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Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.
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Mote, Olivia K. "Lebanon’s “Social Mosaic”: The (Re)Making of Identities and the Impact of Liberal Education (A Preliminary Study)." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313703729.
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Hares, Abdullatif K. "Education and national integration in Lebanon /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10600139.
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Haidar, Noha Adib. "Perceptions of Higher Education Online Learning Faculty in Lebanon." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/104.
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The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for this study explored the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including full-time instructors and administration (n = 25). Data analysis was guided by the lens of Kanter's theoretical approach, which focused on the ADKAR model for adopting change in faculty's awareness, desire, knowledge, ability, and reinforcement. Key findings indicated negative faculty impressions concerning online learning authority over technology use, culture, and changes such as increased enrollment and different teaching styles. Despite these findings, opportunity for the adoption of online learning was identified. Faculty indicated positive elements, such as the competitive advantage to be the first online institution in the Lebanese Market and higher student enrollment. These results may encourage AUL's faculty to adopt online learning and to follow the educational development steps taken worldwide. This study contributes to social change by expanding the ability of AUL and Lebanese students to compete globally.
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Molaeb, Jamil Hammoud. "Artists and art education in time of war, Lebanon /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487675687173272.
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Najjar, Dora. "Effectiveness of management in private schools in Lebanon." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/324/.
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The study concerns the effectiveness of management in private and public schools in Lebanon. An interest was why parents choose to pay for education when free public schools are available. In order to explain this, a case study model was chosen in order to compare private and public schools in Lebanon. Using a qualitative approach, the study comprised four schools, two private and two public, in the same region of Lebanon. Structured interviews were conducted, together with documentary analysis and some observation work. The investigation tackled the following aspects: the structure of the schools, decision-making, financial resources, relations at schools (administration-teachers, teachers-students), the culture, parents and their relation to the school, and private-public ideology. It was found that there were some major differences between the private and public schools which did not just relate to their student intake or resources. This related to the external control of the school and the internal authority patterns and relationships. Teacher security was linked to their job performance and sense of belonging to the school. In the private schools, greater freedom in decision-making by both the principal and staff meant a more efficient operation; greater accountability to parents meant a more conducive and less punitive culture for learning. A model of the ‘school order’ was proposed to provide a conceptual framework to understand these features. This comprised the elements of: authority, autonomy accountability, democracy and discipline. These aspects were the direct or indirect reasons for the parents’ choice of the schools for their children. The study makes recommendations for greater autonomy for public schools, but not for privatization as such. It also recommends greater democracy for all schools.
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McCarter, Laura Margaret. "Syrian Refugees' Access to Education in Lebanon: Obstacles to Implementation." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83960.
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Since the beginning of the civil war in Syria, an estimated 11 million Syrians have fled their homes. The conflict within Syria dramatically increased population flows to neighboring countries, especially Jordan, Turkey, and Lebanon. Of these, Lebanon hosts the largest per capita number of Syrian refugees with over 1 million Syrians living in Lebanon as refugees as of June 2017. This thesis asks why Syrian refugee children in Lebanon have limited access to education. Given that over half of the Syrian refugees in Lebanon are school-aged children, the main question behind this research is: what factors explain the low enrollment rate of Syrian refugees in schools in Lebanon? Though the Lebanese Ministry of Education issued a memorandum instructing all public schools to allow Syrians to enroll, approximately 250,000 school-age Syrian refugees were out of school during the 2015-2016 school year. Why is this? Based on a local case study of dynamics impacting refugees within the Bekaa governorate of Lebanon, I find that Syrian refugees do not suffer from a lack of international attention or even an overall lack of aid. Instead, actors at the local level, particularly an unofficial authority known as the Shawish, most heavily influence Syrian refugees, their access to aid, and their access to education.Master of Arts
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Sarraf, Lina. "A proposal for science education policies in Lebanon based on trends in selected developed countries over the last twenty years." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/NQ44573.pdf.
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Issa, Nauffal Diane. "Higher education in Lebanon : management cultures and their impact on performance outcomes." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/93/.
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This research study takes a close look at the higher education system in Lebanon. It attempts to identify the principal management cultures in seven institutes of higher education each adopting a different educational system – American, French, Egyptian and Lebanese. McNay’s quartet of collegium, bureaucracy, corporation and enterprise was used as a main reference, with positioning on the model determined by the two dimensions of policy definition and control over implementation each defined as either ‘loose’ or ‘tight’. The study describes and analyzes the organisational structures of the institutions in an attempt to determine the characteristics of the power and authority relationships of each culture and the modes of decision-making. The research study further investigates the degree of academic and institutional autonomy, the measures of accountability and the mechanisms of internal and external scrutiny adopted by the institutes. While McNay’s typology serves as a base to begin to categorise the management cultures of these institutes, no neat categorisation emerged from the combination of the various data sources used in the study. Elements of all four cultures exist in all universities, with dominance for features of the bureaucratic and the corporate cultures. Factors such as the degree of secularisation of the institutions and their cultural origins, whether Lebanese, Arab or Western, seem to impact on institutional culture and are manifested in a distinctive personalised mode of management that emphasises control, power and loyalty, which are deep seated cultural traits of the people of Lebanon and the region. In evaluating the changing environment of higher education, student views on ‘quality’ are also important. The study highlights the differences between institutional types in relation to student performance outputs based on students’ perceptions of their overall educational experience such as teaching and learning experiences. Students in all institutions expressed satisfaction with the education they were receiving; however students in American patterned universities seemed to be exposed to a more liberal form.
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Sleiman, Samar Sinno. "Introducing changes to the teaching of composition writing : the case of the Lebanon." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340114.
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Natout, Mahmoud. "Between 'prophet' and 'professional' : imagery and identification amongst beginning teachers in Lebanon." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:ce2eb267-8af6-4510-9681-2889a4f7dc8e.
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This study explores the motivations, perceptions, and imagery of beginning teachers in Lebanon. It foregrounds the importance of ‘images’ as potentially useful conceptual tools for understanding the developing identities of beginning teachers. The research consists of in-depth, semi-structured interviews in which student-teachers are encouraged to reflect on their own and other people’s views and perceptions about teaching. The thesis places the students-teachers’ personal portraits of teaching within broader cultural-historical representations of teachers in Lebanon and examines how the student-teachers deal with such representations while still in training. The core research questions focus on the participants’ motivations as well as the underlying cultural, social, and political factors that influence their views and perceptions about teaching. The research questions were designed to explore the various images of teachers and teaching that the students draw on in their personal portraits. Biographical information as well as students’ experiences at the time of training were explored for this purpose. The findings suggest that student-teachers’ developing identities emerge through their identification with competing images and representations of teaching and teachers. These images cut across various contexts, temporalities, and imagined settings in the student-teacher portraits, linking personal, educational and professional experiences. Many of the images synthesized large amounts of experiences and knowledge about teaching and contained gendered, religious, affective and interpersonal dimensions. Finally, the thesis offers a new way of conceptualizing images. This study hopes to help teacher education programs gain greater insight into beginning teachers’ thinking, motivations and developing identities.
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Ali, H. I. "A process-based approach to teaching written English to first-year university students in Lebanon : An exploratory study." Thesis, University of Edinburgh, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235469.
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Lattouf, Mirna. "The history of women's higher education in modern Lebanon and its social implications." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288958.
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Much has been theorized about the positive correlation between education and the change in women's status in society. Yet, in 1995, a United Nations report on women showed that although there has been much effort to eliminate discrimination based on sex, with greater opportunities and access to education, or formal learning, the most bias was due to socialization, or informal learning, as expressed through cultural values, norms and traditions. The report also showed that although governments claimed to be dedicated to erasing illiteracy and improving educational opportunities, they are very quick to claim cultural relativity when asked to review other elements of concern, such as harmful laws and customs. Education of girls and women has not accomplished the anticipated social transformation, especially the socially constructed patriarchal ideology which places them as primarily providers of biological and sexual services and unpaid labor. In a study on women and higher education in Modern Lebanon one finds the Lebanese case mimics international trends in the unwillingness to confront and reinterpret the strict ideology which impose on women the primary and at times sole function as "mother and wife." In Lebanon, one also finds that this hegemony has obviated the transformation of much female educational progress into change in the role of women in society. Although education has become more accessible, the hierarchy of opportunities is maintained and is more complex as it now intertwines class, religious affiliations and gender. Girls' formal education at the primary level was introduced into Lebanese society in the early nineteenth century. By the beginning of the twentieth century, the doors of higher education were opened to them. Today, women make up half of the student population at the tertiary level. Not only are they able to enter and compete with young men, they are exceeding all expectations by graduating at higher rates. However, there are a few points of concern. First, most women still register and graduate from traditionally female fields. Second, although there has been a tremendous increase of women attending universities, participating in the labor force and the political sphere, there is little change in the way society views women. Women and men regard education and work as secondary functions to women's primary purpose as "wife and mother." Third, when efforts are made to change harmful laws and customs, women are accused of trying to divide their community by placing mundane women's issues before national interest. Even worse, they may be accused of conspiring with the West to destroy Lebanese or Arab identity and traditions. Fourth, in the last six years, the initiation of various policies seem to thwart the advancement of women in the marketplace as government plans push women back into the home. Finally, one must not underestimate the role of the religious authorities in the continuous attempt to shape the strict division of labor between the sexes in Lebanon. The question remains, how can Lebanese women actively and cautiously participate in the formation of new truths, which will generate more inclusive and empowering myths for both girls and boys in the future?
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Keyl, Shireen. "Subaltern Pedagogy: Education, Empowerment and Activism among African Domestic Workers in Beirut, Lebanon." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333043.
