Erasmus+ Capacity Building for Higher Education Project ... · Erasmus+ Capacity Building for...

Erasmus+ National Erasmus+ Office - Lebanon 1

Erasmus+ Capacity Building for Higher Education

Project Representatives Meeting

27-28 January 2016, Brussels (Belgium)

Impact of the Tempus programme in Lebanon

Aref Alsoufi, National Erasmus+ Office, Lebanon


• General context

• Specific context of Lebanese Higher Education

• Tempus in Lebanon: Facts and figures

• Tempus in Lebanon: Impact

• Good practices

• Lessons Learned

Outlines


• Small country of around 4 million people with an area of around 10 000 km2

• Free economy based on services, banking, tourism, media, light industries, health care, HE and Int’l aids

• Religious and cultural diversity (17 religions, many languages spoken…)

• Political instability (special democracy…)

• Country of contradiction (luxury living standard, corruption….)

General Context


• Public/Private

• Freedom of HE guaranteed by the Constitution

• Geographically concentrated in Greater Beirut

• No gender issue

• Multidimensional diversity (history, language, system, social and religious…)

• Foreign affiliated universities

• Openness to international cooperation

• Dynamic and prosperous

Specific context of Lebanese HE

2002 2015

Total HEIs 35 47

Universities 18 35

Colleges/Institutes 14 9

Institutes of religious studies

3 3

Students 125 000 191 000

Public/Private 53% in public 37% in public

Gender Female ratio 55% 56%

Foreign students 9% 11.5%


Lebanese HE Facts and figures


Lebanese HE - Challenges

• Expanding sector: decline public/rise private

• Governed by an outdated law (1961)

• No guiding national strategy

• Highly politicised Lebanese University

• Quality and QA issues

• No National Qualifications Framework

• Chaotic implementation of Bologna

• High competition and lack of cooperation

• High rate of unemployment among graduates

• Syrian refugees


TEMPUS in Lebanon - Figures

5 managed by Lebanon when this option was introduced in Tempus IV

22 HEIs involved + 20 partners from the non academic sector

58projects

43 JP

15 SM

17 National

41 Multi


TEMPUS in Lebanon – domains covered

Micro-financeUrbanismeTourismeL’interculturel

BiodiversitéITEducation spécialiséeEcoles doctorales

Ingénierie et ingénierie renouvelableAgro food

Chirurgie facialeCapacités institutionnellesGovernanceQuality AssuranceServices aux étudiantsAircraft maintenanceManagementLeadershipInternationalisationUniversity finance

Civic engagementNeuroscienceEntrepreneurshipSustainable developmentEmployabilityLLLEducationSupport to researchGreen EngineeringApprentissage à distance

Cilmate changeTuningOrgan donationOpen source softwareAgricultureHighway and Traffic engineering….


• EU programmes as an omnipresent reality in LHE

• Common language of reform (QA, NQF, Employability, University-

Enterprise cooperation, Teaching & Learning issues, Bologna

principles (LMD, ECTS), Joint/Multiple degrees, Recognition)

• Cooperation at national level between competitors

• Openness to a new international dimension

• Cooperation at regional level

• Capacity building at 22 HEIs

• Curricular reform

• Structural reform

• New relationships with society

TEMPUS in Lebanon – Impact


0

5

10

15

20

25

30

35

Number of Projects by EU countries


0

5

10

15

20

25

30

Morocco Egypt Jordan Tunisia Algeria Syria Palestine Libya

Number of Projects by Regional Countries


• Quality Assurance (QAHEL, LEPAC, AQSUL, TLQAA)

• University-Enterprise cooperation (FOST, SF-HEAT, DEFI, ADIP, EU-MILL)

• Student services (MEDAWEL, VIETUD)

• Internationalisation (Bird, TIES, MIMI)

• Employability (SEMSEM, OIPULES, DEFI, PACOME)

• Equipment of high tech: SF-Heat, FOST, ICOSE

• Use of new technologies in teaching & learning

Courses by visio-conferences

Online joint professional diploma (PROGREEN)

eLearning courses

• Edgy fields impact (TransMedEAST, EMPODaT, SLACE, OSSCOM, CLIMASP, HiT4Med)

• HERE (QA law, new law for HE, 5 national events and 1 international)

TEMPUS in Lebanon – Main areas of intervention


Involvement of a large number of LHEIs and personnel20 partners = 12 LB (10+2) + 8 EU (5+3)

Ministry of EducationAnd Higher Education

TLQAA: Towards Lebanese Quality Assurance Agency



Main outcomes

• 9 standards for external QA defined• 40 experts trained on institutional evaluation• Pilot self-study reports drafted and pilot external evaluation

conducted to 5/6 universities…• A trilingual Guide on the Design of an Evaluation

Agency for QA in HE published


SFHEAT: Sustainable Framework –HE Aeronautical Technologies

Main outcomes

• Professional diploma (DUT) in AMT • EASA Part66 certified modules developed and put on-line• 3 Training centers compliant to EASA standards• Highly sophisticated equipment purchased and installed

Involvement of a large number non academic partners5 from Lebanese aviation industry and 3 from EU


SFHEAT: Sustainable Framework – HE Aeronautical Technologies


OIPULES: Orientation et Insertion Professionnelle dans les Universités du Liban, de l’Égypte et de la

SyrieInvolvement of 6 universities from Lebanon and 5 from EG, SY

Main outcomes

• Job national referential in Sciences, Management and Finance (400 jobs fiches listed with testimonies from business sector)

• Platform of double entry (jobs/study programme)

www.bokrajobs.org

http://www.bokrajobs.org/


Joint/Dual Professional Graduate Diploma and Professional Degree in Green Technologies

Main outcomes

• 3 fields: Sustainable energy, Water conservation, Green buildings

• Lifelong learning aspect

• Professional diploma

• On-line mode of delivery

• Fully joint diploma involving 3 universities


Pro-Green Students

90% of students have never participated in online learning before!”

Students are spending 5-7 hours per week on each course”

More than 70 registered students

29 faculty members ( AUB, AUC, LAU)

27 different courses delivered

Current Registered Students reside in:• Lebanon

• Egypt

• U.A.E

• K.S.A

• Spain

• Other

Erasmus+ National Erasmus+ Office - Lebanon

Pro-Green Joint Diploma

21


At institutional level

• More real capacity building

• More Visibility across the different components and bodies of the institution

• More ownership from institutions (top level involvement)

• Projects should serve the strategy of the institutions

• Multiplication effect

• Students involvement

TEMPUS in Lebanon – Lessons Learned


Beyond institutional level

• Projects more relevant to the country and more responsive to its needs and challenges

• Cooperation should be sustainable leading to concrete and durable results (WHEEL, ARLENE…)

• Joint projects should be developed into strategic alliances (student/staff mobility and exchange, Joint/Multiple degrees, Mutual recognition)

• Synergies with other projects

• One more challenge: BIG V SMALL universities

TEMPUS in Lebanon – Lessons Learned


Thank you

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