A teacher inspires hope and learning amidst adversity
Rudayfah supports children in Al-Hol camp to continue their education
Al-Hol, northeast Syria – In the sprawling camp of Al-Hol, amidst basic living conditions and uncertainty, Rudayfah, a strong woman and mother of eight, found her calling as a teacher and a beacon of hope for children yearning to learn.
In 2019, she found an opportunity to work at a UNICEF-supported school in the camp as a teacher and has supported numerous children to continue their education.
“I am approachable to my students and try to deliver information in simple ways. In class, I rely on peer and group learning, and play as effective teaching methods,” she said. Her interactive lessons resonate deeply with her students and are equally admired by their parents. “I’ve heard from caregivers how my teaching has been effective for their children’s learning,” said Rudayfah.
Despite her demanding role as a teacher and mother, Rudayfah's commitment to education remains unwavering. During the day, she teaches math, Arabic, and science to children, aged 6-12 years. Her children frequent the same school in the camp. In the afternoon, she supports her children to study at the tent they call home. “I’m grateful for my husband’s support along this journey and thankful for my colleagues at the school,” she said.
Rudayfah's aspirations for the children reach beyond the borders of the camp. “I wish all the children to leave the camp, return to their homes, and live what remains of their childhood outside these tents. And I wish to further excel as a teacher and help more children to continue learning,” said Rudayfah who continues to nurture young minds, supporting them to overcome difficult circumstances.
Since January 2023 until the end of March 2024, UNICEF reached 21,000 children with access to education, through remedial classes and the self-learning programme in Al-Hasakeh governorate. Also, 400 teachers were supported with training on class management and interactive teaching methods. The activities were funded with support from Education Cannot Wait; EU Humanitarian Aid (ECHO); the Foreign Commonwealth and Development Office; German Federal Ministry for Economic Cooperation and Development (BMZ) through the KFW Development Bank; Global Partnership for Education; Governments of Australia, Italy, and the Republic of Korea.