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According to critical pedagogues and post-development scholars, globalization and transnational movement open up new avenues for pedagogy; to be sure, some scholars assert the development sector is in need of a paradigm shift to accommodate "new forms of pedagogy" (Appadurai, 2000) while subaltern scholars call for "alternative pedagogies" (Sherpa, 2014) for the theorizing and understanding of subaltern, marginalized groups within the educational realm. In the search for and transition to a subaltern pedagogy, it is necessary to tap into the very voices of those who comprise the subaltern, because, as Kelly and Lusis (2006) assert, "Researchers are frequently interested in understanding the experiences of 'the immigrant,' as an objective analytical category, rather than the experiences of 'an immigrant'" (p. 831). The aim of this study is to examine the interplay between knowledge production of migrant workers, power as domination and empowerment, and the appropriation of space in considering how these groups are able to segue subaltern epistemologies into forms of activism and empowerment; as such, this study looks at constructions and deconstructions of power among historically oppressed peoples in macro, meso and micro contexts. I assert that dominant discourses of power attempt to perpetuate an intentional subjugation of oppressed groups, in this case, migrant workers, especially female domestic workers. However, via the creation of a critical, oppositional consciousness by way of reciprocity and dialogism within the migrant worker and Lebanese activist community, migrant workers are able to harness agency and empowerment even within the most oppressive of societal conditions. What this research reveals is that migrant workers are able to create powerful counter-cultural communities of practice and epistemological spaces for learning. Based on this research, I assert a subaltern praxis, a paradigm shift comprising of a subaltern pedagogy and practice, that incorporates ideas of critical pedagogy, spatial analysis, and postcolonial/third world feminisms; this dialectic triad informs the subaltern interstitial and liminal experience, the need for the building of a critical consciousness for educators and learners alike, and a re-mapping and re-configuration of subaltern epistemologies for the benefit of all who desire to learn about migration and the refugee experience.
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Nauffal, Diane Issa. "Higher education in Lebanon : management styles in a system dominated by private institutes." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419719.
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Alhayek, Pascal Gabi. "Israel-Hizballah July 2006 war : comparative analysis of the perspective of U.S. college students as opposed to the perspective of U.S. officials on the war /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000531/02/1980FT.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2008.Thesis advisor: Ghassan El-Eid. "... in partial fulfillment of the requirements for the degree of Master of Science in International Studies." Includes bibliographical references (leaves 80-83). Also available via the World Wide Web.
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Zogheib, Yussef. "Managerial education and training for the hospitality industry in Lebanon : needs and actual provision." Thesis, University of Strathclyde, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248734.
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Kölegård, Caroline. "Education for Peace or Conflict? : A Case Study of Palestinian Refugee Communities in Lebanon." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393929.
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This thesis studies the effect of education on youth within vulnerable settings to resist joining armed groups. Two alternate causal mechanisms are derived from existing research. The first explanation hypothesizes that higher education increases the resistance among youth to join armed groups, since it reduces grievances by promoting social cohesion and equality. The second explanation posits that higher education increases the risk of youth to join armed groups, since raised awareness of injustices and discrimination fosters grievances. To test these hypotheses and further explore the causal relationship, the thesis is designed as a qualitative case study. Palestinian youth living in refugee communities in Lebanon who attend schools are compared to those who do not attend school. A field study to Lebanon was conducted in late spring of 2018 to interview representatives of organizations working with Palestinian youth. Eight in-depth interviews serve as material, which are analyzed using the method of structured, focused comparison. Considering the empirical evidence within the limitations of the study, I evaluate the explanatory power of the two causal mechanisms and provide an account of additional factors that may inform the foundation for future research.
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Hariri, Randa. "Understanding teaching excellence in Higher Education in an Arab country : the case of Lebanon." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14343/.
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The purpose of this research study is to explore the perceptions of teachers in private and public higher education institutions about Teaching Excellence in an Arab country, more specifically Lebanon. Teachers’ perceptions are explored in terms of Skelton’s (2005) four Understandings of Teaching Excellence, which form the theoretical framework that guides this research study. These four Understandings are the Traditional, Psychologized, Performative, and Critical understandings of Teaching Excellence. To fulfill the purpose of this research study, the researcher adopted an interpretive-qualitative approach, using in-depth, semi-structured interviews as the sole means of data collection. Accordingly, participant teachers were selected from five higher education institutions, four private and one public, and interviewed on a one-on-one basis. The adoption of a qualitative approach allowed the researcher to explore faculty members’ perceptions of teaching excellence and the means through which they think it can best be attained. The use of in-depth interviews was an effective research method since the participant interviewees, as adults and educators, have the courage and ability to speak up, express their thoughts, identify the challenges they face in teaching, and communicate their ideas freely (Creswell, 2012). Moreover, interviews gave the researcher the opportunity to hear the perceptions and views of faculty members about teaching excellence one at a time, explicitly, and in their own words (Lichtman, 2006; Wildy, &Wallace, 1998). The findings of this research study reveal that the teachers in the selected higher education institutions hold Psychologized and Performative Understandings of teaching excellence. Therefore, it can be concluded that the teachers’ perceptions of Teaching Excellence belong to more than one of Skelton’s four Understandings of Teaching Excellence. Accordingly, the researcher suggests formulating a new Understanding of Teaching Excellence, the Psycho-performative Understanding, to describe the perceptions of teachers in higher education institutions in Lebanon.
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Sayah, Edward. "The American University of Beirut and Its Educational Activities in Lebanon, 1920-1967." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331929/.
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The purpose of this study was to trace the historical development of the American University of Beirut and its educational contributions in Lebanon and the Middle East from 1920 to 1967. Through their activities in the Levant in the early nineteenth century, the American missionaries virtually laid the foundations of the Syrian Protestant College, later known as the American University of Beirut. Though religion was the cornerstone in the founding of the University, under the pressure of the local environment, its secular character was to be substituted for the religious one. The establishment of the University in 1866 marked the beginning of the system of higher education in the Arab world. As the first established institution of higher learning, the University played a significant role in raising the level of literacy throughout the region. Despite the difficult times that the University faced throughout its history, it survived and continued its dedicated mission to serve the people of Lebanon and the entire area. For the University, the first 50 years under Ottoman rule was a period of surviving and maintaining its existence. With the freedom it came to enjoy during the French Mandate and later during independence, the University moved into a period of advancing and expanding. By the 1960s the University had become a prestigious institution and captured the support of most people and governments in the area. The study's six chapters describe the historical setting of Lebanon and the origins of its religious groups, the historical background of the American University of Beirut, the educational activities of the University during the French Mandate, and its educational activities under independent Lebanon. The thesis showed that the University had a significant role in the education of the Lebanese and the peoples of the area, and that it has significantly contributed to the development of Lebanon and the Middle East.
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Khalid, Rabia. "Suicide Ideation and Its Associated Risk Factors among Adolescent Students in the Eastern Mediterranean Region." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/iph_theses/237.
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ABSTRACT
Purpose: The intention of this study is to examine and compare the prevalence and correlates of suicide ideation among the youth in four Eastern Mediterranean Region (EMR) countries, namely Morocco, Jordan, United Arab Emirates and Lebanon. The results from this study are a valuable resource for further understanding suicidal behavior among youth in a region where the subject is often understudied and considered taboo. Additionally, findings from the study are important in prevention efforts in order to reduce suicide related behaviors and injuries among youth in EMR countries. The study also examined the correlates and variables associated with suicide ideation as differentiated by gender in an effort to see how these behaviors varied between boys and girls.
Methods: The results of the study were derived using secondary analyses of datasets from the Global School-based Student Health Survey (GSHS) which is conducted by the World Health Organization. The study analyzed data on students who fell primarily between the ages of 12 to 16 from the countries of Jordan (N=2197, 2007), Lebanon (N=5115, 2005), Morocco (N=2670, 2006) and United Arab Emirates (N=15790, 2005). The data was analyzed using logistical regression analyses to determine the associations between suicidal ideation and eight risk factors, which included being a victim of bullying, having a lack of close friends, feeling sad or hopeless, consuming alcohol, using illicit drugs, missing school, being involved in a physical fight, and dealing with hunger. The results of the study were also evaluated to examine differences among genders and the risk factors as associated with suicide ideation as well as differences between age groups.
Results: The results of this study suggest that suicidal ideation among youth in EMR countries may be influenced by social, political, cultural and economic factors. Females showed higher rates of suicide ideation. Several of the eight risk factors analyzed showed significant associations to suicide ideation.
Conclusion: There is a need for increased research into the areas of mental health in the EMR, especially in the area of suicide and suicide related behaviors. Suicide related statistics may be underreported in many nations of the EMR which are predominantly Islamic, where suicide is strongly prohibited by religion. Previous studies indicate that suicide ideation is strongly associated with certain risk factors. This study analyzed eight of these risk factors using a secondary logistical regression analysis of data from the Global Student Health Survey which is conducted annually by the WHO. The risk factors included in the study are bullying victimization, alcohol use, illicit drug use, having no friends, feeling sad, missing school, physical fighting and hunger. Additionally, associations were examined among different age groups ranging from 12 to 17 years and among the two genders. Several of the risk factors were shown to have a strong association to suicide ideation. Suicide ideation was more common among girls than in boys among all the countries studied. The results of this study may be useful to those looking to design and implement educational suicide prevention programs among school-age children in the EMR.
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Loutfallah, Sakina. "An exploration of the relationship between socio-economic factors and career readiness in university students in Lebanon." Thesis, University of East London, 2014. http://roar.uel.ac.uk/4153/.
