North Lebanon WonderLand Report 5/8

North LebanonWonderLand Report

5/8

Outline

I. About the Project

II. About the Partners

III. About WonderLand & this Report

IV. Whom Are We Designing For?

V. Wonder Pillars & Findings 1/4.

2/4.

Curriculum Development Process 3/4.

Educator Profile4/4.

VI. Collaborators & Co-creators

What is a Curriculum?

Why and Where of Education

About the Partners

,

This happens through a focusedgroup discussion format of 6participants per group (see figure 1)with the help of dialogue facilitators.

All wonders are structured anddocumented through two maintools: 1) The Dialogue Mat and 2)visuals. The Dialogue Mat (see figure2) is a tool used to collect thewonders of the educators whilemaintaining an interactive dialogue.It fosters a position-freeinstructional and reflective dialoguethat is based on reflectiveprofessional inquiry. Educatorsfreely share their knowledge basedon their intuition, practical wisdom,habitual behaviors, and trial-and-error experiences that happenedback in their classroom. The visuals(refer to figure 3 as an example) aredata collection tools that helpeducators to visualize theirthoughts, reflections, andexperiences.

About WonderLand & this Report:WonderLand aims to collect genuine and authentic needs, wonders,interests, and reflections about people’s vision regarding the Lebanesenational curriculum.

Figure 1

Figure 2

Figure 3

The report summarizes all collected quantitative and qualitativedata gathered through the focused group discussions documentedon the Dialogue Mat and visuals.

The importance of this report lies at the heart of Learning Land'sMethodology. Learning Land aims to not only create a communityof educators, but also co-create solutions, provide accessible research, and impact practices and policies on a school level andnation level. Through accessible research, school-levelpolicymakers, national policymakers, social innovators,researchers, and various practitioners can use this report to driveevidence-based decision-making. Learning Land impact pillars arelisted below.

About WonderLand & this Report:

Teac

hers

Super

visors

Resea

rcher

s

Princip

als

Employers

Spec

ialist

sNGOs

Youth

UnionsMEHE

Parents

Not stat

ed

SDG Advo

cates

30

20

10

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WONDERLANDPARTICIPANTS

54Attendees

5 Team

Members

9Dialogue

Facilitators

54 ATTENDEES:

BACKGROUND

Why and Where ofEducation

This pillar describes what the participants perceive should be the main aimsof the new curriculum. The pillar also describes the successful studentprofile and the values the participants believe students should acquirethrough the curriculum, and why those values and characteristics areperceived to be important.

Aims of the curriculum

Careerdevelopment

Finally, a small number of participants mentioned that the curriculumshould aim to arm students with the knowledge they need to becomecompetitive in the market place. They considered technologicalknowledge as essential.

Personaldevelopment

Societaldevelopment

Participants considered the development of the child to be the primaryaim of the curriculum. They believed that the curriculum should instillvalues in addition to knowledge, where both play a role for developingthe child into a well-rounded human being. They considered raisingcritical awareness and promoting agency as main outcomes of asuccessful curriculum.

Participants also linked the curriculum with societal change anddevelopment. They claimed that the curriculum should providestudents with the knowledge, skills, and drive towards improving theirsociety, leading to change and improvement at the national level.

Top 6 Values the curriculum should promote:

RespectAcceptanceReligious

Additional learning venuesNature

GardensReligious venuesHome

Kitchen

Participants were asked about their thoughts regarding social venues, in addition toschools, where those values could be acquired and further promoted which will aid inthe construction of the student profile they seek. The following venues were the mostmentioned and are placed in order. Unfortunately, participants did not make explicit thelink between the venues and the values they believed would be promoted.

Successful student profile

Why and Where ofEducation

Self a

ware

Succ

essfu

l

Perse

veran

t

Happy

Strong p

erso

nality

Decisio

n mak

er

Indepen

dant

Responsib

le

5

4

3

2

1

0

MarketsCare facilities

OrphanagesElderly homes

Art facilities and theaters

LovingIntegrityCooperative

Researchers’ Insights:

A larger number of participants considered societal and personaldevelopment as the main aim of the curriculum. This could beattributed to the prominence of social values especially in rural areas.This reflects in the student profile and additional learning venues theparticipants highlighted.

