Enhancing Institutionalized Partnerships between TVET
Institutions and the World of Work in Lebanon
1
Enhancing Institutionalized Partnerships between TVET
Institutions and the World of Work in Lebanon
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
2
This report, aUNESCO initiative, examinespartnershipsbetweenTechnical andVocational Education andTraining (TVET)
InstitutionsandtheWorldofWorkinLebanon.Theinformationcollectedandresearchconductedfollowsthemethodology
andguidelinesofUNESCOforthenationalreportsonenhancinginstitutionalizedpartnershipsbetweenTVETinstitutionsand
theworldofwork in theArab region.This reportaims to supportpartners in thedesignand implementationof relevant
TechnicalandVocationalEducationandTraining(TVET)policiesthatcancontributetoemployment.
Publishedin2020bytheUNESCORegionalBureauforEducationintheArabStates-Beirut
©UNESCO2020
Thedesignationsemployedandthepresentationofmaterialthroughoutthispublicationdonotimplytheexpressionofany
opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its
authorities,orconcerningthedelimitationofitsfrontiersorboundaries.
Theideasandopinionsexpressedinthispublicationarethoseoftheauthors;theyarenotnecessarilythoseofUNESCOand
donotcommittheOrganization.
Author:WelfareAssociationforResearchandDevelopment–WARD
Coverphotos:©freepik.com
DesignedandPrintedbyUNESCO
PrintedinLebanon
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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Foreword
InlinewithitsTVETStrategy,UNESCOpromotesTVETasanintegralpartofeducation.TheOrganization
strivestosupporttheeffortsofMemberStatestoenhancetherelevanceoftheirTVETsystemsand
equip youth and adults with skills required for employment, decent work, entrepreneurship, and
lifelonglearning.
In the Arab region, TVET’s landscape is changing fast in response to social, political and economic
factors, demographic developments and labour market trends driven by technological and work
processesdevelopments.ToprovideaccesstoqualityTVET,memberStatesmustdefineandstrengthen
regulatory frameworks forTVET todefine roles, rights,obligations,andaccountabilityofpublicand
private actors, encourage stakeholders’ participation, and foster partnerships. Effective governance
modelsforTVETinvolverelevantlocalstakeholdersandbusinessassociationsandinparticular,close
partnershipbetweenTVETinstitutionsandtheworldofwork-public-privatepartnerships(PPP).
TheadoptionofPPPwithintheTVETsectorinArabcountrieshasreceivedvaryinglevelsofattention
andprioritization. Insomecases,PPPareembracednationally,and inothercases, theyareadhoc,
scatter-gunanddealtwithatthemunicipallevel.Itishoweverincreasinglyclear,theprivatesector(PS)
hasdemonstratedakeeninterestinthismodalityandthatsomecountriesarehavingmoresuccessat
harnessingPSdynamism,commercialknow-how,andresourcestotheiradvantagethanothers.There
isaneedtounderstand:
u HowPPPinTVETcanbetterservethenationalinterestsofArabcountries;
u Whichmodelsbestresultinquality,affordable,inclusiveandsustainabletraining.
This study on Lebanon is part of a series investigating PPP in three countries: Egypt, Jordan and
Palestine. This study aims to support Lebanon TVET stakeholders to explore practical options to
strengthenandimprovepartnershipbetweenTVETinstitutionsandtheprivatesectorinLebanon.
AnewkindofindustrialrevolutionishappeningallovertheworldandLebanonisbecomingamiddle-
incomecountry.TVETneedstosupportthecountry’smediumandlong-termtargetsforhumancapital
development, crucial for achieving not only the Sustainable Development Goals (SDGs) but also
economicgrowth.Asbothhavecommoninterests,itmakessensethatthepublicandprivatesectors
collaboratetomodernizethetechnicalinstitutionsanddevelopaskilledworkforce.
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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Acknowledgments
TheworkforthisstudywascoordinatedbyMr.SalimShehadeh,ProgrammeSpecialistforTechnical
andVocational Education and Training (TVET) atUNESCOBeirut,within the frameworkofUNESCO
StrategyforTechnicalandVocationaleducationandTraining(TVET)2016-2021.
