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Basic Education

© UNICEF/UNI191324/Matas

The situation

Since the conflict escalated in March last year, attacks on school children, teachers and education infrastructure is having a devastating impact on the country’s education system – and on the chances of millions of children to access learning.

Due to insecurity and closure of schools, 350,000 children were unable to resume their studies in the last school year, bringing the total of school-age children out of school to 2 million. As of August 2016 at least 2,108 schools across the country have been affected, including;

  • 231 schools totally damaged due to airstrikes and shelling
  • 1,109 schools partially damaged due to shelling and airstrikes.
  • 170 schools hosting internally displaced people.
  • 23 schools occupied by Armed Groups.

UNICEF in Action\

  • To ensure that children don’t completely miss out on their education, UNICEF is supporting the Back-To-School campaign to get 2.5 million children to the classrooms once again. This involves the renovation of 694 schools damaged during the conflict, provision of school furniture and scholastic materials such as notebooks, pencils and school bags. Teachers are also being trained on psychosocial support so that they can help students to cope with the horrors of the conflict.
  • Since the start of the conflict, UNICEF has reached over 575,000 school children with scholastic materials and psychosocial support and has worked recently with partners to support over 600,000 students in grade 9 and 12 to take their exams which were interrupted by the violence.

Education  scale up plan

  • Affected children are supported to return to school as schools are made functional, access and retention of children at school is improved and children are supported to access learning through alternative modalities.
  • Provision of temporary learning places to ensure children continue learning
  • Distribution of scholastic materials
  • School rehabilitation
  • Teacher training, including on psychosocial support.



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