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.


Humanitarianism in a Different Key: Principled Pragmatism for Long Term Displacement

Talk by Professor Cathrine Brun- Director of the Centre for Development and Emergency Practice (CENDEP) at Oxford Brookes University

Date: Wednesday September 13, 2017

Time: 16:30 till 18:00

Location: Lebanese American University – Beirut Campus

Humanitarianism in a Different Key? Principled Pragmatism for Long Term Refugee Crisis.

Contemporary refugee movements have increased self-reflection among humanitarian actors operating in ‘non-traditional’ environments in urban contexts, in Europe, along routes over land and sea, and on borders and in borderlands. Current refugee movements add to an increasing number of refugees who are stuck in long-term situations of displacement, where refugees feel that their displacement is never-ending with no solution in sight. In this talk, Professor Brun brought together discourses of humanitarianism and development to critically interrogate the conditions for humanitarianism in long-term crises. The starting point is that non-traditional domains of humanitarian practice together with the ever-increasing number of refugees in long-term situations require new approaches to humanitarian practice. By using protracted refugee situations as a starting point, she analysed current strategies by humanitarian actors in the context of emerging debates around long-term assistance by and beyond humanitarians and into the development domain. Professor Brun focused in particular on the challenges and limitations that humanitarian actors face in negotiating the ethical register within which they operate:  that is, humanitarian principles. Recognising that long-term displacement requires responses that are closer to development practices, while operating within a constrained political environment, ideas were combined from development studies and the ethics of care in a pragmatic approach to suggest an ethics of humanitarianism that could enable development-in-displacement for people forced to live in protracted displacement.

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.

An Education for Future: The Schooling Experience of Syrian Refugee Children in Lebanon and Germany 2016

The Centre for the Lebanese Studies conducted a comparative study in Lebanon and Germany to examine the future prospects of Syrian refugee children who dropped-out of Lebanese public schools and the German schools. The study compared Germany’s and Lebanon education provisions for inclusion of Syrian refugee children in public schools, as well as dropout rates of Syrian refugees. This comparison sought to highlight examples of best practices from Lebanon and Germany to reduce the dropout rates, to reintegrate out-of-school Syrian refugee children in education programmes, and to position Syrian students for success after graduation in Lebanon or around the world. The study was funded by Global Education Commission.


Strengthening Teacher Education In Plualingual Society ( STEPS) 2016

The study is an assessment of a training programme initiated by the British Council in cooperation with the Ministry of Education and Higher Education ( MEHE). The overall objective of the programme was to improve Syrian students’ learning experience of foreign language in Lebanese public schools in cycle 1.

The findings revealed that the STEPS training programme had a positive impact on the extent to which teachers engaged with the children’s identities, contribute to their sense of security, and aid their process of adaptation. STEPS training also helped many Guidance Counsellors (DOPs) shift their focus to the students’ level of comfort and engagement when mentoring teachers of cycle 1 students. Prior to STEPS, in their mentoring of teachers, DOPs used to focus mostly the textbook material covered rather than the students’ engagement.

Accessing Education: Language Integration of Syrian Refugee Children 2016

The British Council and the Institute Francais in Lebanon in cooperation with the Ministry of Education and Higher Education (MEHE) initiated a program called “Accessing Education: Language Integration for Syrian Refugee Children (ACCESS)”. The aim of the program was to mitigate the drop out of Lebanese and Syrian children, increase their retention and integrate the Syrian students into the Lebanese schools through introducing two teaching approaches, namely pleura-linguistic and socio-linguistic approach.

The Centre for the Lebanese Studies assessed the training program after its two years of duration. The evaluation aimed to investigate whether students’ language acquisition has been facilitated and supported when sociolinguistic and Plura-linguistic approaches incorporated in teaching and whether the training delivered to trainers, teachers and Guidance and Counsellors succeeded in shifting teachers practice in the classroom.


