School-to-school partnerships: an approach to improving Syrian schools in post-conflict recovery

Abstract

Purpose

This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade.

Design/methodology/approach

The research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers.

Findings

The results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives.

Originality/value

This study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.

Citation

Alkalash, I. and Alkalash, M. (2024), "School-to-school partnerships: an approach to improving Syrian schools in post-conflict recovery", International Journal of Educational Management, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJEM-12-2023-0606