[Situational Analysis] Situational Analysis for the GCED Curriculum Development & Integration (CDI) Project in Lebanon (Volume 2)

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

Developed by the Center for Educational Research and Development (CRDP), the second volume, “Global Citizenship Education Curriculum Development & Integration: Situational Analyses under the 2nd Round Project (Lebanon),” examines the presence of Global Citizenship Education (GCED) concepts in Lebanon’s general education curricula and in supplementary curricula, programs, and projects supporting the national curriculum. The findings of the two studies are synthesized and presented to support understanding of the UNESCO-supported GCED project in Lebanon.

Table of Contents

Preface  p.5

Introduction  p.7

Purpose of the Study and Research Methodology  p.9

Results of the Study  p.10

   A. Adopted Textbooks, The Plan for Upgrading the Educational System and The Official General Education Curricula 1997  p.10

   B. Supportive Programs and Supplementary Curricula, and a Plan to Develop Educational Curricula in Conformity with the Terminology of 

       Global Citizenship according to the Curriculum Adopted by UNESCO (2015)  p.24

Results of the Terminology Survey  p.25 

   First Conclusion:   p.28

    1. The First Set: Curricula and Supplementary Programs  p.29

         - The Cognitive Domain  p.29

         - Socio-Emotional Domain  p.30

         - Behavioral Domain  p.31

   2. The Second Set: Educational Equipment  p.33

   3. The Third Set: Strategies and Curriculum Development Workshops  p.33

        - The Cognitive Domain  p.34

        - The Social Emotional Domain  p.35

        - Behavioral Domain  p.36

Suggestions and Recommendations  p.37