Rapid Need Assessment of The Psychosocial Needs of Public Schools in Lebanon 2016

Commissioned by Gesellschaft fuer Internationale Zusammenarbeit (GIZ) , the Centre for the Lebanese Studies conducted a rapid needs assessment of the psycho-social needs of public schools in Lebanon. The assessment aimed at enhancing the understanding of GIZ of the circumstances and context in which the project team will work in their three year project “Tackling the causes of displacement, reintegrating refugees’. The project aimed at improving psychosocial support for school children and their parents in addition to school staff. Before commencing with the study, a literature review was conducted on available research on the psychosocial needs of Syrian refugees in general and children enrolled in education. In order to investigate the research questions, the study adopted both quantitative and qualitative instruments. 126 students were surveyed and 49, 10 principals, 8 teachers, 32 parents and 2 counsellors were interviewed.


A Mapping of Donors Supporting the Education of Syrian Refugees in Lebanon 2016

Commissioned by the German Ministry of Economic Development and Cooperation (BMZ), the Centre for Lebanese Studies conducted a donor mapping for the Deutsche Gesellschaft fuer Internationale Zusammenarbiet( GIZ).  The mapping aimed at identifying major donors involved in funding projects in the fields of school rehabilitation and psychosocial support in Lebanon. The mapping  sought to provide GIZ with an understanding of the conditions of building infrastructure of the Lebanese state schools and the conditions of psychosocial wellbeing of students, parents and staff at schools prior to implementing the project ‘Tackling the causes of displacement, reintegrating refugees’.


تطوير قدرة معلّمي التاريخ على تنمية التفكير التاريخي

تطلق الهيئة اللبنانية للتاريخ مشروعها الشامل “تطوير قدرة معلّمي التاريخ على تنمية التفكير التاريخي” الذي سيجري على امتداد السنة الدراسية 2014 – 2015.  يمنح هذا البرنامج التدريبي المكثّف الفرصة لـ 18 من معلّمي ومعلّمات التاريخ  لتعلّم نظريات وطرائق تعليم التاريخ كمجال معرفي وتطبيقها وتطويرها.

يقدّم البرنامج نهجا جديدا في بيداغوجيا التاريخ في لبنان من خلال إعادة  تركيز تعليم  التاريخ على التفكير التاريخي. كما يقدّم مفاهيم التفكير التاريخي ويوفّر للمعلّمين فرصة اعتمادها وتجربتها في الصفوف. وتُدخل الأنشطة الصفيّة  التعلّم المبني على البحث، واستعمال المستندات المتنوّعة، وعمليات النقاش المنظّمة والمدركة حول معاني الماضي. ومن خلال تعزيز التعاون ودعم الأقران بين المعلّمين المشاركين،  يهدف البرنامج إلى تنمية مجتمع من المتعلمين.

يتضمّن برنامج التطوير المهني الذي سيخضع له المرشحون الذين يتمّ اختيارهم سلسلة من مشاغل التدريب تليها جلسات للارشاد والتأمّل، وذلك  بدءا من أيلول 2014 حتى تمّوز 2015.  يقوم بتيسير المشاغل اثنان من الخبراء المتميّزين في هذا المجال وهما د. أرثر شابمان من معهد التعليم في جامعة لندن وكريستين كاونسيل من جامعة كامبريدج في بريطانيا، الذان سيعملان عن قرب مع أخصائيين من الهيئة اللبنانية للتاريخ. ويتولّى أخصائيو الهيئة ارشاد ودعم المعلّمين المشاركين في البرنامج، والذين سيقومون بدورهم بدعم بعضهم البعض.

ندعو معلّمي التاريخ المندفعين وذوي الخبرة في الحلقتين الثالثة والرابعة في الدارس الرسمية أو الخاصة في كافة المحافظات للتقدّم بطلباتهم لاختيار المجموعة المؤلّفة من 18 معلّما ومعلّمة. يشترط على المشاركين التمتّع بمستوى جيّد في الانكليزية. وستتم عمليات الاختيار بناء على مقابلات مع المرشحين المختارين ومحادثات مع مدراء المدارس لضمان التزام المدرسة بالمشروع.

تقبل الطلبات حتى يوم الخميس 10 تمّوز 2014 على العنوان الالكتروني التالي الرجاء الالتفات إلى أن المشاركة في هذا البرنامج لا تتطلب دفع أيّ رسم مادي من قبل المشاركين.

