Parental Involvement in Non-formal Distance Education: Experiences from Lebanon

The COVID-19 pandemic has abruptly compelled education systems to change and adapt to a new situation. Across different communities and contexts, the sudden and unplanned transition to distance learning induced by the pandemic has generated many challenges, but has simultaneously offered several opportunities.

One of its most widely appreciated effects is the increased involvement of families in the school system. This study was conducted in a refugee community in Lebanon, addressing the needs of out-of-school Syrian children through a distance learning programme for early childhood education and basic literacy and numeracy.