What is a Curriculum? We aimed to explore how participants perceived andunderstood curricula by asking them “what is acurriculum?”

After going over their answers within the focus groupdiscussions, the participants’ answers were groupedunder two main themes:

2.1 Curriculum as a Development Process

2.2 Curriculum as a Design

The first theme is the curriculum development process which encompassesthe overarching curriculum aims, goals, vision, and philosophy that guidethe curriculum developers in what to consider during the developmentprocess.

ObjectivesLearning ExperiencesContentEvaluation

The second theme is curriculum design which encompasses thecomponents of a curriculum. These components aid the curriculumdevelopers to break-down the design of the curriculum. These componentsare themed under four titles:


2.1 Curriculum as a Development Process

Develops student capacity / allows the student to developBuilds personal knowledgeDiscovers and develops each student's capabilities and promotes his or herambitions and hopesIncludes specialization orientation according to abilitiesBuilds characterBuilds a cooperative human beingTouches the student's interestsStrengthens skillsStrengthens the characterEmbraces creative studentsUnleashes student creativityPromotes learner's self developmentBuilds personalitySearches for human advancementBuilds a educated human beingIncludes a whole human being holistic approach

It is adopted by the state to standardize education in the schools of the countryas a whole.It is the embodiment of society's goal and aspirations.It attempts to unite.

2.1.1 Student Goals. When answering “what is a curriculum?”, participants associatedthe question to student goals. Some of the participants’ ideas were:

2.1.2 Curriculum Goals. When answering “what is a curriculum?”, participantsassociated the question to curriculum goals. Some of the participants’ ideas were:

The curriculum development process was themed under three sub-goal categoriesthat the curriculum developers could look into while designing the curriculum. Thesecategories are: student, curriculum, and planning goals.


Educational, cultural, and religious plansDrawn planA Plan/ Written plan/ Action planEducational planPlanned strategies to reach the goal

2.1.3 Planning Goals. When answering “what is a curriculum?”,participants associated the question to planning goals. Some of theparticipants’ ideas were:

2.2 Curriculum Design Components

Curriculum design components are considered the essential components that make upthe curriculum. These components were divided into four categories: objectives,learning experience, content, and evaluation.

2.2.1 Objectives: The participants expressed that the curriculum should be designedbased on a specific set of objectives, goals, outcomes, and competencies.

Problem solvingBrainstorming Concept mapsLaboratory and applicationActive and new learning methodsDiversity in teaching methods

2.2.2 Learning Experience: Curriculum Learning Experience is defined as how thecurriculum is being delivered. Answering "what is a curriculum?", participants believedthat the learning experience could be delivered through different teaching strategies, teaching environments, and teaching tools.

Teaching Strategies:


Provides the appropriate place to teach each subjectCreates a close relationship between the student, the teacher, and the schoolCreates connections to real life Creates experiences organized inside and outside the schoolProvides arrangement of mental reasoningAllows for dynamic interactionsFacilitates activities within the school and within the educational community thatlead to positive changeIncludes activitiesIncludes a theater (for personal development)Includes activities for behavior modification

BooksApplicationsTechnology Interactive softwareTeaching aids / materialsA tool to bring about a desired change in the student's behaviorDevelopment toolEducational booksDemonstration tools

Teaching Environment:

Teaching Tools:


Participants were asked to share their thoughts regarding the content that should bedelivered through the new curriculum. The purpose of this question was to discoverwhether the participants possessed a different take than what is currently being appliedas what is considered essential in terms of knowledge and learning outcomes. Theparticipants contributed by discussing subjects and skills, in addition to touching on thevenues that best suit delivering the content. The participants' insights were as follows:

Include electives

Participants stated that students should have a choice in selecting someof their classes. They highlighted high school to be more suitable forelectives, whereas primary levels should provide the basics that allstudents need. Those electives were considered necessary to furtherpromote interests that students have developed, which could help themto make an informed choice regarding their future career.