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Political, socio-economic, and cultural factors have ceased the development of career guidance activities in Lebanon. This stagnation shaped the provision of career services and lead to an ignorance of career policies in practice (Sultana & Watts, 2007). This dissertation engages with this problem by offering a model, inspired from the life-span developmental-contextual perspective of Vondracek and Porfeli (1982), to explore the status of career guidance in Lebanon. The model, consisting of two parts, utilises a mixed methods approach in order to foreground the relationships between different significant factors. The first part proposes that the prediction of university students’ career maturity from different components inspired from the life-career theory of Super (1980) is moderated by a range of socioeconomic factors. To this end, quantitative analysis allows for a careful examination of the development and validation of the Career Readiness Measure. A comprehensive item generation process encompassing an extensive literature review, a pilot and factor analysis studies on a large representative sample (N = 4015 university students) produced a 25-item questionnaire to assess career maturity in relation to 4 factors: career planning, career decision making, career exploration, and world of work knowledge. Results show that age (year of birth), year of graduation, type of university attended, the university’s name, degree level, frequency of changing majors, socio-economic status and wasta (influence) moderate the relationship between career maturity and at least one of its components. Unexpectedly, religion affiliation does not appear to impact on the prediction of career maturity from its components. The second part provides further understanding of the status of career guidance in Lebanon by evaluating the impact of policy-makers’ interventions on the provision of career guidance services. It is proposed that the provision of career guidance services should begin with an understanding of career professionals’ subjectivity; and that it should encompass the type of services provided, the knowledge and qualifications of career professionals, policymakers’ interventions, and students’ perception. In this study, professionals from various schools and universities were interviewed using Q method in order to discern their subjectivity toward career guidance provision in the Lebanese setting. Thirty statements, generated based on expert discourses and theoretical foundations, were collected from N = 41 participants. Results reveal 5 groups of professionals who are distinguished based on the type of services they provide and their perception of the need of governmental interventions within the field of career guidance. Findings indicate that professionals hold strong views concerning the fundamental necessity of career guidance for students, yet they diverged on certain core issues regarding the type of services provided and the need to cooperate with policy-makers in order to move the status of career guidance forward. Finally, from the triangulation analysis of both studies, it is concluded that several issues in career guidance in Lebanon are highly correlated with existing policies, the provision of career guidance services, and with students’ socio-economic factors. This implies that research on career guidance in Lebanon should focus on understanding the number of factors that affect students’ career maturity and on career professionals’ perceptions of career services provision so as to inform and guide policy-makers’ planning and decision-making. Implications for career guidance in the Lebanese settings are discussed further.
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Khalaf, Roseanne Saad. "Creative writing, identity and change : a case study of American University of Beirut students in post-war Lebanon." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/28797.
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The thesis explores connections between diaspora, exile and the re-entry of displaced youth into a post-war society. The study is based on a sample of sixty creative writing students at the American University of Beirut (AUB). Questionnaires were administered, interactive interviews conducted and autobiographical narratives analyzed to isolate and examine the themes that foreground their texts. Some of the significant findings reveal that the sample of returnees under study are hybrids, cosmopolitan travellers who are everywhere but nowhere at home. Their position of "suspended inbetweenness" situates them in the margins of whatever society they happen to be in. Yet paradoxically, it is the experiences of multiplicity that hold immense possibilities. For when channelled into creative expression, and reinforced by the formation of spaces where silent and muted voices can speak, they enable this marginalized group to serve as vectors for forging new cultural identities and fostering change. In parts of my thesis I inevitably utilize the more conventional form of academic writing that locates the work in its appropriate theoretical context. Overall however, it assumes the shape of an experimental, narrative ethnography. The mode of ethnographic writing captures, in my view, the evocative elements inherent in "life as lived" by the sample of returnees as well as myself. To achieve this, a reflexive approach, which places my work in an interpretive perspective seemed most appropriate. Among other things, it fuses the humanities with the social sciences, the personal with the professional, and my lived experience with my research. Accordingly, my research narrative is interspersed with personal vignettes that run parallel to the texts and conversations of the students. I have also applied a number of methodologies to meet the multi-layered and shifting demands of the study. Given the sampling frame and exploratory nature of the study, a set of assertive or unequivocal conclusions would be of questionable validity. Instead, I think it more consistent with the spirit and nature of the study, to extract a few relevant inferences about the role of creative writing students in a post-war setting. First, creative writing classes have allowed students to take up identity positionings not available to them in other areas of social life. This was made possible by becoming part of the process of establishing a community of writers with shared goals. Second, I have come to view emotional narrative engagement as much more than a powerful tool for communicating defiance and nonconformity. It creates the conditions whereby students’ private discourse is transformed into something akin to a public realm, a “third space”, where negotiation occurs in ways that, I believe, will eventually unsettle fixed positions of identity and behavior. It is my premise that in these spaces, perceptions of the “other” can be altered to serve as venues for genuine openness and civility in a post-war society desperately in need of multiplicity and creative alternatives.
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Akar, Bassel A. "Exploring the challenges and practices of citizenship education in 'National and Civic Education' grades ten and eleven classrooms in Lebanon." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020559/.
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Throughout the twentieth and twenty-first centuries, Lebanon's pluralisms of multiconfessional and multicultural communities continue to sway the nation to and fro between conflict and post-conflict statuses. Since 1946, however, leaders in government and education have focused on citizenship education as a fundamental vehicle for social cohesion, justice and peace. Understandings of citizenship that teachers and students have as well as their experiences of teaching and learning it inside the National and Civic Education classroom provide insight into the challenges and practices of learning for active citizenship. Across 16 schools, data was collected from 19 civics teachers through semi-structured interviews. Also, 435 students in years 10 and 11 participated in a self-reflective survey pack and class discussion. The first section of the survey pack allowed students to construct their conceptualizations of citizenship while the second section inquired into their learning experiences. The teachers presented a nationalist-based citizenship and an education that allowed students to practice democracy and demanded strategies of memorization for learning content knowledge. The students conceptualized a maximal notion of citizenship and argued to replace current practices of memorization with collaborative and dialogic learning activities. Students also found the textbooks prescriptive and, consequently, hypocritical. Teachers and students experienced difficulties and limitations with the curriculum, timetable and the management of emotions during controversial discussions. Students and teachers in Lebanon have, for the first time to date, described their conceptions of citizenship and discussed their civic education classroom experiences. From the evidence, I discovered the limitations of dialogic and participative classroom learning activities, a catch-22 of citizenship learning and a model of education for active citizenship. The innovative methodology pioneered a participative learning activity and an exercise demonstrating the capabilities of students contributing to education reform.
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Shuayb, Maha. "Towards a theory of care : an explorative study of students', teachers', and principals' views in fourteen schools in Lebanon." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444785.
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Faddoul, Fares. "Ski schools : An opportunity for rural mountainous areas to enhance sustainable territorial development the case of Kfarbedian "Mount Lebanon"." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH017.
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Le but de cette recherche est d'analyser si le tourisme de ski à Kfardebian (Liban) sous un système centralisé ou décentralisé est capable d'atteindre un développement territorial et touristique durable réussi. Le tourisme devient l'une des principales sources d'emploi et est considéré comme l'un des principaux piliers qui contribuent directement au développement territorial. Le tourisme, en particulier le tourisme d'hiver, est aujourd'hui l'une des industries à la croissance la plus rapide, les gens voyageant partout dans le monde pour participer à toutes sortes d'événements touristiques, sachant que le Liban dépend fortement du secteur touristique pour son économie.La région à Kfardebian présente un potentiel énorme pour le secteur du tourisme car elle est située sur une zone montagneuse stratégique au Liban où la neige est de grande qualité et dure plusieurs mois par an, ce qui en fait une destination touristique hivernale majeure dans la région du Moyen Orient. Par conséquent, aider à stimuler le secteur du tourisme en Kfardebian conduira à une croissance économique qui produira un développement territorial durable et fructueux. Cependant, le gouvernement a négligé cette région pendant de nombreuses années, en particulier dans le cadre du système centralisé.La municipalité de Kfardebian a un programme d’action pour développer et améliorer l'infrastructure touristique et le niveau d'éducation afin d'être en mesure d'assurer la meilleure durabilité pour son tourisme et son territoire et d'améliorer le niveau de vie de sa population locale. Les parties prenantes en Kfardebian travaillent sans relâche pour moderniser les stations de ski disponibles, d'abord en améliorant l'état des infrastructures, ensuite en formant les employés et les moniteurs de ski de la station de ski pour améliorer les performances et troisièmement en lançant des campagnes publicitaires internationales pour promouvoir le Liban et Kfardebian. Tous ces efforts sont essentiels pour parvenir à un développement territorial durable.En conséquence, le développement territorial et touristique durable de la région de Kfardebian doit être mis en place et totalement fiable dans le cadre d’une stratégie selon laquelle le gouvernement et les parties prenantes, en particulier la population locale avec la municipalité, devraient établir des bases et des objectifs mesurables en matière de sécurité des habitants et de préservation de l'environnementThe purpose of this research is to illustrate and analyze whether the ski tourism in Kfardebian, a rural area located in Mount-Lebanon, would be capable of achieving a sustainable territorial and tourism development under a centralized governmental system, or whether decentralization would constitute the ultimate approach to realize a fruitful development for Kfardebian’s tourism industry.Tourism nowadays is considered a major driver of development, constituting one of the most effective and leading pillars that can contribute directly to rural territorial development. Potential touristic areas usually trigger capital flow to investments in various service sectors, including heath, infrastructure, resorts and several other tourist-related services leading to significant increase in sales, profits and employment opportunities.This study investigates the fundamental relations between Tourism, Education, Economic Growth and Territorial Development of Kfardebian, with emphasis on ski tourism as a major attraction of tourists. Winter tourism, especially skiing-related services, is considered among one of the fastest rising industries nowadays, as it triggers economic growth and territorial development for rural areas thriving to boost their low performing economy during low tourism seasons.Lebanon, situated on the eastern shore of the Mediterranean Sea, heavily depends on tourism for its economic growth. The area of Kfardebian, the subject matter of this Thesis, demonstrates huge potential for the ski tourism in Lebanon, as it is located on a strategic mountainous area and possesses one of the utmost snow quality in the region. Kfardebian’s snow is most valued for being capable of lasting throughout the whole winter season, hence creating a primary winter tourism destination for the whole Middle East. For that reason, boosting the tourism sector in Kfardebian will definitely lead to enormous economic growth that will produce a rewarding and sustainable territorial development.However, despite the government’s declared intentions to develop Kfardebian’s infrastructure, it remains short on achieving a remarkable improvement due to political motives and bureaucracy structure embedded under the centralized system currently in place in Lebanon. Such system requires that most of the essential decisions must be taken by state officials rather than by elected representatives.Nevertheless, the Municipality of Kfardebian, realizing the importance of ski as a main source of income for its inhabitants, is aiming to accomplish the finest sustainability for both its tourism industry and territory by allocating all its available resources towards developing and improving its infrastructure, while simultaneously raising the awareness among its population through educational programs highlighting the importance of preserving the area as a touristic attraction.For this main reason, Kfardebian’s stakeholders are working tirelessly to modernize the available ski resorts, either by improving its infrastructure status, or by providing trainings and awareness programs to all personnel involved in the ski industry, whether they are regular employees or ski monitors or even the general population. On the other hand, international advertisement campaigns promoting Lebanon and Kfardebian as an international ski destination are being conducted throughout all tourism seasons on local and international media.Based on the above, a comprehensive strategy is highly recommended to ensure a sustainable territorial and tourism development at Kfardebian area, by which all involved parties and stakeholders are required to set efficient strategies, plans, educational programs, baselines and measurable targets regarding preserving security, health care and environment for the sole purpose of developing this area
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Tannous, Chahine Diala. "L'éducation artistique : Etat des lieux de la question à l'école primaire au prisme du parallèle France - Liban." Thesis, Saint-Etienne, 2012. http://www.theses.fr/2012STET2164.
