Date: Thursday 9th and Friday 10th of November, 2017
Location: UNESCO, Beirut Office
The Teacher Education Research Group (TERG) which is a network of researchers and academics affiliated with the Centre for Lebanese Studies (CLS), Haigazian University, The Lebanese American University (LAU), the Lebanese University (LU) and the UNESCO Office in Beirut, Regional Bureau for Education in the Arab States (UNESCO Beirut) will host the first conference on “Quality and Innovation in Teacher Professional Development: Issues and Challenges” on the 9th and 10th of November, 2017.
This conference seeks to create a forum to present, discuss, document and promote rigorous research on Teacher Professional Development (TPD) in the Arab countries and beyond. TPD encompasses a wide variety of approaches for capacity building including initial teacher education, teacher learning communities, graduate research programs in university, online courses and provisions, mentoring and coaching and individually guided activities.
Given such an important variety of TPD delivery means, the conference aims to shed light on what is going on in the region, as well as on promising practices to be scaled up.
More specifically the conference aims to address the following objectives:
-Examine innovative models and approaches for Teacher Professional Development (i.e. pre-service and in-service)
-Facilitate productive dialogue among stakeholders (teacher education schools/colleges/teacher training institutes, policy makers, unions, schools) on how to improve teacher professional development.
This conference focuses primarily on two dimensions of Teacher Professional Development:
1) Initial Teacher Education/ Teacher Preparation
2) Continuous Professional Development (CPD)
Thursday November 30, 2017
Interest in social movements in the Arab World piqued following the so-called Arab Spring and heralded a series of publications, some of which focused exclusively on the digital media. While the digital media has certainly allowed civil society “to survive, deliberate, coordinate and expand” as Manuel Castells succinctly put it, focusing exclusively on cyberspace is wholly inadequate as it overlooks socio-political factors, displaces agency and overlooks other forms of communication from the traditional media to interpersonal communication.
This project will bring together scholars working in the fields of networked communication and social movement research in both Lebanon and the region. Papers will probe the public self-representation of these movements, the manner in which they frame their claims, communicate with the polity, and how they are perceived. This project will also look at both contemporary and historical movements ranging from the communicative strategies of the Muslim Brotherhood in Egypt and the workers’ movement in pre-civil war Lebanon to the “hashtagable” You Stink movement that erupted in Lebanon in 2015.
Wednesday August 16 and Monday August 28, 2017
In the framework of the NET-MED Youth Project (UNESCO/EU), and in collaboration with The Centre for Lebanese Studies, this project aims to promote a more inclusive society through empowering young women and men, both with and without disabilities, on advocacy and leadership for the rights of PWDs in Lebanon, with focus on also promoting the concept of inclusive design and the important role of youth in this process.
Participants were trained on the rights of the persons with disabilities, the concept of mainstreaming disability and the role of youth in it, in addition to the concept of inclusive design, and how to plan and conduct an access audit using the inclusive design index. On the first day of the workshop, participants learnt about inclusive design and how to conduct an assessment of any environment. Accordingly, they were asked to conduct an assessment of a building of their choice. Participants returned for day 2 of the workshop to share the results of their assessment and to receive further training on inclusive design.
This workshop was facilitated by Dr. Itab Shuayb.
Date: Thursday August 03 and Friday August 04, 2017
Location: Lebanese American University
The Centre for Lebanese Studies at the Lebanese American University, the UCL Institute for Global Prosperity, and the UCL Institute of Education are hosting a two-day workshop on Community Researcher Training, Teacher Development and New Educational Technologies.
This is the second of a series of workshops for the ESRC-funded RELIEF Centre, a five-year collaborative project between University College London, the Centre for Lebanese Studies and the American University of Beirut. The RELIEF Centre is an interdisciplinary project aiming to speed up the sustainability transitions that the world critically requires in the context of large-scale movement of people. Focusing specifically on Lebanon, RELIEF will develop a programme of research and education that addresses the challenges of capacity building, public service provision and sustainable value creation in cities with high numbers of refugees.
This workshop explored the possibilities offered by new technologies to develop the research, teaching and learning capacities of host and refugee communities in Lebanon. The widespread access of smartphones, tablets and laptops means that people today can communicate with one another over large distances in a way that is fast, affordable and user-friendly. Technology offers people new ways of developing their capacities for research and education by connecting and working with educators, students and researchers in various institutions at home and around the world. They also presented stakeholders such as academics, governments and NGOs with new possibilities to engage communities in research and education in a more inclusive way.
The Centre for Lebanese Studies partnered 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 mapped ongoing life skills programs in Lebanon that target adolescent girls. The project was followed 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 conducted a regional study commissioned by the Arab Educational Information Network (Shamaa) entitled “Knowledge Production in Arab Countries: The Case of History Education.” This project included 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 included 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 was 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, investigated the living conditions of Palestinian refugees in Lebanon. The study investigated existing resources and opportunities (education, health, social and economic), and assessed the overall well-being of young Palestinian refugees both from Syria and originally residing in Lebanon, in 8 Palestinian camps across Lebanon.
This assessment contributed to existing surveys, which mainly focused 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 is relevant to design 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” focused on examining the process of administrative reforms and human resources management in public Lebanese institutions inside the parties and on the state level. This was 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 displayed several unique features that distinguished it from previous union strikes which were worth studying. One of the main questions this project explored 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 focused 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