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Country Project Lebanon

Wprn: WP11-20-04-LBN
Topic: Lifelong learning


Despite the difficult political, security and economic situation of recent years, Lebanon is considered as an upper middle income economy thanks to the strength and the resilience of the private sector whereas the situation of public education remains alarming. In March 2010, a national education strategy framework and an education sector development plan 2010-2015 for General Education were approved. In partnership with several other donors, the European Union plays a significant role in the positive evolution of the educational sector and is considering and preparing its contribution in the form of a budgetary support programme. ETF intervention strategy for 2011builds on its previous activities in the country, on the TPR recommendations and will be permanently fine-tuned and adapted to the priorities set up by the European Union in the area of education, training and employment policies.
Three main components, have been launched following consultations between the ETF and the Ministry of Education, and will constitute the Lebanon country project: - Lebanon national qualification framework (LNQF) - Entrepreneurial Learning (EL) - Career Guidance (CG) - Involvement of Lebanon in the regional project
The LNQF component, one of the 10 pillars of the newly approved strategy, is a multiannual initiatives (2010-2012) launched in January 2010, and co-funded by the Italian cooperation, and it aims at the definition of a national qualification framework for the country.. The final objective is to have a policy paper, formulating all the main components of the framework (grid, levels, descriptors, and quality assurance and governance mechanisms), approved by the Ministry of Education.
The project is being lead by a coordination committee (LNQF-CC) set up by the Ministry of Education and representing the three educational segments (General Education, vocational education and Higher Education). The ETF acts as facilitator of the LNQF-CC, in a policy learning perspective, accompanying it through the different phases agreed in the project implementation plan. The project is structured in four phases, which start from a detailed mapping of the existing diplomas and qualifications existing in the country and a benchmarking with different international frameworks (phase one), from which the LNQF-CC should start identifying the main components of the future NQF such as the grid of levels and descriptors (phase two). The discussions with top policy makers of the different stakeholders on the political options to host the LNQF (phase three) and the testing of the draft LNQF on a selected sector (phase four) will lead to the finalisation of a proposal in 2012, which will be presented to the Minister of Education for approval.
The Entrepreneurial component is the second multiannual initiative (2010-2012) launched in January 2010. The final objective is to promote Entrepreneurial Learning policy and support the introduction of entrepreneurship mindset and skills as a key competence in the Lebanese educational system.
The project, born as joint initiative between ETF and the Italian Cooperation, has extended to include the International Labour Organisation and the UNESCO, both very active on the Entrepreneurship theme. The gathering of forces has allowed to scale up the implementation component of the project by targeting both the general education and the technical and vocational education sub-sectors. The project will develop in parallel the national strategy and a pilot programme for entrepreneurship to be tested in both general secondary and T-VET schools. The final result for the project should be a mid-term perspective Action Plan (2013-2016) for the introduction of Entrepreneurship as key competence in the overall educational sector.
The career Guidance component is the third and new multiannual component of the country project. The need for an integrated and strategic approach to career guidance in the education sector was the topic of several meetings between ETF and the DOPS in 2009 and 2010 and finally resulted in the production in December 2010 of an ETF policy note on various options for career guidance in the education sector. This note presents the main European and international trends in career guidance, the related skills requirements and provides scenarios adapted to the Lebanese context. The project aims at contributing to the implementation of the national education strategy in its component related to career guidance by promoting career guidance for young people in Lebanon with a view to better match individual interests, talents and qualifications with labour market requirements. The first component of the project consists on developing a competency framework, including profiles of career guidance specialists (full time dedicated to CG activities) and semi-specialists in schools (teachers with part-time dedicated to CG activities). A qualification and training plan for competence development of current and future career guidance staff will be developed in the second phase of the project. This will be done through the capacity building of the DOPS staff (coordinating committee), the CG specialists and semi-specialists including the design and pilot of a first training module on career guidance aiming at empowerment of youth developing their career management skills and capacity for self-orientation in a lifelong learning perspective. Lebanon will also pursue its participation to ETF regional projects notably: • Entrepreneurial learning and enterprise skills development through Lebanon involvement in the Euro-Med Charter for Enterprises process; • Update of the cross country analysis provided on employability issues to feed into the Union for the Mediterranean policy discussions and • The new regional project on social partnership on VET in the Mediterranean which aims at developing a regional mutual learning platform and national tools to foster dialogue between trade unions and employers.



Topics

    VET system assessment

    Lifelong learning

    Put simply, lifelong learning means that people can – and should have the opportunity to – learn throughout their lives.

    Skills and migration

    Skills and migration

    Increased labour mobility across borders brings the skills issue onto the international agenda so the ETF also focuses on policy actions related to skills and employment of both emigrants and returnees.

    Entrepreneurial learning

    Entrepreneurial learning

    The ETF aims to develop the capacity of partner country institutions and other stakeholders in developing, monitoring and reviewing policies in the areas of entrepreneurial learning and enterprise skills.

    Employment and Employability

    Employment and Employability

    “Employment”: promoting better functioning and inclusive labour markets and vocational education and training systems in ETF partner countries.

    Qualifications Systems

    Qualifications Systems

    The ETF's role in qualifications is to provide expertise for the reform of qualifications systems in partner countries, in their various stages of planning and implementation.

    Learning and teaching in VET

    Learning and teaching in VET

    Teachers are a critical factor in education reforms. The ETF takes therefore the role of schools and teachers seriously throughout its work.

    VET quality assurance

    VET quality assurance

    Quality assurance is provided through the development of methodological instruments to facilitate a structured policy learning process, integrating quality assurance principles, and reinforcing the quality assurance dimension in the Torino Process.

    VET Governance

    People around a table

    Governance modes and models have a high correlation with the overall performance of education and training policies, influencing their strategic formulation and implementation.

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