ThisstudyiswithintheframeworkofUNESCO’sYouthEmploymentintheMeditation(YEM)Project
supportedbytheEuropeanUnion(EU).
WARDwouldliketoacknowledgeallthosewhocontributedtotheaccomplishmentofthisstudy,both
fromwithinandoutsideofUNESCO,whosharedtheirinsightandexperience,reviewedthedraftand
providedtheirvaluablecommentsandfeedback.
WARDsincerelythanksDr.HasnaMoawadandMr.IssamAbiNaderfortheirfieldwork,interviews,and
forthereviewingandeditingofthisreport.Also,aspecialthankstoMr.OussamaGhneimandDr.Mona
AlZoghbifortheirinvaluableinput
WARDTeam
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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Table of Contents
ListofFigures..........................................................................................................................................7ListofTables...........................................................................................................................................7ListofAcronyms.....................................................................................................................................81. BackgroundandIntroduction............................................................................................................92.NationalContext..............................................................................................................................11
2.1TheEconomicPerspectives...........................................................................................................12
2.2DemographyandLabourMarketCharacteristics.........................................................................13
2.3CultureandSociety........................................................................................................................15
2.4EducationandTVETinLebanon....................................................................................................16
2.4.1TechnicalandVocationalEducationandTraining...............................................................17
2.4.2TVETProvisionandStakeholders.........................................................................................20
2.4.3TVETStructure......................................................................................................................22
3. TheNatureandExtentofPublicPrivatePartnerships(PPP)inTVET................................................27
3.1DefiningPublicPrivatePartnership...............................................................................................27
3.2FormsofPublicPrivatePartnership..............................................................................................28
3.3DefiningPPPsintheTVETsector...................................................................................................29
4. Legislation,RegulationandPoliciesofPPPinTVET..........................................................................31
4.1NationalStrategicFrameworkforTVETinLebanon2018–2022..................................................31
CoreArea1:ReviewandUpdatetheAvailableProgrammesandSpecialtiesinTVET................31
CoreArea2:ReviewAcademicandAdministrativeStructuresofTVET.......................................31
CoreArea3:ProvideandDevelopHuman,Physical,andFinancialResources............................31
CoreArea4:StrengthenPartnershipsandCooperationintheFieldofTVET..............................32
4.2TheLegalandRegulatoryBaseforFormalApprenticeships/WBLinTVET...................................33
4.3QualityassurancePoliciesofPPPinTVETincludingNQFandAccreditation...............................33
5. TheNatureandExtentofPublicPrivatePartnerships(PPP)inTVET................................................35
5.1WorkBasedLearningasanExampleofPPP..................................................................................35
5.2TypesofEnterprisesParticipatinginWBLSchemes.....................................................................36
5.3ResourcesSupportingandImprovingWork-BasedLearningProgrammes,Including
Apprenticeships....................................................................................................................................39
6. ChallengesandConstrainsinImplementingPPPinTVET.................................................................40
6.1SWOTanalysisofPPPimplementationinTVET............................................................................40
6.1.1Strengths...............................................................................................................................40
6.1.2Weaknesses...........................................................................................................................40
6.1.3Opportunities........................................................................................................................40
6.1.4Threats/Barriers....................................................................................................................41
6.2TheunderdevelopedRoleofEmployeeOrganizations.................................................................41
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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6.3WeakLabourmarketinformationandAdvicetoStudentsandEmployer...................................42
6.4 UnderdevelopedFundingMechanismsincludingforPPPandWBL...........................................42