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Ces dix dernières années, de nombreux rapports et études comparatives ont mis en évidence l'impact des arts et de la culture sur le comportement des jeunes. La valeur de l'éducation artistique ainsi que son impact positif sur les élèves ont été étudiés, analysés et justifiés par des groupes de recherches, des organismes de direction et de gestion. Nous partons de ce constat pour essayer au travers de l'étude comparative des curricula relatifs à l'éducation artistique (arts plastiques et visuels) d'aller au-delà de la simple mise en parallèle entre les textes et les pratiques de chaque pays relatifs à cette matière pour tenter d'en dégager les points forts à travers une synthèse qui serait le reflet des enseignements positifs.L'étude a mis en valeur quelques points communs. Mais ce qui sera souligné est l'évolution différente de la conception des curricula scolaires. La spécialisation des enseignants libanais en matière d'arts plastiques diverge avec le cas français où les maîtres sont polyvalents à l'école élémentaire. Notre problématique consiste à explorer les raisons de cette évolution divergente dans la conception des textes officiels ainsi que dans la pratique malgré une histoire commune. Quels sont les facteurs qui expliquent cette évolution ? Résulte-t-elle a fortiori d'une divergence de conception de la politique culturelle ?In the last 10 years, many reports and comparative studies highlighted the impact of art and culture on youth behavior. The value of art education and its positive impact on students have been studied, analyzed andjustified by research and management groups. Considering this fact, we will try, through a comparative study of curricula relative to art education (visual arts), togo beyond the simple putting in parallel texts and practice of each country and try to bring out key points through a synthesis that would be the reflection of positive teaching . The study showed sorne common points and underlined the different conception of school curricula. The specialization of Lebanese teachers in visual arts diverge with the French case where teachers are multi-purpose in elementary school. Our problem consisted in exploring the reasons of this divergent evolution in the conception of official texts and in practice despite a common history. What are the factors that could explain this evolution? Does it result all the more from a divergent conception of cultural policy?
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Hussein, Linda Al-Hajj. "An exploration into senior and middle managers' effectiveness : The Education Programme, United Nations Relief and Works Agency (UNRWA) for Palestine Refugees, Lebanon." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5390.
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There are many important factors that influence and even determine the work of middle and senior managers in the public and private sectors, NGOs, and international organizations such as the UN. Yet, despite this overall agreement, the study of 'managerial effectiveness' has remained relatively neglected and unexplored particularly within the developing world. The present research explores the dimensions of the managerial effectiveness of middle and senior managers who work in the Education Programme of the UN Agency in Lebanon. These managers are dedicated to refugees and their children at primary and high schools, and vocational centers. In doing so this study has adopted the framework, 'parameters of managerial effectiveness', developed by Analoui (1999) to explore and identify the factors and causal influences which form the basis for the effectiveness of these managers to develop policies and strategies for their increased effectiveness. The literature in the areas of development of management, management training and development, and recent works on managerial effectiveness confirm the importance of the parameters and interrelationship between them and the unique contextual factors, namely the personal, organizational and external factors. The Education Programme of the UNRWA in Lebanon provides a suitable case, and the middle and senior managers constitute the units of analysis. The entire cadre of senior and middle management (N= 132) were included in this first time study. The methodology adopted for collecting and generating relevant and adequate data was a combination of survey questionnaire, interviews and the use of secondary data available. The adoption of 'triangulation' as a strategy yielded adequate and relevant data which was analyzed using statistical methods. The quantitative analysis was supported by qualitative data based on senior and middle managers' own perception of their effectiveness. The results, by and large, support Anloui's (1999; 2007) theory and led to the first time discovery of the eight parameters of the managerial effectiveness in UNRWA, Lebanon. The results revealed a myriad of factors and influences concerning the middle and senior managers' perception, managerial skills and competencies, organizations criteria for effectiveness, opportunities, demands and constraints involved, as well as the inter-organizational relationship and the dominant managerial philosophy of effectiveness. The study contributes to the literature on managerial effectiveness by contextualizing the model adopted thus contributing to this neglected field of managerial studies. It also provides the basis for the formulation of policies and strategies to improved and increase managerial effectiveness in Lebanon, Syria, Jordan and Palestine, and the developing world as the whole where UN is actively operating to support refugees. Like any empirical investigation the study suffers from limitations which need to be considered in the future research in this field.
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Hussein, Linda A. "An Exploration into Senior and Middle Managers' Effectiveness. The Education Programme, United Nations Relief and Works Agency (UNRWA) for Palestine Refugees, Lebanon." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5390.
Full textAbstract:
There are many important factors that influence and even determine the work of middle and senior managers in the public and private sectors, NGOs, and international organizations such as the UN. Yet, despite this overall agreement, the study of ¿managerial effectiveness¿ has remained relatively neglected and unexplored particularly within the developing world. The present research explores the dimensions of the managerial effectiveness of middle and senior managers who work in the Education Programme of the UN Agency in Lebanon. These managers are dedicated to refugees and their children at primary and high schools, and vocational centers. In doing so this study has adopted the framework, ¿parameters of managerial effectiveness¿, developed by Analoui (1999) to explore and identify the factors and causal influences which form the basis for the effectiveness of these managers to develop policies and strategies for their increased effectiveness. The literature in the areas of development of management, management training and development, and recent works on managerial effectiveness confirm the importance of the parameters and interrelationship between them and the unique contextual factors, namely the personal, organizational and external factors. The Education Programme of the UNRWA in Lebanon provides a suitable case, and the middle and senior managers constitute the units of analysis. The entire cadre of senior and middle management (N= 132) were included in this first time study. The methodology adopted for collecting and generating relevant and adequate data was a combination of survey questionnaire, interviews and the use of secondary data available. The adoption of ¿triangulation¿ as a strategy yielded adequate and relevant data which was analyzed using statistical methods. The quantitative analysis was supported by qualitative data based on senior and middle managers¿ own perception of their effectiveness. The results, by and large, support Anloui¿s (1999; 2007) theory and led to the first time discovery of the eight parameters of the managerial effectiveness in UNRWA, Lebanon. The results revealed a myriad of factors and influences concerning the middle and senior managers¿ perception, managerial skills and competencies, organizations criteria for effectiveness, opportunities, demands and constraints involved, as well as the inter-organizational relationship and the dominant managerial philosophy of effectiveness. The study contributes to the literature on managerial effectiveness by contextualizing the model adopted thus contributing to this neglected field of managerial studies. It also provides the basis for the formulation of policies and strategies to improved and increase managerial effectiveness in Lebanon, Syria, Jordan and Palestine, and the developing world as the whole where UN is actively operating to support refugees. Like any empirical investigation the study suffers from limitations which need to be considered in the future research in this field.
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Ghosn, Irma K. "Teachers and students interacting around the textbook : an exploratory study of chidren developing academic second language literacy in primary school English classes in Lebanon." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30985.
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This research study was undertaken to address questions and concerns about the language teaching textbook as regards to its role in input, feedback, and production of learner output. Specifically, it investigates whether literature-based reading texts generate different interactions than traditional language teaching texts and whether the differences can be related to the development of academic L2 literacy. Six grade five classes (163 students) were selected, three that use a traditional English language teaching textbook and three that use a course intended as reading instruction textbook for native English-speaking children. A standardized non-verbal reasoning test was administered at the beginning of the study to determine similarity of intellectual ability of the groups. Two fifty-minute class periods were videotaped in each class, once during the fall term and once during the spring term, and a total of 30 minutes of each class observation were transcribed. Samples of the textbooks were selected for analysis, and all students were administered a reading comprehension test toward the end of the academic year. Data analysis comprised both quantitative and qualitative approaches. A total of 1158 teacher utterances and 544 student utterances were coded and frequency data collected. The frequency data were analyzed using Chi-square tests, and data from standardized tests were subjected to analysis of variance (ANOVA). The transcribed utterances were further analyzed using a qualitative approach in order to identify categories of interaction exchanges. Findings indicate that interactions differ in classrooms using the two types of textbooks. Significant differences were found in teacher questions, student communication, and teacher feedback. Qualitative differences in classroom discourse were identified that can be related to the textbook type. The two groups differed significantly in general and specific subject-matter reading comprehension. Based on the findings, a model showing the complexity of classroom language learning is suggested for further investigation.
