Madrasati

Jana Thouqan

Jana Thouqan, a ninth-grade student at Khalidiya School in Mafraq, was known for her intelligence and creativity, yet her shyness often kept her in the background. Struggling to express herself and connect with classmates, Jana’s confidence and participation in class were limited.

Through a school remedial club implemented in collaboration with the Abdul Aziz Al Ghurair Refugee Education Fund, Jana joined a supportive space focused on communication, teamwork, and self-confidence. With encouragement from her teachers and peers, she gradually began engaging in group discussions and taking on leadership roles.

A defining moment came when Jana spoke at the school’s morning assembly. Standing confidently before her peers, she delivered her speech with clarity and courage, marking a turning point in her journey.

Today, Jana participates actively in class, has built meaningful friendships, and has discovered a passion for public speaking. Her story reflects how the right support and safe learning environments, made possible through the Abdul Aziz Al Ghurair Refugee Education Fund, can help students unlock their potential and believe in their own voice.

Sara

Sara, a tenth-grade student at Jumana Secondary School for Girls in Ramtha, had always been eager to learn but had limited exposure to learning opportunities beyond the classroom. Like many students, she felt unsure about her future and unfamiliar with technical and vocational pathways.

Through the Student Forum, delivered in collaboration with the Abdul Aziz Al Ghurair Refugee Education Fund, Sara explored technical fields for the first time through hands-on workshops, interactive group discussions, and practical career guidance. She participated in sessions on carpentry, refrigeration, and air-conditioning, discovering new interests and gaining confidence through real-life learning experiences.

One defining moment came during a carpentry workshop, where an activity on overcoming shyness helped Sara see her own strength and potential. By the end of the forum, she returned home more confident, curious, and empowered to make informed choices about her future.

Today, Sara has a clearer understanding of both academic and technical pathways and believes she can build her own opportunities—step by step—thanks to the experience made possible through the Abdul Aziz Al Ghurair Refugee Education Fund.

Obadah

Obadah, a ninth-grade Syrian student at Abu Ubaidah School in Madaba, struggled for years with traditional academic subjects and felt uncertain about his future. While his family believed the vocational and technical education track (BETC) might suit him, Obadah lacked clarity about what this pathway meant.

Through the Thematic Weeks initiative, delivered in collaboration with the Abdul Aziz Al Ghurair Refugee Education Fund and the Madrasati Initiative, Obadah explored vocational education through hands-on workshops, interactive discussions, and family-engaged activities. A visit to Luminus University proved transformative—especially the hospitality and culinary labs, where he discovered a strong sense of belonging and a new passion.

Today, Obadah confidently understands the vocational pathway and plans to pursue hospitality studies. With his family’s support, he now sees his future with confidence, inspired by opportunities made possible through the Abdul Aziz Al Ghurair Refugee Education Fund.

Ahd Abu Hassan

Ahd Abu Hassan, an eleventh-grade student at Al-Khansa School in Madaba, had always struggled with English. While she excelled in other subjects, English felt daunting and difficult to grasp. Deep down, she longed to speak the language fluently and confidently, but her fear of making mistakes held her back. Before receiving support, English was one of her least favorite subjects, and she often hesitated to participate in class.

The remedial English club at Al-Khansa School was designed to provide students like Ahd with a supportive and non-judgmental environment to practice and improve their English skills. Through interactive exercises and consistent encouragement from dedicated teachers, the club helped students build confidence and develop their language proficiency.

Ahd’s greatest challenge was her fear of speaking English. Lacking confidence in her ability to communicate, she avoided class discussions and felt uncomfortable practicing in front of others. This fear hindered her progress and limited both her academic and personal growth.

With support from the Abdul Aziz Al Ghurair Refugee Education Fund and the school’s remedial English club, Ahd began receiving the guidance she needed to overcome her fears. The club offered structured learning opportunities, interactive speaking sessions, and role-playing exercises that gradually boosted her confidence and language skills.

Ahd attended the remedial sessions regularly, engaging in role-playing, discussions, and interactive exercises that improved her speaking, listening, and vocabulary skills. As her hesitation faded, she grew more confident and began embracing new challenges, like delivering short presentations in class. The club transformed her self-confidence and communication skills, sparking a passion for public speaking, strengthening her relationships with peers, and encouraging active participation in school activities. Her improved English not only boosted her academic performance but also enhanced her leadership abilities.

A defining moment in Ahd’s journey came when she volunteered to host the school’s morning assembly in English—a reflection of her remarkable growth in fluency and confidence. Her transformation inspired other students to overcome similar challenges, leading to increased participation in the remedial English clubs and a noticeable boost in students’ confidence with the language. “I used to fear speaking English, but now I love expressing myself in the language. The support I received helped me believe in myself, and now I want to inspire others to do the same.” – Ahd Abu Hassan

Leen

Leen, a high school senior in the scientific stream at Princess Salma Secondary School for Girls in Amman, had initially set her sights on a different path. Her focus wasn’t on academic excellence but on finding a partner after graduation to secure her future.

However, fate had other plans for Leen, as she discovered the remarkable impact of the school’s remedial centres program on her life and aspirations:

“The remedial centres were like a ray of light in my life, guiding me towards a newfound love for learning. At first, I wasn’t interested in studying or achieving top grades in my Tawjihi exams. My primary goal was to complete my schooling and await a proposal from a suitable life partner. When the school introduced the remedial centers program, I hesitated to participate. Academics weren’t my priority, and studying didn’t particularly appeal to me. Yet, as some of my friends decided to join, I tagged along to spend more time with them. To my surprise, the Arabic remedial lessons proved to be a delightful revelation. The interactive exercises were not only engaging but also made learning enjoyable. Encouraged by my friends, I decided to venture into mathematics, my least favorite subject. Much to my astonishment, I found these classes to be transformative. The teacher’s unique approach differed from our regular classes, and it made all the difference. These classes, which I initially attended without much enthusiasm, significantly improved my performance in mathematics, and my grades in the mock exams came remarkably close to perfection.”
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