7. LocalPractices..................................................................................................................................438. RegionalPractices............................................................................................................................459. RecommendationsandConclusions................................................................................................4710. Listofreferences.........................................................................................................................4811. Annexes.......................................................................................................................................50
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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List of Figures
Figure1AgeDistributionofLebanesePopulation.................................................................................13
Figure2GenderandAgeDistributionofLebanesePopulation.............................................................13
Figure3Distributionofresidentsbyorigins...........................................................................................14
Figure10NumberofStudentsinTVETComparedtoGeneraleducation–sameISCEDLevel..............16
Figure4PercentageofthestudentenrollmentinTVET........................................................................18
Figure6NumberofTVETStudents(PrivateandPublic)........................................................................19
Figure7NumberofTVETSchoolsandInstitutes....................................................................................20
Figure8LebaneseEducationalSystemFramework...............................................................................24
Figure9MatrixforTypesofTVETEducation..........................................................................................25
List of Tables
Table1DistributionofStudentsinEducationalSectorsforGeneralEducation....................................17
Table2NumberofSchoolsbyEducationalSectorforGeneralEducation............................................17
Table3Participationineducationbylevelandbyprogrammeorientation(2017)..............................18
Table4ApprenticeshipSchemesforLPStudents(DualSystem)...........................................................36
Table5DifferentTypesofApprenticeshipSchemesinLebanon...........................................................38
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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List of Acronyms
AFD AgenceFrançaisedeDeveloppement
ALI AssociationofLebaneseIndustrialists
ALO ArabLabourOrganisation
CAS CentralAdministrationofStatistics
CRDP CenterforEducationalResearchandDevelopment
DGTVE DirectorateGeneralforTechnicalandVocationalEducation
ETF EuropeanTrainingFoundation
FAO FoodandAgricultureOrganizationoftheUnitedNations
GCC GulfCooperationCouncil
GIZ GermanInternationalCooperation/GesellschaftfürInternationaleZusammenarbeit
IECD InstitutEuropéendeCoopérationetdeDéveloppement
ILO InternationalLabourOrganization
ISCED InternationalStandardClassificationofEducation
LB LabourMarket
LCRP LebanonCrisisResponsiveplan
MEHE MinistryofEducation&HigherEducation
MoA MinistryofAgriculture
MoSA MinistryofSocialAffairs
NEO NationalEmploymentOffice
NSF NationalStrategicFramework
NQF NationalQualificationFramework
NCVT NationalCenterforVocationalTraining
NPM NewPublicManagement
OECD OrganizationforEconomicCo-operationandDevelopment
PPP PublicPrivatePartnership
PS PrivateSector
TVET TechnicalandVocationalEducationTraining
UNESCO UnitedNationsEducational,ScientificandCulturalOrganization
UNHCR UnitedNationsHighCommissionerforRefugees
UNRWA UnitedNationsReliefandWorksAgency
VET VocationaleducationandTraining
WARD WelfareAssociationforResearchandDevelopment
WBL WorkBasedLearning
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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1. Background and Introduction
UNESCO’sTVETstrategypromotesTVETasanintegralpartofeducation,whichisahumanrightanda
building block for peace-building and inclusive sustainable development. With its humanistic and
holisticapproachtoeducation,UNESCOstrivestosupporttheeffortsofMemberStatestoenhancethe
relevanceoftheirTVETsystemsandequipyouthandadultswithskillsrequiredforemployment,decent
work,entrepreneurship,andlifelonglearning.
MemberStatesmustdefineand strengthen regulatory frameworks forTVET todefine roles, rights,
obligations,andaccountabilityofpublicandprivateactors,encouragestakeholders’participation,and
fosterpartnerships.Thiseffortrequiresstrengtheningthetechnical,administrative,andinstitutional
capacitiesforgovernance,management,andfinancingofTVETinstitutions.Therecommendationsalso
emphasizethatgovernancemodelsforTVETshouldinvolverelevantlocalstakeholdersandbusiness
associations in particular to partnerships between TVET institutions and theworld ofwork1
, public
privatepartnerships(PPP).
MemberStateshaveagreeduponkeyguidingprinciplestoincreaseprivatesectorparticipationinTVET.
Theseprinciples include; thealignmentofpublicpolicies, support for socialdialogue, responsibility,
accountability,andefficiency2
.Inaddition,TVETpoliciesshouldrecognizethediversityoftheprivate
sectorincludinglarge,medium,small,micro,andhouseholdenterprisesengagedintheeconomy.
TVET’slandscapeischangingfast,asnewprogrammes3
andnewroles4
areemerging.ChangesinTVET
aretheresultofpoliticalandstructuralchangesintheoveralleducationandtrainingsystem.Theyare
also the result of external social, political and economic factors, notably youth unemployment,
demographicdevelopmentsandlabourmarkettrendsdrivenbytechnologicalandworkprocessesand
organizationchanges,aswellastherecentturmoilintheArabregiontoppedbytheSyriancrisis.
