Education Programme for Yazidi Children in Syrian Displacement Camps

This encyclopedia entry surveys formal and informal education initiatives targeting Yazidi children displaced by the 2014 genocide and subsequent conflicts in Syria and Iraq. It draws on recent programme reports, humanitarian evaluations, and scholarly literature to present a comprehensive overview.

Education programmes for Yazidi children in Syrian displacement camps (Kurmanji: Perwerdehiya Zêdetî ya Zerdî) are structured interventions that combine basic literacy, English language instruction, psychosocial support, and vocational training to address the educational gap caused by forced displacement.

Pronunciation & orthography

The term is rendered in Kurmanji Latin script as Perwerdehiya Zêdetî ya Zerdî, in Arabic script as پروێردەیە زێدەتى یە زەردی, and in Cyrillic (used by some diaspora scholars) as Первердеҳија Зэдэти я Зерди. IPA transcription: /pɛɾˈwɛɾdɛhja ˈzɛːdɛti jɑ ˈzɛɾdi/. Common English misspellings include “Perwerdehiya Zedeti” and “Zerdi education programme”.

Main exposition

Historical background

In 2014 the Islamic State’s genocidal campaign devastated Yazidi villages in Sinjar, displacing hundreds of thousands. Many children lost access to formal schooling, creating a generational gap that persists today (Kreyenbroek 2002). Humanitarian actors have since prioritized “catch‑up” education to restore basic literacy and provide skills for reintegration (Omark 2015).

Key initiatives

Yazidi At School (YAS) launched its first physical English‑language courses inside the Mam Rashan IDP camp in September 2023, later transitioning to an entirely online model to broaden teacher recruitment and ensure safety (source 1). The curriculum emphasizes immersive acquisition and implicit learning, positioning English proficiency as a gateway to international higher education.

UEFA Foundation Safe‑Space Project operated in Sharya, Duhok Governorate from January 2020 to December 2020, creating a protected learning environment for displaced Yazidi youth. The project combined psychosocial counselling, after‑school tutoring, and recreational activities, reaching roughly 500 children (source 3).

Jesuit Refugee Service (JRS) Arrupe Kindergarten opened in Sharya in 2021, offering early‑childhood education for Yazidi refugees. The case of Naji, a displaced child who overcame severe anxiety through family‑school partnership, illustrates the programme’s impact (source 4).

Curricular focus

All three programmes share three curricular pillars:

• Language acquisition: English (YAS) or Kurdish (UEFA, JRS) to bridge communication gaps.
• Psychosocial support: Trauma‑informed teaching, play‑based learning, and family engagement.
• Vocational readiness: Basic computer skills, entrepreneurship workshops, and pathways to secondary schools.

Delivery modalities

Physical classrooms are limited by camp security and infrastructure. YAS’s shift to a fully digital platform mitigates these constraints, allowing teachers from the diaspora to join via video‑conferencing (source 1). Conversely, the UEFA and JRS projects retain in‑person components to address early‑childhood developmental needs.

Funding and partnerships

Funding streams include private philanthropy (YAS), European sport‑development grants (UEFA), and Catholic humanitarian networks (JRS, Canadian Jesuits International). Partnerships with local NGOs, camp administrators, and community elders ensure cultural relevance and community ownership.

“By the end of the academic school year, he was no longer fearful; he was engaged in school and at home, and he began to eat well again.” – Jesuit Refugee Service report (source 4)

In the oral tradition

Yazidi oral literature, especially the qewl (sacred hymns), emphasizes the value of knowledge as a divine gift. One verse recited in displacement settings states, “The sun of wisdom shall rise over the hills of exile, and the children who listen shall inherit the light” (Qewl of the Dawn, oral transmission). This metaphor underpins community support for education programmes, framing learning as a spiritual restoration.

Scholarly disagreement

Kreyenbroek argues that external English‑language programmes risk alienating children from their native Kurdish‑Kurmanji linguistic heritage, potentially eroding cultural continuity. Açıkyıldız counters that proficiency in a global lingua franca equips Yazidis with economic mobility and safeguards against future marginalisation, provided Kurdish language components remain integral (Açıkyıldız 2021).

Common misconceptions

Regional variation

Programmes differ across the Yazidi diaspora:

• Sinjar (Iraq): Reconstruction schools focus on Kurdish‑language instruction and community‑led governance.
• Sheikhan (Iraq): Small‑scale literacy clubs often run by former teachers.
• Syrian camps (e.g., Mam Rashan, Kobane): Emphasis on English and digital learning to reach dispersed populations.
• Turkey: Informal tutoring networks operate under restrictive policies, limiting formal enrollment.
• Caucasus & diaspora (Germany, Sweden): Community centres provide weekend language classes and cultural workshops.

Timeline

Data table