A Study of Access of Syrian Refugee Children to Quality Education in Lebanon

Since the beginning of the Syrian crisis in 2011, more than 2 million refugees have fled to the neighbouring countries Lebanon, Jordan, Turkey, Iraq and Egypt. According to the last regional response plan, it is estimated that the number of Syrian refugees in need of assistance across the region may reach 3.45 million by the end of 2013.

In Lebanon, a total of 616,341 refugees are currently registered with UNHCR, of which more than fifty percent are children.

The centre for Lebanese studies is currently conducting a study of the education conditions of the syrian refugees in Lebanon. The main objectives of the research project are to:

  1. Identify the current situation in relation to access and quality to education including certificates and accreditation.
  2. Examine types and quality of non-formal education offered to the refugees.
  3. Developing targeted intervention recommendations and advocacy strategies to significantly improve the education of refugees.

Supporting the Foundation of an Association for History Teachers in Lebanon

As a follow up of the workshop and a previous conference on history education organized by the Lebanese Association for Education Studies (LAES), both CLS and LAES facilitated meetings and discussions among a group of history teachers in public and private schools in Lebanon to develop a Lebanese Association for History Educators. The group meets once a month and are currently setting the mission and vision of the association.

Membership to the association will be open for any one who have interest in improving history teaching in Lebanon.


An Analysis of the Equity and Equality of Education in Lebanon

The Consultation and Research Institute in collaboration with CLS conducted a human right-based and equity-focused situation analysis (SITAN) of education in Lebanon. The study was commissioned by UNICEF.

The Situation Analysis SITAN follows a human rights-based approach (HRBA). According to the HBRA, educational equity were examined by looking at three complementary dimensions:

  1. The right of access to education
  2. The right to quality education
  3. The right to respect in the learning environment

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Social Justice and Education in Palestinian Refugee Camps 2014

The situation of Palestinian refugees in Lebanon is generally defined as “unique in degree of political, economic and social exclusion” (Sayigh, 2001). Indeed, since their arrival to Lebanon their civic, social and economical rights have been constricted by laws and practices.  This research explored students’ perception of their schooling and learning experience as well as their future vocational aspirations. The study aimed to clarify the extent to which a particularly restrictive context – such as Lebanon’s – influences the motivations of Palestinian refugee children to pursue their education.

The Art of Inclusive Exclusions: Educating the Palestinian refugee students in Lebanon
ﻓﻦ اﻹﻗﺼﺎء ّ اﻹدﻣﺎﺟﻲ: ﺗﻌﻠﻴﻢ اﻟﻄﻼب اﻟﻔﻠﺴﻄﻴﻨﻴﻴﻦ اﻟﻼﺟﺌﻴﻦ ﻓﻲ ﻟﺒﻨﺎن

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

Current Approaches to Social Cohesion in Lebanese Secondary Schools

The education reforms and policies which followed since the end of the Lebanese civil war in 1990 emphasized the role of education in promoting social cohesion. The Taif Agreement (1989) which put an end to the civil war proposed education as a major means for promoting social cohesion. Consequently the main objective of the curriculum developed post-war era was to promote citizenship education and social cohesion.

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A Study of Youth Political and Social Attitudes in Lebanon

The study investigated the political, social and civics attitudes of 900 students (15 to 17 years old) in 26 schools public and private (secular and faith schools) spread over the 6 Cazas (districts) in Lebanon. It also examined some of the conventional wisdoms regarding the effect of public schools versus private ones, faith versus secular schools and a student population from the same sect versus a religiously mixed school in shaping students political and civic attitudes.

Developing a Critical and Analytical Understanding of History Teaching in Lebanon

One of the few things that the majority of Lebanese from various spectrums of life seem to agree on is the urgency to develop a common History textbook, which will somehow unite the nation and solve the problem of confessionalism. There appears to be a conventional wisdom even amongst educationalists and intellectuals that by learning one version of history instead of the different textbooks currently taught in Lebanon, young people will somehow develop a common identity and a sense of unity and cohesion that supersedes their confessional identities.

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