Consequently,UNESCO’sstrategyforTVET(2016-2021)promotesawholegovernmentapproachto
TVETthatbetterconnectsandalignsrelevantpolicyareas,includingeducation,employment,industrial
andeconomicdevelopment,andsocialpolicy.Itcallsforthecreationofco-operativeprojectswiththe
privatesector.Thestrategyhighlightstheneedtoincludeprivatesectorcontributionstothenational
TVETfundingstrategies.UNESCOplanstocreatenational,regional,andsectoralstakeholderplatforms
tofacilitateprivatesectorparticipationandcommunicationbetweentheworldsofeducationandwork.
Thisreportispartofaregionalstudy(foraselectofArabStatesincludingEgypt,Jordan,Lebanonand
Palestine)andaplannedregionalforumtohelpaddresssomeofthecurrentTVETchallengesinthe
regionwithaparticularfocusonthecurrentstateofpublic–privatepartnership(PPP)inTVETandhow
thiscanbeenhancedtoimpactonthewholeTVETsystemineachcountry.Theforumwillserveasa
platformfortheexchangeofexperiences,perspectives,andbestpracticesonmechanismsandtoolsof
modern partnerships and orientations on policies involving the strengthening of institutional
partnershipsbetweenTVETprovidersandtheprivatesector.
1
UNESCO,CertifiedcopyoftheRecommendationsconcerningTechnicalandVocationalEducationandTraining(TVET),2015
2
UNESCO,CertifiedcopyoftheRecommendationsconcerningTechnicalandVocationalEducationandTraining(TVET),2015
3
Ex.Post-secondarylevel
4
Ex.Supportingtransitiontogreeneconomies
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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The current report aims to provide a detailed overview and analysis of the status-quo of the
partnershipsandcollaborationbetweenTVETinstitutionsandtheworldofworkrepresentedmainlyby
the private sector in Lebanon. Itmainly focuses on scrutinizing the national context, including the
economic,demographicandsocialperspectivesinLebanon,followedbyanoverviewofPPPingeneral
outlining related legislations, regulationsandpolicies, then it takesa closer view to thenatureand
extent of PPP in TVET. Afterwards, the report addresses challenges and key constraints facing the
implementationofPPPinLebanonandcomparinglocalinitiativeswithregionalandinternationalones.
Finally, the report summarizes the key findings and recommendations concludingwith a proposed
comprehensivePPPmodelinTVETinLebanon.
Themethodologyusedinthedraftingthereportincluded:
u Thoroughdeskreviewofavailableliterature;
u Interviewswithdecisionmakers;and
u Reviewofregionalandinternationalgoodpractices.
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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2. National Context
To understand the TVET landscape in Lebanon in general andWork-based learning structures and
initiatives in particular, and to assess their importance and potential for improving the country’s
competitiveness and economic development, the observer must tackle the overall political, socio-
economicandlabourmarketcontextaswellasthecomplexstructuresinwhichtheyoperate.
TheSyriancrisishasledtothehighestlevelofrefugeepopulationdisplacementsinceWorldWarII.By
July 2015, themajority of refugees have settled in Turkey (1.8 million), followed by Lebanon (1.2
million),whichcurrentlyhoststhehighestrefugeepopulationpercapitaintheworld(onerefugeeto
everyfourLebanese),andJordan(629.128thousand)(UNHCR,2015).
Consequently,whileexaminingtheencumbrancesofthechallengesbestowedbytheSyriancrisisupon
Lebanon,resultsshowthatoneofthemanifoldperennialchallengesistheincreaseinpovertyrates
anddecrease in youthpenetration to jobmarket.According to the LebanonCrisis Responsiveplan
(LCRP)2019report,10%ofthepopulationareextremelypoorwith45%ofthemliveintheNorth.Youth
unemploymentrateis35%aspertheNationalYouthPolicy.However,asperPresidentAounstatement
in 2018highlights that the unemployment rate has soared reachingmore than 45% in rural areas.
