The Centre for Lebanese Studies is partnering with the Chr. Michelsen Institute (CMI) to carry out research for the improvement of knowledge about life skills programs delivered in non-formal contexts to adolescent girls. As part of the wider research, CLS is mapping ongoing life skills programs in Lebanon that target adolescent girls. The project will follow up by surveys and interviews with girls participating in these programs in order to gather information about the importance of context in determining which life skills are taught, and should be taught, to girls in non-formal contexts.
The case of History Education
The Centre for Lebanese Studies is conducting a regional study commissioned by the Arab Educational Information Network (Shamaa) entitled “Knowledge production in Arab countries: the status of educational research.” This project includes conducting descriptive and analytical studies and comparisons of articles published in Arabic educational periodicals, especially in comparison with international periodicals of the same quality. The project also includes conducting interviews with editorial boards, and workshops with chief editors of some of the Arabic periodicals and board members of international educational journals. The aim of the project is to influence the issues on educational research that appear in Arabic periodicals, and to present ideas and recommendations that help developing publishing in Arabic educational periodicals and improving the quality of educational research in general.
The study commissioned by UNICEF, investigates the living conditions of Palestinian refugees in Lebanon. The study will investigate existing resources and opportunities (education, health, social and economic), and will assess the overall well-being of young Palestinian refugees both from Syria and originally residing in Lebanon, in 7 Palestinian camps across Lebanon.
This assessment will contribute to existing surveys, which mainly focus on the socio-economic and legal conditions of Palestinians in Lebanon, by examining the perceptions of Palestinian refugee adolescents and youth of their own immediate unmet needs and the ways in which they can be fulfilled. This examination will be directly relevant to designing further programmes addressing the needs of young Palestinians in the future.
Module III, Year 3: Facilitated by Matthew Pruen and Alexandra Asseily
Date: 18, 19, 20 November 2016
Location: Silk Musuem, Bsous
The success of module III of year Three of the Healing the Wounds of History workshops conducted by Alexandra Asseily, Mathew Pruen, and assisted by Mirvat Bakkour, is a sign that we have a firm foothold in the future of this exciting and transformative program. We welcomed a great diversity of participants from different countries and backgrounds: self development, teaching, NGOs, and healing.
The module included once again a diversity of tools to work on relationships with ourselves and “The Other”, “What is my responsibility for peace in the world?”, “The power of language” and many other challenging procedures to bring peace and understanding.
In continuing this transformative journey, we bring to reality new possibilities for the future.
As the HWH community continues to grow, it takes HWH further out into the public arena through families, schools, work and communities.
The project is part of a series of programs and activities organized by CLS to transform the teaching of history in Lebanon from a single narrative approach to a disciplinary one. Learning history as a discipline can foster dialogue, collaboration, informed decision-making and other necessary competencies for social cohesion, democracy and active citizenship.
The project runs for two years and has four main objectives:
- Support a group of 40 teachers to advance a pedagogical and curricular shift in history education from memorizing a single narrative to learning history as a discipline.
- Produce a comprehensive teacher education curriculum for learning history as a discipline that can be facilitated and presented to MEHE as a comprehensive professional development program.
- Support teachers in publishing their work into learning resources available to all history teachers in Lebanon through the LAH website that offers an interactive platform for history teachers to share materials.
- The project is funded by the Embassy of the Kingdom of the Netherlands, and is organized in partnership with the Lebanese Association for History.
The project comes as part of CLS’s commitment to develop history education in Lebanon and support teachers to introduce a new history pedagogy.
The workshops take place from 8:00 am until 5:00 pm
at the LAU, Beirut Campus as per the following schedule:
“The Politics of Administrative Reform in Lebanon” focuses on examining the process of administrative reforms and human resources management in public Lebanese institutions inside the parties and on the state level. This is done by investigating the reform strategies and agendas, initiatives and challenges of MP’s, deputies and ministers involved in administrative reforms. A desk review of the literature on administrative reform in Lebanon, as well as individual interviews were conducted with ten Lebanese political parties to gather qualitative data on their involvement in administrative reform, as well as data pertaining to the internal administration of their respective parties. The research was funded by Konrad Adenauer Stiftung.
Co-funded by CLS and The Issam Fares Institute, the Centre for Lebanese Studies conducted a research entitled “ The Role of Research Centres in Shaping Education Reform Policies in Lebanon Post Civil War Period”. The project aimed at investigating the role of academic and research institutions in promoting and shaping reforms in educational sectors in Lebanon, namely the reforms that took place in 1994 and 2010. Furthermore the research examined the process of education reform in Lebanon, and the obstacles that undermined the role of independent research institutions in playing an active role in policy making.
Read more about this research:
Date: February 28- March 2, 2014 – Location: Bsous, The Silk Museum
Facilitated by Matthew Pruen and Alexandra Asseily.
We are delighted to announce that we were able to offer a follow up, three-day programme of experiential learning. Module 2 was offered to the HWH group participants and builds on the knowledge, the experience and the established bond of connection from Dec. 13, in order to take the HWH learning and healing to a new and deeper level.
The intention was to consolidate and establish a community of learning, innovation and practice amongst the group of individuals who began this journey at the end of last year. We used past learning, and introduced new activities and resources and to give the HWH group the courage, strength and support to integrate new learning and resources.
In this way we became encouraged and were able to spread these healing ideas and exercises as widely as possible throughout Lebanon and the region. The belief that sustains this vision is, of course, that collectively as an HWH network, we are greater than the sum of our parts. We can catalyse a more passionate, empowered intelligence by working together than we can by struggling alone.
The 2013 labour movement displays several unique features that distinguish it from previous union strikes which are worth studying. One of the main questions this project explores is the issue of linking the strikers demands to fighting corruption and political reform breaking the status quo of March 8 and 14. This project focuses more specifically on the role of UCC in education reform in the Lebanon. Whilst the strike was popular with most Lebanese, some questioned the entitlement of teachers to ask for better pay especially when the quality of education in public schools has been continuously dropping.
UNICEF partnered with the Center for Lebanese Studies (CLS) and the Center for Education Research and Development to conduct a review of the citizenship curriculum. The review is focused on the integration of the principles of children’s rights, gender, violence and conflict management, and dialog into the new curriculum. Read more