Towards an Inclusive Education for Refugees: A Comparative Longitudinal Study

The Centre for Lebanese Studies is conducting a comparative longitudinal study of the refugee education provisions (policies, programs and practices) in relation to the types of refugee settlement policies offered in four countries: Lebanon, Germany, Australia and Turkey. This study, which is funded by Spencer Foundation, will examine the development and progression of Arabic-speaking refugee children enrolled in formal schools in both, middle and secondary levels over a five-year period starting from 2018 till 2023.

The study aims to investigate and address the following questions:

1.  What  are  the  various  existing  paradigms  of  education  provisions  (policies,  programs  and practices), for refugees in the selected destination countries offering short-, medium- and long-term settlement?

2.  To  what  extent  have the  various  education  provisions  demonstrated  the  progression  (or regression) of refugee education?


Study on the Institutionalization of Disability in the Arab Region

Commissioned by ESCWA, this study addressed the gap in research about disability in the Arab region, and particularly the living conditions of persons with disability who live in institutions. With the Convention on the Rights of Persons with Disabilities, effective 2006, a new understanding of disability has been adopted.  Therefore, the study aimed to explain the reasons for low prevalence rates, and opened up discussion with ESCWA member states on the living conditions in institutions and de-institutionalization.

Evaluation of Caritas Education Programs

The Centre for Lebanese Studies conducted a participatory end-of-year evaluation of the 2016/2017 school year of Caritas Austria’s education programs in Lebanon and Jordan (RHEP in Lebanon – Regional Holistic Education Program, and CEP/RHEP in Jordan – Caritas Education Program). The purpose of the evaluation was to provide the basis for Caritas to make any necessary changes to ongoing programming, to inform program growth and to make recommendations for future implementing partner education strategies. It consisted of field visits to schools and stakeholders in Jordan and Lebanon.

Launch of the RELIEF Centre

Under the Patronage of the President of the Council of Ministers, His Excellency Mr. Saad Hariri, the Institute for Global Prosperity at University College London (UCL) , in collaboration with the Faculty of Health and Issam Fares Institute for Public Policy and International Affairs at the  American University of Beirut (AUB) and the Centre for Lebanese Studies (CLS) launched the RELIEF Centre at the Grand Serail Beirut on Monday the 2nd of October 2017.

The RELIEF Centre is an interdisciplinary centre, funded by the UK Economic and Social Research Council, which will develop innovative mechanisms for addressing issues of prosperity and inclusive growth in the context of large scale movement and people. The RELIEF Centre is led by Professor Henrietta L. Moore at the UCL Institute for Global Prosperity, in partnership with departments in University College London (UCL) , American University of Beirut (AUB) and the Centre for Lebanese Studies (CLS). This team is comprised of world-leading senior academics with expertise on sustainable prosperity, economics, engineering, internet technology, urban design and education, along with regional expertise on Lebanon and the Middle East.


Quality and Innovation in Teacher Professional Development: Issues and Challenges

Dates: Thursday December 14 and Friday December 15, 2017

Location: UNESCO Beirut Office

Under the Patronage of H.E. Dr. Marwan Hamadeh,  the Minister of Education and Higher Education , the Teacher Education Research Group (TERG) organised the SDG4 Teacher Conference (Arab States) – Quality and Innovation in Teacher Professional Development: Issues and Challenges.

TERG 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) .

This conference seeked 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 aimed 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 aimed 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 focused primarily on two dimensions of Teacher Professional Development:

1) Initial Teacher Education/ Teacher Preparation

2) Continuous Professional Development (CPD)


Promoting Inclusive Society Through Empowering Youth

“Promoting Inclusive Society Through Empowering Youth” workshop was held on Thursday, August 16 and Monday, August 28, 2017 at the Unesco Beirut Office. The participants, who are graduate students in their early careers, were trained on the rights of the persons with disabilities (PWD’s), the concept of mainstreaming disability and the role of youth in it. In addition to that, the candidates were trained on 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. Lebanese University in Fanar and a Sports Centre were two examples of these assessments conducted by the students.

The workshop was facilitated by Dr. Itab Shuayb, a specialist in Inclusive Design. 







Using Blended Learning Approach in Teacher Professional Development and Community Research Training

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.


A Survey of Life Skills Programmes for Girls in Lebanon

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.

Knowledge Production in Arab Countries: The Case of History Education

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.

Adolescents and Youth Assessment of Palestinian Refugees in Lebanon

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.

Healing the Wounds of History Training Program: Module III, Year 3

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. 

How Do We Make our Students Young Historians?

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: ‎

  1. ‎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.  ‎
  2. ‎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. ‎
  3. ‎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.
  4. 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:





For registration, click here

The Politics of Administrative Reform in Lebanon June 2016

“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.


The Role of Research Centers in Shaping Education Reform Policies in Lebanon Post Civil War Period

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:

Arabic Publication

English Publication

HWH Forgiveness Training Module II

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.


Teachers’ Leagues and Syndicates Role in Reform

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. 

A Content Analysis of Civic Textbooks in Lebanon

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