Furthermore, the traditional external markets for the Lebanese work force, whether in the Gulf
countriesor in theEuropeanorAfrican countries, have considerablydecreased their demands and
applytougherregulationsthatfurtherlimitemploymentpossibilities.
Inotherwords,thecountryissufferingfromcyclicalandstructuralunemployment,whichhindereconomic
growthandjobcreationespeciallyinvulnerableareassuchastheNorthofLebanon.UNHCRinteragency
2019statisticsshowsthattheNorthofLebanonandAkkarhostover355,000Syriansrefugees,whichinturn
aggravatedthesituationnotablyintermsofyouthemployment.Thereisagrowinggapbetweenthelabour
supplyandlabourdemandinthemarket.Thismightberetrievedtoseveralfactors:
u Rigidlabourregulationsmakeitdifficulttodevelopbusinessesandhiretalent,
u Skillsmismatchwithlabourmarketdemands
u Poorgovernancestructureswhichresultslackthatcouldfacilitatejobcreation.
However, froma socio-protectionperspective, a report issuedby International Labourorganization
(ILO) and the Food and Agriculture Organization of the United Nations (FAO) showed an
interconnectednessbetweentheeconomicsituationandsocialprotectionwheretheformer“hasled
toanincreaseinchildlabour,especiallyinitsmostabusiveformsandconditions,notablyin(…)the
NorthofLebanon.”AccordingtotheLCRP,variousactorsaretryingtoaddressthechallengesposedby
theSyriancrisisthroughdifferentworkinggroups.Focusingonjobcreationsector,thegoalistoreach
threehighleveloutcomes:
u Stimulate local economic development and market systems to create income generating
opportunitiesandemployment,
u Improveworkforceemployability,
u Strengthenpolicydevelopmentandenablingenvironmentforjobcreation.
Regardlessoftheremarkableinterventions,skillsmatchingandjobcreationremaintheimportanttools
towardsachievingsustainablelivelihoods,stabilization,reductionoftensions.Thisisduetotheabsence
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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ofaninclusiveandcomprehensiveapproachthattakesintoconsiderationtherelevantsectorswhere
SyriandonotcompetewithLebanese.AccordingtoVASyR(VulnerabilityAssessmentofSyrianRefugees
inLebanon)2019,61%ofSyrianrefugeesaged15to24werenotemployed,notineducation,andnot
attending any training (NEET). However, surveys show that 47% of Syrian youth are active in
employmentmainlyinconstruction(21%)andagriculture(17%)wherecompetitionwithLebaneseis
less.ThisputstheactivityrateamongSyrianrefugeesataroughlyequalstancewithbothLebanese
andthePalestinianrefugeesgenerallyduetohighunemployment.
2.1 The Economic Perspectives Lebanon's economy andmarkets consists of private and liberal economic activity and openness to
abroadwithperfectcapitaland labourmobility5
. In Lebanon, theprivate sector isawell-diversified
sectorthatcoverstheentiretyofeconomicsectorsandisamajorpillarforgrowthandrecovery.The
privatesectorcontributestoabout75%oftheaggregatedemand.TheLebaneseeconomyisanopen
economy with a large banking sector equivalent tomore than 2.5 times its economic sector. The
county’s liberal economybases itself onboth competitionandprivateownership. The services and
banking sectors represent 70% of the country's gross national product, while the industrial sector
constitutes20%,andagricultureconstitutes10%.
TheLebaneseeconomyisbasedprimarilyontheservicesector,whichaccountsforapproximately60%
ofGDP(downfromapproximately70%.inthe1970's).Themostimportantsubsectorsarecommerce,
tourism,andfinancialservices.Otherminorsubsectorsincludehealthcareandhighereducation.The
geographic locationof Lebanon, its climate, andnaturemake it a tourist destination. Lebanonalso
benefitsfromitsprofessionalservicessectorinthetourismindustry.However,thespilloverfromthe
Syrianconflict,includingtheinfluxofmorethan2millionSyrianrefugeeshasworsenedthesituation
and “slowedeconomicgrowth to the1-2% range in2011–2016, after four yearsof averaging8%
growth”6
Lebanonhasexperiencedreducedforeigninvestment,limitedtourism,andincreaseddemand
ongovernmentservices,includingeducationandhealth.