2.2.3 Curriculum Content: Participants elaborated that the curriculumcontent could include general knowledge, skills, and values. Participantselaborated on the importance of autonomy and independence as skillsthat should be gained throughout the curriculum. Values rangedbetween moral values, religious, and of freedom. They specified thatcurriculum could be delivered based on a subject-matter division.

Traditionalsubjects

Participants reiterated the significance of what was considered astraditional or core subjects throughout the learning journey. Thosesubjects were considered to be: languages, mathematics, and sciences. Some participants stated that the Arabic language should be furtherpromoted. Many participants believed that less time should be granted tothose topics, especially in middle school and high school to allow space toteach life skills and introduce new subjects.


Teach various

skills

Participants stressed the importance of teaching different skills as part ofthe new curriculum. Many participants stated that the new curriculumshould teach 21st century skills, life skills, and technology literacy. Othersubjects that were mentioned dealt with enabling students to learn howto become future leaders who are capable of solving problems, resolvingconflict, and addressing the various environmental problems facing ourplanet as a whole.

Contacthours

Participants observed that there is a need to reconsider the number ofcontact hours according to the cycle the student is in. There seemed tobe a consensus that students spend a long time in classes and that timeneeds to be reduced. Participants believed that the typical school dayshould include no more than 4 contact hours for lower cycles.


Participants acknowledged that the curriculum should go beyondsubject matter and expose students to different soft and hard skillsthey would need later on. Participants advocated for a balancebetween the importance of teaching traditional subject matter whileincluding new innovations.


2.2.4 Curriculum Evaluation:Curriculum evaluation is concerned with the strategies, tools, and tasks to assess itsaims. The following are the people’s perceptions that were categorized under evaluationbased on two major questions in the event: the first question was “what is a curriculum?”and the second question was “how could the new curriculum assess studentscapabilities?”

Assessing What?

Linked to the students’ daily lifeCompetenciesSkillsCreativityDifferent Types of IntelligenceCommunity Service

Focus should be on quality not quantityAssessment should completely shift tobeing a means and not an endShould be adaptable to the currentsocioeconomic challenges in Lebanon Should not be focused on grades

AssessmentStrategies

Assessment Tools & Tasks

Issues in Official Exams

Student-CenteredDifferentiated/IndividualizedResearch BasedPractice-BasedOnline-BasedBrainstormingTeam-Based Lab-Based

TechnologySurveysOral Assessments PortfoliosObservationsCase studiesPresentations Critical Writing

Questions style inofficial exams shouldchange.Official exams shouldbe canceled. Make official examssimple.Brevet exam shouldbe canceled.

Issues inAssesment

Curriculum DevelopmentProcess

This pillar focuses on the process of curriculum development throughreflecting on the participants' knowledge and past experiences of how theLebanese curriculum was developed, the 1997 curriculum in particular, andsharing insights regarding how the process should transpire in the currentreform process.

3.1 - Curriculum Reality in Lebanon Curriculum reality in Lebanon encompasses all realities that the participantsdescribed as the status-quo of the Lebanese curriculum.

3.2 - 1997 Curriculum Development Process The participants' take on the curriculum development process that tookplace in 1997 and led to the birth of the Lebanese Curriculum that is stillused today.

3.3 - 2021 Curriculum Development Process The participants' vision regarding how a successful curriculum developmentprocess should be undertaken for it to yield what they consider to be asuccess.


One size fits allLimitedPrescriptions of how teachers should teachNon-updated booksPunishmentMemorization/ recitation Official exams A tool to pressure students One way of teaching Unchangeable/ OutdatedGeneral to all learnersFocused on theory and not practice

Focused on the syllabus Set of instructionsSet of subjects Set of booksGeneral to all learnersShould not be centralized Should encompass everythingthat should be taught Should include professionaldevelopment sessionsShould not be a public policyShould not be a calendar

3.1 - Curriculum Reality in Lebanon

Curriculum reality in Lebanon encompasses all realities that the participantsdescribed as the status-quo of the Lebanese curriculum.


3.2 - 1997 Curriculum Development Process

ParentsStudentsPsychologists Education experts

ResearchersTeachersTrainersUniversity Deans

Who was not represented?