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Jizi, Lama. "Prevalence and Predictors of Complementary and Alternative Medicine Use among Lebanese College students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2359.
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In Lebanon, estimates of Complementary and Alternative Medicine (CAM) use among college students are not available. CAM practices are not well regulated and some products contain unsafe substances. The purpose of this study was to estimate the prevalence and predictors of CAM use among Lebanese college students using the health belief model. A quantitative cross sectional research design was used. An online survey was administered to 126 Lebanese college students with the aim of determining the most important predictors of CAM use. A majority (89%) of surveyed students reported the use of CAM in the last 12 months. Based on the findings of a multiple logistic regression analysis, perceived susceptibility (OR = 1.781), perceived barriers (OR =.809), and cues to action (OR = 1.650), 95% CIs [1.185, 2.678], [.658, .995], [1.049, 1.821], respectively, significantly predicted CAM use. Results indicate that people who perceive themselves more susceptible to diseases, who do not perceive barriers to CAM use, and who follow more cues to action are more likely to use CAM than others. These factors provide pathways for facilitating positive social change by developing stricter governmental policies to ensure consumer safety and to promote high quality products, and by driving the development of public awareness interventions about CAM use and related health risks.
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Prellwitz, Marina. "Protecting the Rightless - Are Refugees’ Rights Still the Paradox of Human Rights? : A Case Study of Refugee Children’s Access to Education in Lebanon." Thesis, Uppsala universitet, Teologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-294944.
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This thesis explores the relationship between citizenship and human rights by focusing on refugee’s rights. The study is based on Hannah Arendt’s theories that when someone loses state-protection human rights appear weak, and one finds oneself in a state of rightlessness (1976). She developed her thoughts during the refugee crisis after the Second World War, and by discussing her theories in relationship to a field study performed in Lebanon this thesis applies her theories on the current refugee crisis, investigating how applicable her theories are on refugees today. This opens up a discussion on if and how the modern human right framework has managed to solve some of the issues that were present for refugees more than 50 years ago. The empirical study is based on a minor field study in Lebanon concerning refugee children’s right to education. By performing interviews and observations, the obstacles that these children face are presented and analysed according to a framework on vulnerabilities that migrant’s face developed by Sabates-Wheeler and Feldman (2011). The result of this study is a discussion that connects the theoretical framework with the empirical findings by discussing traits in the relevant theories in connection to the case study. The thesis finally concludes that many vulnerabilities that Arendt discussed still affects refugee’s lives today, despite the development of human rights.
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Hoyek, Dalida. "Les établissements scolaires au Liban : terrain d’éducation au développement durable." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040015.
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Au Liban, le plus petit pays du Proche-Orient, la fragilité environnementale combinée à des mutations sociales et à des crises économiques, a engendré entre autres, une destruction de la cohésion nationale et du sens même de la citoyenneté nationale ; ce qui a exacerbé le processus du non-développement. Face à cette situation, comment œuvrer à l’édification d’un chantier éducatif qui pourrait promouvoir la citoyenneté auprès de la jeunesse? L’objectif de notre recherche est d’exposer la spécificité de l’environnement (physique, sociale et idéologique) et de présenter l’état des lieux en se fondant sur une enquête menée auprès de 2450 lycéens libanais, (étude comparée avec 400 lycéens australiens d’origine libanaise et 200 parents). Cette démarche, additionnée aux résultats relevés, nous mènent à proposer un projet d’établissement « L’Ecole projet de sens », basé sur les valeurs et les procédures qui animeraient tout projet d’Éducation au Développement Durable dans ce pays, afin de travailler à l’édification du citoyen Libanais.L’enseignement de la géographie apporte une contribution déterminante à ce projetThe environmental fragility (combined to the social change and economic crisis) in Lebanon, smallest country in the Middle East, has led among other things, to the destruction of national cohesion and the very meaning of national citizenship; which exacerbated the process of non-development. Faced to this situation, how can we work to build an educational site that can promote citizenship among youth?The goal of our research is to expose the specificity of the environment (physical, social and ideological) and present the state of play, based on a survey of 2,450 Lebanese students (comparative with 400 Australian-Lebanese students and 200 parents). This approach and the results observed, led us to propose a school project: “School, “Meanings” Project” based on the values and procedures that animate any project on Education for Sustainable Development in this country, to build the Lebanese citizen.The teaching of Geography courses provides a decisive contribution to this project
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Nassif, Nadim. "Analyse de la politique du sport au Liban (1991/2012)." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-01062233.
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Analyse de la Politique Sportive au Liban, 1991-2012 Résumé: 1991 marque la première année après la fin de la guerre civile libanaise. Pour le gouvernement, l'heure était à la reconstruction du pays. Le sport, secteur traditionnellement considéré au Liban comme " secondaire ", a de facto été mis de côté. Il a fallu environ dix ans pour que le gouvernement libanais commence à promulguer les premiers articles de loi précisant le fonctionnement et la relation entre les différents organismes sportifs du pays. Bien que ces mesures aient défini le mécanisme sportif libanais, la structuration des rapports entre les acteurs de ce système a souvent été perturbée par les luttes politiques internes de ce pays. Ce climat politique a également empêché la mise en place d'un mode de financement transparent. Cet état des choses a fortement affecté les fédérations et associations sportives qui rencontrent beaucoup de difficultés pour développer leurs disciplines et obtenir des résultats remarquables dans les compétitions internationales. Les élections législatives de juin 2009 ont vu l'émergence d'une nouvelle " équipe " à la tête du sport libanais : Président du Comité de la Jeunesse et des Sports au Parlement, Ministre de la Jeunesse et des Sports, Ministre de l'Education et Président du Comité Olympique Libanais. Quelles sont aujourd'hui, en 2012, les mesures entreprises par ces nouveaux leaders du sport libanais ? Ont-ils pu établir une politique sportive exempte de toute politisation ? Ou bien est-ce que le secteur sportif est toujours un dossier mineur, délaissé, faisant juste l'objet, comme toutes les structures gouvernementales de ce pays, de la lutte entre les différents partis politiques ?
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Zeidan, Maya Nabhani. "The development, implementation and evaluation of a multi-component nutrition education intervention to promote healthy eating among two Lebanese adolescent samples from contrasting socioeconomic status." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/7751.
Full textAbstract:
The aim of this study was to develop, implement and evaluate the effectiveness of a behavior based, theory driven multi-component nutrition education Intervention promoting healthy eating among two (17 to 19 year old) Lebanese adolescent samples from contrasting socioeconomic statuses. The effects of the intervention were examined in a quasi-experimental control design trial among two hundred and nine adolescent males and females from Beirut, Lebanon: one hundred and ten belonged to a high socioeconomic status (HSES) population and ninety nine belonged to a low socioeconomic status (LSES) population of adolescents. There were four study groups: two intervention and two control. The intervention groups received twelve nutrition lessons, one hour each, involving class based teaching, print materials and activities delivered by a dietitian. Intervention Mapping protocol was applied and constructs from the Social Cognitive Theory were used for the development of the intervention. At baseline and after the intervention, food frequency questionnaires (FFQ) were administered and three 24-Hour Dietary Recalls were used to examine dietary practices and nutrient intakes while semistructured interviews were conducted to gain insight to underlying determinants of food choice. Quantitative data were analyzed using Mann Whitney U Test and Chi-Square analysis. Post intervention, adolescents in both the HSES and LSES intervention groups showed a significant improvement (p<0.05) in some dietary practices and nutrient intakes; however, the impact was higher in the HSES group. In both intervention groups, positive changes were observed in some personal determinants of food choice but none were noted for external factors. These results propose that the developed nutrition education intervention is a promising instrument to promote healthy eating among similar groups of Lebanese adolescents; however, further research is needed for interventions that specifically target LSES groups.
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Saad, Elias. "Histoire de l'éducation physique au Liban." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10148.
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Dans une approche historique chronologique, cette thèse étudie l'institution et l'évolution de l'éducation physique au Liban durant le vingtième siècle. L'intérêt de cette construction tient à son expression dans des contextes sociopolitiques très variés. Du protectorat français à la tutelle syrienne, en passant par « l'indépendance » et la guerre civile, l'éducation physique semble montrer une pérennité dans les difficultés à asseoir un véritable statut de discipline d'enseignement. Comment, quatre-vingt-dix ans après son institution, peut-elle toujours être en quête de légitimité ? Dans ce travail nous avons cherché à explorer les dimensions tant administratives que pédagogiques. En se référant aux textes officiels et aux mesures administratives, en analysant les discours politiques et pédagogiques, en s'appuyant sur les données scolaires et la réalité du terrain, notre étude se propose de mettre en avant des éléments de réponses permettant de mieux comprendre le statut actuel de l'éducation physique. Deux périodes politiquement différentes marquent l'évolution de l'éducation physique au Liban. Sous protectorat, l'éducation physique, à finalités hygiéniques, est instituée. Elle ne bénéficie encore d'aucune structure de fonctionnement, tant en infrastructure qu'en personnel. En période « d'indépendance », elle jouit d'une diffusion plus massive. Cependant, elle adopte, suivant les circonstances, des aspects différents. Un point d'inflexion est situé en 1953. A cette date, une formation initiale en éducation physique est créée, jouant ainsi un rôle majeur dans la diffusion de cette discipline. Premier travail du genre, ce « défrichage » historique fait le bilan et évalue les actions menées dans ce domaineThis current thesis examines the establishment and development of physical education in Lebanon during the twentieth century in a chronological historical fashion. The advantage of this approach is that it is expressed in a variety of socio-political contexts. From the French protectorate to the Syrian tutelage, passing through the independence and civil war periods, there is a continuous difficulty for physical education to establish a genuine status as a teaching discipline. So why, ninety years after its establishment, is it still in search of legitimacy? In this report, we sought to explore both administrative and pedagogical dimensions. The main objective of our survey is to bring some answers to better understand the current status of physical education. We achieved this by referring to official documents and administrative measures, analyzing the political and educational discourse based on school data and the pedagogical reality. Two politically different periods mark the evolution of physical education in Lebanon. During the protectorate period, physical education was established for hygienic purposes. At the time, it still had no operating structure, both in infrastructure and personnel. During the independence period, it had a wider dissemination. However, it adopted various aspects according to the circumstances. A historical inflection point occurred in 1953, when a teaching diploma in physical education was created, driving a wider dissemination of the discipline. This work is an original account and historic review of the evolution of physical education in Lebanon
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Ouba, Charbel. "Le rôle des chefs d’établissement scolaire catholique dans un milieu islamo-chrétien au Liban." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0022.
