Basic Education in Lebanon: Rapid Education and Risk Analysis and Social Inclusion Analysis (RERA+SI)

The country context is characterized by a protracted refugee crisis, with over 1 million registered refugees, and a fragile national education system. The education system in Lebanon is formal, with a focus on cycles 1 and 2, which cover primary and lower secondary education. The general curricular aims of these cycles emphasize the development of critical thinking, problem-solving, and communication skills. The education system in Lebanon is governed by the Ministry of Education and Higher Education, with a focus on ensuring access to education for all children, including refugees. However, the system faces significant challenges, including a shortage of qualified teachers, inadequate infrastructure, and limited resources. The curriculum design and development process is complex, with a focus on ensuring that the curriculum is relevant, inclusive, and responsive to the needs of all learners. The QITABI 2 program, funded by USAID, aims to improve the quality of basic education in Lebanon. The program focuses on improving teacher professional development, curriculum design and development, and school management. The program also aims to address the needs of vulnerable children, including refugees, and to promote social inclusion and equity in education. The program's methodology includes a desk review of existing literature and policies, as well as primary data collection through surveys and interviews with teachers, students, and parents. The findings from the primary data collection indicate that teachers face significant challenges, including limited access to digital technology and inadequate training. The program also identifies the need for improved curriculum design and development, as well as more effective school management practices. The program's conclusions highlight the need for a more comprehensive approach to education in Lebanon, one that addresses the needs of all learners, including refugees and vulnerable children. The program also emphasizes the importance of improving teacher professional development, curriculum design and development, and school management. The program's findings are aligned with the INEE Minimum Standards, which emphasize the need for a safe, inclusive, and equitable learning environment. The program identifies four key risk sources that threaten the quality of education in Lebanon: lost learning, post-trauma stress among children and parents, exclusion and marginalization of teachers, and exclusion of vulnerable children in learning. The program's recommendations emphasize the need for a more comprehensive approach to education, one that addresses these risk sources and promotes social inclusion and equity in education.