Describe the 1997 curriculum development process

Limited/no knowledge: 17 participants either did not share any inputregarding the 1997 curriculum development process or stated thatthey did not know how the process occurred.

The participants were asked about their insights regarding how the curriculumdevelopment process was carried out in 1997. The participants shared their thoughtsregarding who they thought was not included in the process and in what capacity, andtheir feedback of the curriculum development process that was carried out back then.


Subject oriented

Decontextualzied

Participants who possessed knowledge pertaining to the 1997 Curriculum developmentprocess described it as follows:

Participants stated that the curriculum focused on the subjectmore than it did on the learner. This resulted in adding a lot ofmaterial that was not related to societal needs or the students'needs or levels. They added that this led to a negative effect onstudents' abilities and performance.

Participants stated that the curriculum development processtook into consideration the needs of the minority rather than themajority of the community. They added that only particularschools were asked for feedback which resulted in a curriculumthat does not address the needs of all areas in Lebanon.

Who is responsible for reforming the curriculum and what are the individuals' rolesin this reform process?What should the reform process look like?What is the aim of teaching and learning?What is the general philosophy that will guide the development of students’cognitive, psychological, and social capacities?What objectives, skills, and broad topics that we need to include? How can we ensure developing a locally rooted citizen while being globallyinformed?What are the values that the curriculum should address?What is the learner profile?How can we tolerate oppression in education? To what extent should we keep "stuffing" the students?How can we change the official exams? How can we keep developing with technological advancement?How can we maintain good mental health for our students?

3.3 - The 2021 Curriculum Process


Many participants believed that everything stated before in this section should be part ofthe curricular reform discussions. However, below are some questions that werecaptured as different from how the participants expressed their perceptions comparedto the earlier section.

Parents and parent committees StudentsEducation experts

ResearchersTeachersCurriculum experts

Who should be represented?

The participants were asked about theirinsights regarding how the curriculum reformprocess should be undertaken. Theparticipants shared their thoughts regardingwho they thought should be included in theprocess and in what capacity, and what, in theiropinion, the curriculum development processguidelines should be.

Curriculum Development ProcessThe 2021 Curriculum Reform


Education professionalsPolicymakers

What the curriculum development process should look like:

Collaborative

Student based

Who should have the main role in developing the curriculum?

Participants stated that they believe that the curriculum developmentprocess should be student based. This could be done through focusingon the contextual needs of students, in addition to surveying theirneeds and thoughts.

Participants stated that they believe the curriculum developmentprocess should be collaborative where all stakeholders have a role toplay. Participants stated that such collaboration could be achievedthrough disseminating surveys on stakeholders to gather feedback tobe studied by MEHE and CERD.


Participants believed that education professionals should play a mainrole in curriculum development. However, they also believed thatCERD and MEHE should lead the process. This echoes an acceptanceof a decentralized curriculum development process.


Research based

Participants stated that they believe the curriculum developmentprocess should be based on research conducted by curriculum andeducational experts. The research will form a base to construct the newcurriculum upon.

Participants stated that they believe that the curriculum developmentprocess should take the market needs into consideration. This wouldmanifest in removing unneeded material and subjects, and substitutingthat with opportunities to create a competitive individual capable offunctioning in the work sector. This in turn will help her play a role insocietal development and advancement.

Consider market needs


Even though the participants were asked about the curriculumdevelopment process, many opted to focus on content rather thanthe process as a whole. This misconception could spring from thereality that those participants have rarely been involved in a dialoguethat focuses on the curriculum development process.

Educators’ CharacteristicsWe asked the audience what characteristics the futureteachers needed to uphold so that they could increase thechances of success in the curriculum. The answers are asfollows:

Educator Profile

Teach based on educational foundations with knowledge of modern theoriesBelieves in continuous professional development and trainingPlays the role of a facilitator, not just knowledge transmitter Familiar with pedagogical methodsHolds related university degree(s)

Knowledge

To achieve the curriculum aims, values, objectives, and plans, we askedabout the ultimate teacher profile that can participate and carry out thecurriculum reform. This pillar is divided into three main sections.