According to aWorld Bank-led report, “the Syrian crisismay push 170,000 Lebanese into poverty,
reducerealGDPgrowthby2.9percentagepointseachyear,doubleunemploymenttoover20%(mostly
amongunskilledyouth) anddepressgovernment revenuecollectionbyUSD1.5billion. Inaddition,
governmentexpendituresareprojectedtoincreasebyUSD1.1billionduetotheincreaseddemandfor
public services”7
.TheSyriancrisisaffectsLebanon’ssecurity,economy, livingconditions,education,
health,society,anddemography.LebanoncontinuestoshoulderthebiggestburdenoftheSyriancrisis
inlightoftheacceleratingdropinthevolumeofinternationalaidandthedecreaseofhumanitarianaid
fromArabcountriesby50%comparedtothebeginningoftheSyriancrisis.Consequently,thishasmade
the Lebanese local communities unable to cope with this burden given the already deteriorating
political,economicandsecuritysituationofthecountry”8
.
5
TheEconomy,TheEmbassyofLebanoninTHEUnitedKingdom,http://london.mfa.gov.lb/britain/english/lebanon/the-
economy
6
TheEmbassyofLebanoninUK,TheEconomy,20November2017,availableonlineat:
http://www.lebanonembassyus.org/the-economy.html
7
WorldBank,Lebanon:EconomicandsocialimpactassessmentoftheSyrianconflict,WorldBank,WashingtonDC,2013a.
availableonlineat:
http://arabstates.undp.org/content/dam/rbas/doc/SyriaResponse/Lebanon%20Economic%20and%20Social%20Impact%2
0Assessment%20of%20the%20Syrian%20Conflict.pdf
8
Fanack,ChronicleoftheMiddleEast&NorthAfrica,InfluxofSyrianRefugeesContinuestoImpactLebaneseEconomy,28
June2016,availableonlineat:https://fanack.com/lebanon/economy/syrian-refugees-economic-impact/
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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2.2 Demography and Labour Market Characteristics Lebanon,officially knownas theLebaneseRepublic,hasapopulationof 6,842,665asofDecember
20199
,upfromthe4.43millionestimatedin2013.Recentfiguresestimatethatapproximately32%of
theLebanesepopulationrangesbetween18and35years.
Figure1:AgeDistributionofLebanesePopulation
Figure2:GenderandAgeDistributionofLebanesePopulation
9
WorldometerselaborationofthelatestUnitedNationsdataavailableonlineonthefollowingURL:
https://www.worldometers.info/world-population/lebanon-population/
24.09%
16.42%44.79%
7.91%
6.78%
0-14years
15-24years
25-54years
55-64years
65yearsandover
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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Thereareanestimated758,000internationalmigrants,outofwhichnearlyhalfarewomen,mainly
domestic workers10
(excluding Syrian refugees).More than 80% of the 9,000 refugees and asylum
seekersregisteredwiththeUnitedNationsRefugeeAgency(UNHCR)arefromIraq11
.Furthermore,an
estimated427,000PalestinianrefugeesareregisteredwiththeUnitedNationsReliefandWorksAgency
forPalestineRefugeesintheNearEast(UNRWA),outofwhich226,000liveinrefugeecamps12
.The
PalestinianrefugeepopulationinLebanonismostlyyoung,withmorethan45%ofrefugeesunderthe
ageof1813
.Thereareabout80,000statelesspersonsresidinginLebanonsuchasKurds,Bedouins,and
thosethatwereunregisteredatbirthincludingchildrenbornoutofwedlock14
.
Figure3:Distributionofresidentsbyorigins
However,itisimportanttonotethatnoofficialcensushastakenplaceinLebanonsince1932dueto
thesensitiveconfessionalpoliticalbalancebetweenthecountry'sdiversereligiousgroups.Lebanonis
alsotheonlyUnitedNationsmemberstatethathasnotconductedapopulationcensussincetheend
ofWorldWarII.Thesensitivityandpoliticizationofdemographicstatisticshindersahomogenousand
officialdemographicanalysisofthecountry.ThelastcensusfromtheFrenchmandatein1932found
thatChristianMaronitesconstitutethelargestdemographicgroup,followedbySunniMuslimsandthen
Shiite Muslims15
.