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Étudier le système éducatif ou la pédagogie au Liban impose une différenciation de ce qui peut être écrit en France, au Canada ou dans d’autres pays du monde occidental ou oriental. La société libanaise constitue en effet une société pluraliste au niveau politique ainsi qu’au niveau religieux. Au Liban coexistent deux grandes religions, le christianisme et l’islam. Cette coexistence au sein d’un même pays implique, de par son histoire des rapports entre deux grandes religions, deux conceptions de l’homme et deux cultures différentes, dont l’une trouve sa pleine expression dans la civilisation judéo-chrétienne et l’autre dans la civilisation musulmane. Dès lors, l’enseignement religieux est d’une importance majeure pour les écoles catholiques au Liban qui accueillent des élèves non catholiques dans un pourcentage de 40% et sont dirigées par une majorité des religieux (90%).Le statut du chef d’établissement (CE), religieux ou laïc, ses responsabilité et sa façon de les assumer, son style de direction et ses missions pédagogiques, éducatives et missionnaires jouent-ils un rôle important et lequel dans la motivation des parents d’élèves musulmans qui inscrivent leurs enfants au sein de l’école catholique au Liban (ECL) ?La spécificité de cette recherche consiste à caractériser rôles et missions du chef d’établissement scolaire catholique dans un milieu islamo-chrétien, et à déterminer si la direction assurée par un religieux diffère de celle assurée par un laïc au regard des différents acteurs du système. C’est pourquoi nous avons formulé ainsi la problématique de notre recherche : dans un milieu islamo-chrétien, quel genre de chef d’établissement permet à l’école catholique au Liban d’atteindre ses buts éducatifs, pédagogiques et missionnaires dans le respect de la liberté de conscience des élèves et des familles ?Une enquête de terrain a été menée, par questionnaire et par entretiens semi-directifs, auprès des chefs d’établissement scolaire catholique, religieux et laïcs, des directeurs adjoints, des enseignants, des parents d’élèves, chrétiens et musulmans, et des élèves musulmans. Des perspectives d’avenir ont été émises concernant l’éducation religieuse et l’éducation aux valeurs assurées au sein de l’ECL ainsi que la formation et la professionnalisation des futurs chefs d’établissement dans le cadre de leur recrutementTo study the educational system or pedagogy in Lebanon imposes a differentiation of what can be written in France, Canada or in other countries of the Western or eastern world. Lebanese society is indeed a pluralistic society on both political and religious levels. In Lebanon two great religions co-exist, Christianity and Islam. This coexistence within one country implies something different from the history of relations between the two great religions, two conceptions of man and two different cultures. One finds full expression in the Judeo-Christian civilization and the other in the Muslim civilization. Therefore, religious education is of major importance for Catholic schools in Lebanon that host non-Catholic students with a percentage of 40% and is managed by a majority of religious leaders (90%).Do the status of the head-teacher, whether religious or secular, his role, his leadership style and his educational missions, educational and missionary play a role and which one in motivating parents of Muslim students who enrol their children in Catholic schools in Lebanon?The specificity of this research is to characterize the roles and missions of the Catholic head-teacher in a Muslim-Christian environment and whether the leadership provided by a religious head-teacher differs from that provided by a layman for the different actors of the system. That is why we formulated the problem of our research as such: In a Muslim-Christian environment, what kind of school head allows the Catholic school in Lebanon to achieve its educational, pedagogical and missionary goals, with respect to the freedom of conscience of students and families?A field survey has been conducted through a questionnaire and semi-structured interviews with heads of Catholic, religious and laic schools, deputy heads, teachers, parents, Christians and Muslims, and Muslim students. Prospects for the future have been made regarding religious education and education to values provided in the ECL as well as the training and professionalization of future school heads as part of their recruitment
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Revel, Linda Foxworth. "The Historical Development and Demise of the University of Plano." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332428/.
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The University of Piano was a private, liberal arts college with a campus in Piano, Texas and an extended campus in Frisco, Texas. The University was incorporated in 1964 under the original name of the University of Lebanon. Classes began in temporary space in downtown Dallas in 1964 and continued on its campuses in Piano and Frisco until the summer of 1976.
The University of Piano was comprised of two separate schools within the University: the School of Developmental Education and the Frisco College of Arts and Sciences. This study explores the curricula of both schools and the students and faculty who participated in both programs. This study focuses on the establishment, development and final closing of a wholly privately supported university which accepted both traditional college students and students whose basic academic skills or neurological development prevented their acceptance into traditional college programs. It addresses the history of the University, the roles of its leaders, and the lasting effects of its programs.
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Skaff, Danielle. "Innovation et réforme de l'enseignement supérieur au Liban." Thesis, Reims, 2019. http://www.theses.fr/2019REIME002/document.
Full textAbstract:
L’évolution de la mission de l’université à travers les années a conduit plusieurs pays à entreprendre d’amples réformes au niveau de leur système d’enseignement supérieur, afin de contribuer davantage au développement économique et social.Ainsi, il semble inévitable de faire l’état des lieux de la gouvernance universitaire au Liban et de son apport à l’enrichissement de l’environnement des affaires. D’où, la question principale de notre recherche : quels modèles pertinents de gouvernance les universités privées libanaises doivent-elles adopter en vue d’une meilleure insertion professionnelle ?Sachant qu’il n’existe qu’une seule université publique au Liban, notre méthodologie a consisté donc à évaluer les pratiques actuelles de gouvernance de deux universités, l’une suivant un système francophone, l’autre anglophone, à faire un benchmark, à mener des enquêtes et des entretiens afin de distinguer les meilleurs pratiques de gouvernance qui pourraient contribuer à l’amélioration de l’insertion professionnelle.Nos résultats montrent que même si les universités au système anglophone apparaissent plus performantes que les francophones, cependant toutes les universités libanaises se caractérisent par des insuffisances notables en matière de dispositifs de gouvernance.En conclusion, dans un contexte assez complexe et inhabituel, où la politique, le confessionnalisme et la corruption règnent, notre étude montre l’incapacité d’adopter un seul modèle adéquat de gouvernance à toutes les universités, mais plutôt proposer une meilleure pratique des mécanismes de gouvernance. Nous avons ainsi formulé des recommandations aux parties concernées et manifesté des souhaits visant le gouvernement afin d’aboutir à une meilleure insertion professionnelleThe evolution of the university's mission over the years has led many countries to undertake far-reaching reforms in their higher education system to further contribute to economic and social development.Thus, it seems inevitable to take interest in the university governance in Lebanon and its contribution to the enrichment of the business environment. Hence, the main question of our research: which relevant models of governance should Lebanese private universities adopt in order to improve professional integration?Knowing that there is only one public university in Lebanon, our methodology consisted in evaluating the current governance practices of two universities, one following a Francophone system, the other Anglophone, benchmarking, conducting surveys and interviews in order to identify the best practices in governance that could contribute to the improvement of the employability.Our results show that even though universities with the Anglophone system appear to perform better than the francophone ones, however, all Lebanese universities are characterized by significant weaknesses in terms of governance arrangements.In conclusion, in a rather complex and unusual context, where politics, sectarianism and corruption reign, our study shows the inability to adopt only one adequate model of governance for all the Lebanese universities, but rather to propose a better practice of the mechanisms of governance. We have made recommendations to the concerned parties and expressed wishes to the government in order to achieve a better professional integration
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Abou-Samra, Myriam. "Analyse d'interactions verbales dans des cours de DNL dans les écoles de l'UNWRA (Liban) : Pratiques explicatives et enseignement des disciplines scientifiques en langue étrangère." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030155.
Full textAbstract:
Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiquesThis research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction
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Nimer, Maissam. "La construction des inégalités sociales dans le système éducatif au Liban : étude de cas d'un groupe de boursiers dans une université d'élite." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV039/document.
