of education in Za’atari (UNICEF 2014). Although more schools and centers are being built, the alarmingly low rates of participation in these programs suggest that education is not widely available or accessible. Main reasons for missing school range from long distances to get to school, perceived poor quality of education, intentions for refugee families to return to their home country, missing school to work, and family commitments among other reasons. Surveys by UN agencies found that barriers to education in such camps included long distances to school within large camps, and among some children, “a sense of the pointlessness of education as they had limited hope for their future prospects” (UNHCR 2021). In short, refugee children in Za’atari refugee camp still face tremendous barriers to accessing the limited educational resources available.
  
  Despite significant barriers to accessibility and limited availability, the Makani centers appear to offer acceptable content. The Makani centers’ curricula offers a diverse set of programming revolving around “life skills,” “social innovation skills,” and different “core packages” that focus on bridging educational gaps in vulnerable youth in an effort to integrate them into the formal education system (UN Children’s Fund 2019).  UNICEF claims that “in Zaatari and Azraq refugee camps, steps have also been taken to shift Makani centers to a community-based approach that aims to empower community members,” suggesting a trend toward great community participation (UN Children’s Fund 2019).  However, according to the Joint Education Needs Assessment for Za’atari,  “parents reported very low levels of communication with and involvement in schools,” suggesting that educational programs in Za’atari have historically failed to incorporate community involvement (UNICEF 2014). Additionally, Makani centers in Za’atari have soccer fields, art classes, and workshops for mothers, displaying a wide range of educational and extracurricular activities available. Overall, the acceptability of the Makani program’s educational content is impressive, covering a diverse set of young students’ needs. However, reports suggest that this impressive curriculum fails to actualize in practice. 
  
  In terms of adaptability, or the ability for a program to reach various categories of people, the Makani program strives to support the most vulnerable children, yet fails to adequately accommodate their needs. Although the Makani Standard Operating Procedures explicitly state the program’s focus on ensuring accessibility for children with disabilities, reports indicate that “children with disabilities (CWD) have limited access to education due to physical and attitudinal barriers, as well as a lack of appropriate facilities and staff in schools to facilitate their integration” (UNICEF 2014). Additionally, boys are less likely to attend school than girls, with this trend growing more acute as boys get older. As illustrated in Map 1, rates of enrollment in schools also vary widely within Za’atari camp’s twelve districts, with the oldest and most established sections of the camp reflecting higher rates of enrollment in schools. Given disparities for refugee children based on disability, gender, and location, the Makani centers can not accurately be considered adaptable. 
  
  By closely examining the role of Makani Centers in the Za’atari refugee camp, it is clear that major obstacles persist in terms of accessibility, availability, and adaptability. On the other hand, the acceptability, or content of educational and extracurricular services provided by the Makani program, is impressive, despite unclear results. In essence, significant barriers to refugee education continue to hinder refugees’ right to education and normative humanitarian programs, such as the Makani centers, generally fail to surmount these obstacles.