This policy paper presents lessons learned from a research initiative mapping the role of civic actors in Syria’s education sector across regions under different political controls. Civil Society Organizations (CSOs) have played an essential role in maintaining access to education amidst conflict, but their efforts have been fragmented and often donor-driven, limiting scalability and sustainability.

Key lessons focus on the pivotal role of teachers, with CSOs often drawing qualified teachers from public schools, weakening the formal system. Instead, the paper advocates for supporting teachers within regular schools through training and resources to foster quality education and social peace. Localization of education services, while promoting community involvement, has led to social fragmentation, particularly in limiting girls’ access to education due to local norms.

The report highlights that short-term funding cycles prevent CSOs from developing long-term strategies, leading to high staff turnover and unsustainable service provision. CSOs have focused on immediate outputs rather than long-term impacts, hindering the cumulative development of educational outcomes. A shift towards demand-driven aid is recommended to foster local ownership and sustainable development.

Recommendations include refocusing CSOs’ efforts on supporting formal education, leveraging local resources, and creating synergies across communities to build a more cohesive education system. Donors are urged to support regular schools indirectly through CSOs, while the United Nations should play a key role in scaling up innovations and creating a unified national education framework. Enhanced collaboration and data aggregation are crucial for building sustainable and scalable education initiatives in post-conflict Syria.