Overall, accurate demographics in Lebanon are scarce and existing statistics are
estimates.
Lebanon’slabourmarketisinadequate,incomplete,outdatedandinsomecasescontradictory.In2009,
thelabourforceparticipationratewas49.2%whiletheemploymentratewas43.6%respectively.
10
2010figures,UnitedNationsPopulationDivision,‘InternationalMigrantStock:2008Revision’
11
UNHCR2011,‘CountryoperationsProfile-Lebanon’
12
UNRWA2010,‘UNRWAinfigures’
13
UNICEF,‘PalestinianChildrenandWomeninJordan,Lebanon,theSyrianArabRepublicandtheOccupiedPalestinian
ProgrammeDocument2011-2013’,2010.
14
Frontiers,‘InvisibleCitizens:ALegalStudyonStatelessnessinLebanon’,November2009
15
Formoreinformation,see:CanvasSeptember2015,AnalysisofthecurrentsituationLebanon,situation,pillarsofsupport
andpossibleoutcome,2015,http://canvasopedia.org/wp-content/uploads/2015/12/lebanon-analysis.pdf
0
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
Lebanese internationalmigrants
Refugees(excludingSyriansandPalestinians)
Palestinianrefugees
Syrianrefugees Statelesspersons
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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TheLebaneselabourmarketismale-dominated:67.8%ofallparticipantsaremale.Thefemaleactivity
ratestandsat25.6%,oneofthelowestratesintheworld16
.Thelowfemaleemploymentrateisdueto
social, cultural, and economic reasons. However, female employees have a higher educational
attainmentlevelwith43%ofemployedwomenobtainingauniversitydegree.Inthecaseofemployed
men, there is no major variation in the employment rate and the educational attainment level.
Estimatesalsoshowthateducatedpeoplespendalmostthesameamountoftimeinunemployment
asthosewhoarelesseducated17
.
Unemployment data is controversial in Lebanon. AWorld Bank report from 2012 set the national
unemploymentrateat11%;theCentralAdministrationofStatistics(CAS)studyof2011calculateditat
6%;andothergovernmentalinstitutionsincludingtheMinistryofLabourandtheNationalEmployment
Office (NEO) estimated it to be between 20-25% during the same period. Moreover, the youth
unemploymentrateisparticularlyhigh.AccordingtotheNationalYouthPolicyDocument,endorsedby
theLebanesegovernmentinApril2012,theyouthunemploymentratewassetto34%.Unemployment
isespeciallyhigheramonghigher-educatedyouth:21.8%amonguppersecondarygraduatesand36.1%
amonguniversitygraduates.
TheLebaneselabourmarketisinflatedbythesizeofitsinformalsector,whichisdifficulttomeasure
givenitsheterogeneity,rangingfromsubsistencefarmerstohigh-levelself-employedprofessionals.As
apercentageofGDP,theWorldBankestimatesthelevelofinformalitytobe36.4%.Inthelabourforce,
66.9% of employees do not contribute to any social security system.18
Furthermore, about 20%of
workers are informal wage employee who lack access to social insurance and labour regulations.
Instead, another 30% of workers are self-employed, but themajority of these are low-skilled self-
employedindividualswhoareusuallyinvolvedinlow-productivityactivitiesandhavelimitedaccessto
formalinsurancearrangements19
.Thesedynamicscallintoquestionthecurrentstructureofthesocial
insurance system and labour regulations, which fail to cover themajority of the labour force and
provideincentivestoworkinsidetheformalsector.
2.3 Culture and Society Lebanese see education as providing a secure foundation and away to gain social standing. Thus,
individualsprefertoobtainhigherlevelsofuniversityeducation.Asacorollarytothistrend,academic
secondaryeducation,leadinguptouniversity,tendstobepreferredtoTVET.