Full textAbstract:
Cette thèse porte sur le processus de construction des inégalités sociales à travers le système éducatif dans le contexte libanais. Elle met en évidence la place occupée par différents types d'appartenances et de contextes sociaux dans l'accès à l’école et certains enjeux spécifiques à la société libanaise.À partir de l’étude d'un dispositif de bourses, financé par une agence internationale d’aide au développement, qui sélectionne des étudiants de milieu modeste et leur permet de les inscrire dans une université privée, cette recherche s’intéresse à la construction des dispositions à la « réussite » à travers diverses instances de socialisation à l'école et à l'université, qui déterminent la manière dont les étudiants boursiers se saisissent de la chance qui leur est offerte pour s'élever sur l'échelle sociale. Des entretiens semi-directifs auprès des étudiants, enseignants et responsables, des analyses de documents et des observations participantes ont été réalisées pendant quatre années au sein de l'université d'accueil.Nos résultats montrent que les dispositions construites avant l’accès à l’université sont le produit des trajectoires différenciées par le volume de capital scolaire ou culturel détenu par la famille, la stabilité financière de la famille, le rapport aux valeurs traditionnelles ou religieuses et l'origine géographique. Les pratiques et les dispositions familiales, socialement et culturellement situées, transmises à l’individu, sont confrontées à l’université à d’autres modes de socialisation. Une fois à l'université, ces dispositions se transforment en inégalités dans la manière dont les individus répondent aux attentes normatives du dispositif de bourses. Il ressort de ces vagues consécutives de socialisations, différents profils de boursiers mettant en lien le contexte dans lequel l'individu a grandi et été socialisé et la manière de vivre le parcours universitaire et de se construire des projets d'avenir.L’intérêt du cas étudié est de mettre en lumière certains enjeux spécifiques à la société libanaise, tout en déconstruisant quelques idées préconçues sur les déterminismes religieux ou communautaires entre autresThis thesis explores the construction process of social inequalities through Lebanese education system and demonstrates the role of different social affiliations or contexts in access to education within the Lebanese society. Through the case study of a scholarship program, financed by an international development agency which selects students from underprivileged backgrounds and gives them access to a private university, it looks into the ways in which individuals construct dispositions to "success" through several instances of socialization at school and at university which in turn determines the way they seize this opportunity to climb the social ladder. The results of this study are based on data obtained through semi-structured interviews with students, teachers and supervisors, student files and participant observations within the host university over four academic years.My results show that dispositions constructed before entering university are the product of trajectories differentiated by volume of family’s cultural capital, its financial stability, its relation to traditional or religious values and its geographical origin. The practices and dispositions of families appear to be socially and culturally centered, transmitted to the individual, and followed by other types of socializations at university. Once at university, these dispositions were transformed into inequalities through individuals’ reactions to normative expectations of the scholarship program. Different profiles of students emerge from these consecutive waves of socializations, linking the context in which an individual was socialized to the way he/she experiences university and constructs future plans.The key contribution of this study is to shed light on certain challenges specific to the Lebanese society, whilst deconstructing preconceived ideas on determinisms based on religious and confessional belonging among others
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Ghosn, Racha. "De la conceptualisation de la compétence à sa modélisation didactique : vers une approche par compétences pour l'enseignement du français au Liban." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30088/document.
Full textAbstract:
La notion de compétence et l'approche par compétences constituent une véritable préoccupation pour les différents systèmes éducatifs. L'introduction de l'enseignement et de l'apprentissage fondés sur les compétences constitue le noyau et la base des projets de réforme actuels pour adapter les écoles aux besoins de notre temps. L'APC met en relief la capacité de l'élève d'utiliser ce qu'il a appris à l'école dans des situations de la vie quotidienne. L'objectif premier de notre recherche consiste à étudier l'impact de l'introduction de l'APC sur le système éducatif libanais et la possibilité d'adapter cette approche au sein des écoles libanaises publiques. Pour ce faire, l'idée d'un projet d'un curriculum est mise en place, fondée sur une APC compatible avec les conditions d'enseignement au LibanThe concept of competence and the approach by competence constitute a genuine preoccupation of different educatifs systems. The introduction of process teaching and learning based on competences is the core of reforming projects required by the schools to adapt to the contemporary needs. The approach by competence accentuate the skills of student to practice whatever he learned at the school in his everyday life. The essential objectif of this study is to analyze the effect of the introduction of the approach by competence on the Lebanese educatif system and the possibility to adapt this approach in the Lebanese public schools. Thus, to achieve our goal, a Curriculum based on the approach by competence compatible with the Lebanese conditions of teaching been established
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Raya, Katia. "Réseaux sociaux et communautés en ligne dans le paysage universitaire libanais (2018-20)." Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUL107.
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Pour faire face aux défis et la forte concurrence d’aujourd’hui, l’enseignement supérieur s’est tourné vers la stratégie de communication sur les réseaux sociaux en vue de fidéliser leur public, améliorer leur réputation et renforcer les relations avec la communauté à travers des niveaux d’engagement plus élevés. L’enjeu de cette thèse est d’appréhender cet engagement de la communauté universitaire sur les réseaux sociaux. La recherche s’intéressera dans un premier temps à l’étude des concepts clés reliés à son objectif, à savoir, l’engagement, la communauté et les médias sociaux. Des études empiriques quantitatives et qualitatives seront mises en œuvre par les méthodes du questionnaire et du data mining. Les résultats statistiques, l’analyse du contenu et la détection des communautés ont permis de comprendre le rôle que joue la stratégie contenu et l’impact du profil communautaire sur les niveaux d’engagement sur les publications créées par les principaux établissements d’enseignement supérieur au LibanTo face the challenges and strong competition of today, higher education has turned to the strategy of communication on social networks in order to retain their audience, improve their reputation and strengthen relations with the community through higher levels of engagement. The aim of this thesis is to understand this engagement of the university community on social networks. The research is initially interested in the study of key concepts related to its objective, namely, engagement, community and social media. Quantitative and qualitative empirical studies will be implemented using questionnaire and data mining methods. Statistical results, content analysis and community detection helped to understand the role of content strategy and the impact of community profile on engagement levels on posts created by major higher education institutions in Lebanon
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Lassalle-Gharios, Jocelyne. "La rencontre de l'enfant libanais avec le livre : entre littérature pour la jeunesse française et francophone." Thesis, Artois, 2011. http://www.theses.fr/2011ARTO0006/document.
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Bien qu’arabophones, c’est en français que les enfants lisent principalement, langue qui est également, pour la majorité d’entre eux, celle de l’enseignement. Les éditeurs libanais francophones ne proposant qu’une production extrêmement réduite, les enfants vont devoir se tourner vers des romans français dont ils ne sont pas les destinataires premiers. Pour eux, se pose alors la question de la réception de ces romans où il leur sera difficile de se retrouver sachant que ces livres tournés vers la contemporanéité, donnent à voir la réalité sociale d’un monde qui n’est pas le leur.Aménagée en trois parties, la thèse apporte d’abord un éclairage sur certains particularismes culturels, linguistiques et éducatifs constitutifs de l’identité libanaise. Pour mieux comprendre le rapport des enfants avec la lecture, les productions des éditeurs francophones de jeunesse sont présentées ainsi que les structures publiques, privées ou associatives qui permettront la rencontre avec les livres. La seconde partie se concentre sur la réception par les enfants libanais du paratexte et de l’incipit d’un corpus de romans français destinés aux 8/11 ans. Cette analyse explicite les stratégies de séduction privilégiées par les éditeurs et les auteurs français. La troisième partie présente la production éditoriale des fictions francophones destinées au marché scolaire ainsi que les particularités de leur forme d’écriture. Le traitement fictionnel de certaines représentations sociales dans des titres français et libanais francophones est ensuite abordé comme les rôles parentaux, l’éducation, la mort et la guerre, dans les romans ayant le Liban comme thématiqueDespite speaking Arabic as their mother tongue, it is French that children mostly read, obviously because French is - for the majority of them - the medium of instruction. However, Lebanese publishers of French-speaking books offer a very narrow selection, hence the children’s turning to French novels whom they are not the first recipients. But how do these children receive such novels? It would be difficult for them to identify with these modernity-oriented-books that portray the social reality of a world that is not theirs. This threefold-thesis first provides insight into a number of specific cultural, linguistic and educational constituents of the Lebanese identity. And to better understand the relationship between children and reading, the first part presents the productions of French-speaking publishers of youth novels, along with public, private and other community facilities that organize “book encounters”.The second part studies the Lebanese children’s reception of the paratext and the incipit of a corpus of French novels written for the 8/11 year olds. This analysis explains the strategies of appeal favored by French publishers and authors.The third part describes the editorial production and specific writing style of Lebanese French-speaking fiction intended for the school market. The fictional approach of some social representations in French and Lebanese French-speaking books is then tackled, such as parenting, education, death and war in Lebanon- themed novels
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Chamoun, Maroun. "Une éducation à la paix au Liban : les projets d'innovation éducative des établissements scolaires maronites. Étude menée dans les écoles du Caza de Baabda." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR023/document.
