[Situational Analysis] Situational Analysis for the GCED Curriculum Development & Integration (CDI) Project in Lebanon (Volume 1)

This situational analysis was commissioned by APCEIU as a background paper prepared by an international expert to inform key issues and strategies for its GCED Curriculum Development and Integration (GCED CDI) Project in Lebanon (2019-2021).

The situational analysis of Lebanon comprises two volumes:

[Volume 1] Global Citizenship Concepts in the Curriculum of Lebanon: Analysis and Initial Recommendations (2019. IBE)

[Volume 2] Global Citizenship Education Curriculum Development & Integration: Situational Analyses under the 2nd Round Project (Lebanon) (2019. CRDP)

[Volume 1] Global Citizenship Concepts in the Curriculum of Lebanon: Analysis and Initial Recommendations (2019. IBE)

The first volume, Global Citizenship Concepts in the Curriculum of Lebanon: Analysis and Initial Recommendations, analyzes the extent to which Global Citizenship Education (GCED) is reflected in the aims and content of Lebanon's national curriculum. It reviews key education policies and curriculum documents, using a GCED coding scheme developed by the International Bureau of Education (IBE) in 2017, based on UNESCO's GCED framework and focused on civics and citizenship education, in collaboration with APCEIU. Two other UNESCO coding schemes are also applied to capture a broader range of GCED concepts. Drawing on this analysis and relevant research on the schooling system and curriculum in Lebanon, the report offers initial recommendations and identifies multiple opportunities to strengthen the integration of GCED in current and future curriculum reforms.

Table of Contents

Summary  p.5

1. Introduction  p.7

2. Purpose of the Report  p.9

3. Background  p.9

4. Methodology for Analysis  p.11

5. Findings  p.16

   5.1 Findings for Education Reform Policy (1995)

   5.2 Findings for Civics and National Education Curriculum by school level  p.18

   5.3 Findings for English Language and Literature Curriculum by school level  p.21

   5.4 Findings for Math Curriculum by school level  p.23

   5.5 Findings for Science Curriculum by school level  p.24

   5.6 Findings for Arabic Language and Literature Curriculum by school level  p.25

   5.7 Findings for ICT reform in 2012  p.26

   5.8 Evidence on GCED integration from MEHE and CERD Initiaves  p.27

   5.9 Findings from pertinent studies investigating teaching human rights in Lebanese Civics textbooks  p.28

6. Conclusion  p.29

7. Recommendations  p.30

8. Final Thoughts  p.30

References  p.35

ANNEX A  p.36

ANNEX B  p.37