First, we asked about teacher characteristics that can increase the chancesof success in the curriculum. Second, we asked about the role andcharacteristics of the educational leaders and instructional supervisors.Finally, we asked about the general opportunities that the new curriculumcould bring forward to help teachers achieve the envisioned reform.

Educator Profile

Values

Open-mindednessToleranceObjectivity ListenerJustice and EqualityModestyPassion in relation to education

Ability to learn and self-developClassroom management skillsAbility to evaluate himself orherself in many waysConstruction of the student'spersonalityCreative, intellectual, emotionalintelligence Constant communicationConfidence in explaining thelesson

Skills

Educators’ Characteristics

Flexibility and adaptabilityApplication of a variety of learning methodsCritical thinkerDevelopment seekerLeaderMotivatorProblem solving skills Ability to communicate positivelyFlexibility Good preparation for the lessonGood command of language used in class

Educational Leaders’ Characteristics

ValuesUnderstandingSupportive (leader, not manager)Promotion of positive values in schoolHumilityBelief in empowerment

SkillsCollaborativeSupervision of educational processTeacher supportGuidanceCapability of facilitating teacher trainingCapability of building school capacityMotivation and encouragement of schoolmembersAbility to identify teachers that fit the schoolprofile for recruitment. Inspirational

We asked the audience what characteristics the future school leaderscould uphold including principals, instructional supervisors, and generalsupervisors. The answers are as follows:

Educator Profile

Curriculum OpportunitiesWe asked about the general opportunities that the new curriculum couldbring to help teachers achieve the envisioned reform. The answers are asfollows:

Mental Health

Free coaching sessionsConstant encouragementOptions to seek professional help Not overwhelming the teacher Establishment of clubs, restaurants, and hospitals for teachersto attendA healthy psychological environment

Rewards

Financial supportPaid leaveMotivation and appreciation

Professional Development Continuous training courses, especially in technologyInnovation and training on new learning methodsSharing experiences between teachers The ability to obtain funding for educational projects

Teacher RightsSalary that is equitable in relation to the teachers' educationaldegrees Taking into account the teachers's rating - rank

School-Based Autonomy

Trusting teachers capabilities Rehabilitating schools or the school environment and allowing theteacher to take initiative and developTrusting the teacher and not dealing with students as a customer

Educator Profile

COLLABORATORS& CO-CREATORS

North Lebanon Champion & DialogueFacilitators

Nidal El Ayoubi

North Lebanon Community Champion

Supervisor & Trainer at El Iman Islamic Schools

Zeina KabbaraUniversity English Instructor

University of Balamand

Rana Al Sayed French Teacher and

CoordinatorMorched Derbas Public School

Rida AssafEducational SupervisorManar Islamic School

Zeina Al MasriُEnglish Teacher and

CoordinatorTarbiya Wal Islah Secondary

School

Baraa MerhebEnglish Language Teacher

and CoordinatorAl Iman Islamic School

Hiba ChendebProfessor of Applied

Linguistics Lebanese University

Marwa SalehMath Teacher

Al Iman Islamic School

Hiba AshmawiEnglish Language Teacher

Al Iman Islamic School

Rania SouraniArabic Teacher

Al Iman Islamic Schools

COLLABORATORS& CO-CREATORS

Inspiration Garden & Learning Land Team

Fahd Jamaleddine

Co-Founder & Chief

Visionary

Lead Manhajna Researcher

Naji TalhoukImpact Imagineer

Lead Manhajna Researcher

Alaa Al ZahabPrograms ManagerResearch Assistant

Sara ArdatiPrograms Coordinator

Research Assistant

Center for Lebanese Studies Team

Mai Abu MoghliSenior Researcher

Manhjna Project Lead

Maha Shuayb Director

Disclaimer:

This is a Center for Lebanese Studies and InspirationGardens joint work funded by Open Society Foundation.

We would like to thank our Dialogue Facilitators who havebeen pivotal to the success of this report.

To cite this work, please use the below:

Jamaleddine, F., Talhouk, N., Al Zahab, A., Ardati, S., El Ayoubi,N., Abu Moghli M. & Shuayb, M. (2021). Manhajna: NorthLebanon WonderLand report 5/8. Beirut, Lebanon

North Lebanon WonderLand Report 5/8

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