Full textAbstract:
Cette thèse porte sur le rôle des projets d’innovation éducative des établissements scolaires maronites dans la promotion de l’éducation à la paix au Liban.L’objectif de notre recherche est d’établir la possibilité d’une éducation à la paix à travers la vision de l’Église maronite traduite dans les textes synodaux, les projets éducatifs et les projets d’établissement et leur mise en œuvre dans les écoles maronites, ainsi qu’à travers l’intériorisation des différents aspects de la paix par les élèves et la transférabilité de cet acquis dans leur comportement.Notre cadre théorique s’appuie sur les cinq modèles de l’éducation à la paix de Harris et Morrison (2003). Nous avons ajouté un sixième modèle, l’éducation à la compréhension mutuelle et au dialogue.Dans le but de vérifier les hypothèses et de répondre à la problématique, la recherche empirique repose sur une analyse des textes synodaux maronites et sur une enquête menée dans des écoles secondaires maronites du caza de Baabda auprès des chefs de ces établissements et des élèves du cycle secondaire.Pour ce faire, nous avons créé l’Ep-mètre, soit un instrument de mesure du niveau de l’éducation à la paix dans les établissements scolaires. Cet instrument nous a aidé à analyser les textes synodaux, les contenus des entrevues avec les chefs d’établissement et les données statistiques issues des questionnaires adressés aux élèves du secondaire. Les résultats de notre recherche ont montré que les projets d’innovation éducative des établissements scolaires maronites contribuent partiellement à promouvoir l’éducation à la paix. C’est pourquoi les écoles maronites au Liban pourraient revoir leurs pratiques éducatives à la lumière des six modèles de l’éducation à la paix, afin d’aider les élèves à intérioriser les différents aspects de la paix et à transférer cet acquis dans leur comportement. La thèse incite enfin les établissements scolaires maronites à : relire les textes synodaux pour être fidèles à la vision de l’Église maronite ; revoir leurs projets éducatifs et surtout leurs projets d’établissement en vue d’être cohérents avec les six modèles de l’éducation à la paix ; former les enseignants en vue d’orienter les cours et les activités vers la promotion des six modèles de l’éducation à la paixThis thesis focuses on the role of innovative educational projects done at the maronite schools in order to promote peace education in Lebanon.The aim of our research is to establish the possibility of peace education peace education through the vision of the Maronite Church translated into synodal texts, the educational projects and establishment projects as well as their application at maronite schools, and the internalization of different aspects of peace by students along with the demonstration of this acquisition in their behavior.The conceptual framework of the research is grounded on the five models of Peace Education by Harris and Morrison (2003). A sixth model, the mutual understanding and communication education was added.In an attempt to verify the hypotheses and answer the research question, an analysis of maronite synod texts was administered, and a study was made in maronite schools in the Caza of Baabda, where school directors were interviewed and secondary students were surveyed. To analyze the data, the "Ep-meter", a Peace Education measurement tool for schools, was created. This tool helped interpret the synod texts, the results of the interviews, and the statistical data collected from the students.The results of the study revealed that the innovative projects administered at maronite schools partially contributed to the promotion of Peace Education. Hence, in light of the six Models of Peace Education, maronite schools in Lebanon must reconsider their educational practices to help students acquire the different aspects of peace and apply them.Finally, the thesis encourages the maronite schools to: reread the synod texts in order to be faithful to the vision of the Maronite Church; review their projects and especially the educational and establishment projects in order to become coherent with the six Models of Peace Education; train teachers develop their classes and activities in the light of the six models of Peace Education
تتناولُ هذه الأطروحةُ دورَ مشاريع التّجديد التّربويّة الخاصّة بالمؤسساتِ المدرسيّةِ المارونيّةِ في تعزيزِ التربيةِ على السلام في لبنان.يهدفُ البحثُ الذي قمنا به، من جهةٍ، إلى دراسةِ مدى ملاءمةِ مشروعِ التربيةِ على السلامِ، مع توجّه الكنيسة المارونيّة المُجسّد في النّصوص المَجمعيّة وفي المشاريع التعليميّةِ وتلك الخاصّة بالمدارسِ، ومن جهة أخرى يهدفُ البحثُ إلى دراسة مدى استيعاب التلامذة مُختلف أوجه السلام ومدى تجليّ هذه الأخيرة في تصرّفاتهم.يعتمدُ إطارُنا النظريُّ، بشكلٍ أساسيٍّ، على النماذجِ التربويّةِ الخمس الخاصّة بالباحثين التربويّين هاريس وموريسون (2003). كما وقمنا بإضافة نموذج سادس يختصّ بالتربية على التفاهم المتبادل والحوار.وبهدفِ إثباتِ صحّةِ الفرضيّاتِ والإجابةِ عن الإشكاليّةِ المُقترحةِ، تضمّن البحث العلميّ تحليلًا للنّصوص المجمعيّة المارونيّة كذلك للدراسة التي أُجريت مع مدراء المدارس الثانويّة المارونيّة الواقعة ضمن نطاق قضاء بعبدا ومع تلامذة أقسامها الثانويّة.وللوصول إلى هدفنا، كان لابدّ من ابتكار أداة أطلقنا عليها اسم "ميزان التربية على السلام" (Ep-mètre) وذلك كمعيار يساعدنا على قياس مستوى التربية على السلام في المؤسسات المدرسيّة. ساعدتنا هذه الأداة المُبتكرة في تحليل النّصوص المجمعيّة ومضامين لقاءاتنا مع مدراء المدارس والمعطيات المُستشفّة من البيانات التي ملأها تلامذة القسم الثانويّ.أظهرت نتائج بحثنا أنّ المشاريع التربويّة المُبتكرة المُعتمدة في المؤسسات المدرسيّة المارونيّة تُساهم بشكلٍ جزئيّ في تعزيز التربية على السلام. لذلك يجب على المدارس المارونيّة في لبنان إعادة النظر في ممارساتها التربويّة على ضوء مضامين النماذج الستّ للتربية على السلام بهدف مساعدة التلامذة على استيعاب أوجه السلام المختلفة وبالتالي تجسيدها في تصرّفاتهم
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Marshall, Paul A., and John Vriend. "Perspective vol. 7 no. 5 (Oct 1973)." 2013. http://hdl.handle.net/10756/251215.
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Tabet, Marwan E. "The role of the principal in Catholic schools in post-war Lebanon." Thesis, 1998. http://hdl.handle.net/10500/16164.
Full textAbstract:
In the past, Catholic schools have made a significant contribution to educational provision in
Lebanon. In the restructuring of society in post-war Lebanon, Catholic schools are called on to
continue to provide academic excellence. To meet this need, principals of Catholic schools are
challenged to provide instructional leadership and manage schools effectively.
Against this background, this study explores the Catholic school principal's role with regard to
its management and leadership capacity. A literature study investigates theories of management and
leadership as applied to the principal. An overview of the Catholic school system in
Lebanon is given against the backdrop of historical, social, political and economic factors. The
role and tasks of the Catholic school principal are examined with particular focus upon the unique
spiritual dimension of the role. From this theoretical and descriptive base, the research design
is described. A qualitative investigation of the principal's role was conducted.
Data gathering was done by means of an preliminary questionnaire, individual interviews and a focus
group interview as well as participant observation in a Catholic school in Lebanon. The interviews
explored the themes of management and leadership as experienced by a small sample of
principals of Catholic schools. Data was analysed, discussed and synthesised. Significant
issues discussed included management topics such as delegation, strategic planning, time
management, financial management and the evaluation and staff development of teachers; leadership
topics comprised vision, mission, faith formation, and school culture.
The findings provide a basis for a recommended profile and model for the Catholic school principal.
The study suggests that the future effectiveness of the principalship rests upon the clear
conceptualisation and implementation of both management and leadership functions. In the light of
this, the present formation and training of the principal may fall short in meeting the
increasingly complex demands of Lebanese Catholic schools. Without strong endorsement and training
for educational management and leadership principals in Catholic schools could face a precarious
future. Further research and management training and formation is needed to lead Catholic school
principals into a steadfast future.Educational Leadership and Management
D.Ed. (Educational Management)
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Ferguson, Susanna. "Tracing Tarbiya: Women, Education, and Childrearing in Lebanon and Egypt, 1860-1939." Thesis, 2019. https://doi.org/10.7916/d8-f5xq-7w92.
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“Tracing Tarbiya” is a feminist conceptual history of education and upbringing as they were articulated by intellectuals writing in Arabic between the last decades of the Ottoman Empire and the outbreak of the second World War. It focuses on women writers raised in the educational crucible of Beirut and Mount Lebanon who moved to Cairo and Alexandria around 1900 to become theorists of tarbiya, an old Arabic word for cultivation and upbringing that came in the nineteenth century to refer to new structures of formal schooling, new pedagogies, and the feminized labor of childrearing, moral cultivation, and subject formation in the home. Through the work of these writers and others, the concept of tarbiya moved across gender, geography, and sect to enable new political imaginaries: upbringing became the way to shape men and women fit for representative politics, to produce an Arab world capable of facing rising European power, and to refashion Muslim, Christian, and European intellectual traditions for a new age.
"Tracing Tarbiya" makes three main arguments. First, while scholars have highlighted the ongoing importance of affective and embodied practices of subject cultivation within the Islamic tradition, this story shows how new pedagogies based around affect and embodiment captivated both Christians and Muslims between 1860 and 1939. Second, this work traces the ongoing power of discourses about motherhood and childrearing to show how writers in Beirut, Cairo, and Alexandria came to identify tarbiya as the foundation of successful reform, making women, children, and the family into a primary site for political argument and action. Finally, “Tracing Tarbiya” puts gendered discourses about upbringing at the center of the history of representative governance in the Arab world, proposing that a non-Western political concept might help us to better understand the disjuncture between the promises of representative democracy and its actual outcomes in Egypt, Lebanon, and beyond. By adopting conceptual history methods, it shows how debates about tarbiya identified women's capabilities as childraisers as a way to bridge two contradictions central to actualizing liberal political ideals: first, the contradiction between legal equality and human difference, and second, the tension between the promises of mass politics and the desires of reformist elites.
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Younes, Rayya. "The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007." Thesis, 2013. http://hdl.handle.net/1969.1/149374.
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The present study is divided into two parts. The first part examines the performance of Lebanese students in public and private schools in Lebanon in 8th grade using the TIMSS 2007 data. The effects of students’ dispositions and teacher characteristics on the performance of students in public and private schools are also studied. Results indicate that private school students in Lebanon perform better than public schools students in each mathematics content and cognitive domain in TIMSS 2007. Having a positive affect towards mathematics is positively related to students’ achievement in both public and private schools. Self-confidence has a positive relationship to students’ achievement too in public and private schools; and the relationship is stronger in private schools. Most of the teacher characteristics have little or no relationship to students’ achievement except for teachers’ age and teachers’ gender. On average, students with older teachers and female teachers usually perform better.
The second study examines the mathematics performance in TIMSS 2007 of 8th grade students in seven Arab countries: Bahrain, Egypt, Jordan, Lebanon, Saudi Arabia, Syria, and Tunisia. The effects of positive affect towards mathematics, valuing mathematics, self-confidence in learning mathematics and some teacher characteristics on mathematics achievement are studied for each country. The results show that Data & Chance and Number are two mathematics content areas in which most of the seven countries have weaknesses. Some of the countries performed better in Reasoning than in Knowing or Applying. In all the countries, positive affect towards mathematics, valuing mathematics, and self-confidence were positively related to students’ mathematics performance. Neither teacher age, years of experience, degree, nor certification had any noteworthy relationship with students’ achievement in all seven countries. Students with female teachers scored better than students with male teachers in Bahrain and Lebanon. In the other countries, students with female teachers and students with male teachers had similar performances. Policy makers should find ways to increase students’ positive affect towards mathematics, how much students value mathematics, and students’ self-confidence in learning mathematics.
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Corrigan, Sean. "Beyond provision : a comparative analysis of two long-term refugee education systems (India, Lebanon)." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362480&T=F.
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