Lebanon’s 2011 ICT education reform strategy and action plan: Curriculum success or abeyance

Ghada Awada,Hassan Diab,Kris Gritter

doi:10.1080/2331186x.2016.1245086

Ghada Awada, Hassan Diab + Show 1 more

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https://doi.org/10.1080/2331186x.2016.1245086

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Abstract

AbstractThe purpose of the present study was to investigate the effectiveness of Lebanon’s Education Reform Strategy and Action Plan (LERSAP) set in 2011 as a form of the educational reform the curriculum underwent through focusing on promoting and employing the information communication technology (ICT) tools. The LERSAP was launched to equip teachers with the expertise and competencies adopted to bridge the disparity between the 1997 curriculum guidelines, general and instructional objectives on the one hand and the curriculum implementation, textbooks, and pedagogical practices on the other hand. The general objectives, introductions, instructional objectives, and activities for grades 3, 6, and 9 of the Lebanese English language curriculum were analyzed using the qualitative design implemented to serve the purposes of the study and to build on the approaches that inform about the theoretical/conceptual and empirical literature on education in Lebanon. The findings of the study indicated that the synth...

Highlights

Lebanon’s educational reform strategy and action plan (LERSAP) framework The Lebanese Ministry of Education and Higher Education (MEHE) and the Center for Educational Research and Development (CERD) set the framework of Lebanon’s Education Reform Strategy and Action Plan (LERSAP) in 2011 with technology as the main arm which could equip learners with the knowledge, dispositions, skills, competencies, and proficiency to meet the demands of a digital world (Diab, 2011)
The LERSAP stipulated that the national curriculum reform could comprise embedding the competency-based outcomes that should be achieved to build up a high-quality human capital characterized by problem-solving, inquiry based, creative and cognitive skills
This study presented the inquiry and problem-solving tools and shed light on LERSAP which might ensure the use of the authentic materials in classrooms and improve students’ perceptions toward learning

Summary

Introduction

Lebanon’s educational reform strategy and action plan (LERSAP) framework The Lebanese Ministry of Education and Higher Education (MEHE) and the Center for Educational Research and Development (CERD) set the framework of Lebanon’s Education Reform Strategy and Action Plan (LERSAP) in 2011 with technology as the main arm which could equip learners with the knowledge, dispositions, skills, competencies, and proficiency to meet the demands of a digital world (Diab, 2011). The LERSAP aimed at enhancing learners’ creativity, citizenship and cognitive development and provided a roadmap ensuring the integration of ICT within the Lebanese general education system. The LERSAP was set as the mainstream for the technical infrastructure, digital-age, content-based curriculum, instruction and assessment that could form the integrated complex required to raise the cultural awareness of the Lebanese learners in general. The educational reform set by the MEHE started in 2011 without geographical boundaries whereof participants from different Arab and European countries were invited to collaborate to develop an ICT-based platform which would foster the exchange of experiences on Entrepreneurship Education

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