Overall,LebanesehavenegativeattitudesassociatedwithTVET. Its’seenasachoice for thosewho
havenochoiceandasecond-bestoptionforyouth.Onlyasmallfractionofthetotalstudentpopulation
enterstheformalTVETeducationsystem.Accordingtothe2015-2016academicyear,thenumberof
studentsenrolledatallTVETlevelswasaround75,691,whichconstitutesonly12%ofthetotalnumber
ofstudentsenrolledatthegeneraleducationatthesamelevel:542,753students(fromgrade8/4ème
intheFrenchsystemtothethirdyearofuniversity).
16
Ibid,WorldBank
17
HichamAbouJaoude,LabourMarketandEmploymentPolicyinLebanon,EuropeanTrainingFoundation,2015,p.3.
18
WorldBank,StrivingforbetterJobs:ThechallengeofinformalityintheMiddleEastandNorthAfrica,WorldBank,
Washington,DC,2011,availableonlineathttp://documents.worldbank.org/curated/en/445141468275941540/Striving-
for-better-jobs-the-challenge-of-informality-in-the-Middle-East-and-North-Africa
19
WorldBank,RepublicofLebanon,goodjobsneeded:Theroleofmacro,investment,education,laborandsocial
protectionpolicies(‘Miles’),WorldBank,Washington,DC,2012,availableonlineat:http://www-
wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2013/03/20/000425962_20130320
133437/Rendered/PDF/760080ESW0GRAY0C0Disclosed030200130.pdf
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
16
Figure4:NumberofStudentsinTVETComparedtoGeneraleducation–sameISCEDLevel
Cultureandsocietyaffectthereadinessoffamiliestosendandencouragetheirchildrentojointhese
typesoftrainings.Inaddition,thelackofawarenessandcounsellingontheimportanceofTVETand
the lack of trust with the services offered under TVET, ultimately affect the trust and interest of
companiestorecruitgraduatesfromtheTVETsector.
2.4 Education and TVET in Lebanon TheLebaneseeducationalsystemhasfivecoreobjectives;(a)educationbasedonequalopportunity;
(b)qualityeducationbuildsaknowledgesociety; (c)educationcontributes tosocial integration; (d)
educationiskeytoeconomicdevelopment,and(e)governanceofeducation20
.
TheMinistry of Education and Higher Education (MEHE) is directly responsible for education from
preschooltouniversity.
The ministry has four different departments working to achieve its goals and vision. These basic
directoratesare:
u GeneralDirectorateofEducation
u GeneralDirectorateofVocationalEducation
u GeneralDirectorateofHigherEducation
u JointAdministrativeDirectorate
Inaddition,undertheauspicesoftheMEHE,theCenterforEducationalResearchandDevelopment
(CRDP)providestechnicalexpertiseontheLebaneseeducationalsystemtobothlocalandinternational
bodies. CRDP also develops and publishes research, statistics, national curriculum, textbooks, and
continuousteacherstraining.
20
Bankmed:Market&EconomicResearchDivision,AnalysisofLebanon’sEducationSector,SpecialReport,June2014,
https://www.bankmed.com.lb/BOMedia/subservices/categories/News/20150515170635891.pdf
12169
118483
42006
101148
21516
167034
0
20000
40000
60000
80000
100000
120000
140000
160000
180000
BP EB8-EB9 LP+BT ES1-ES3 TS+Meister+LT BS-BS3yearsUL+Private
TVETISCEDLEVEL2
GenEdu TVET GenEdu TVET GenEDu
LowersecondaryLevel UppersecondaryLevel Post-secondary(2or3yearsaftersecondary)
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
17
TheDirectorateGeneralofEducationstipulateseducationalandequipmentrequirementsforprimary
andgeneraleducationstudents,supervisestheapplicationofcurricula,rehabilitatestheeducational
body,andmeets therequirementsofmoderneducation.During theacademicyear2015-2016, the
numberof students reached1,038,738, among them35,104at theUNRWAschools forPalestinian
refugees. (Thenumberofstudentsdoesnot take intoaccount thenumberofSyrianrefugees).The
tablebelowshowsthedistributionofstudents inthedifferenteducationalsectorsasperthe2018-
2019StatisticsBulletin.
Table1:DistributionofStudentsinEducationalSectorsforGeneralEducation
Educationsector %
Public 30.9
Privatenonprofit 13.1
Privateforprofit 52.6
PrivatePalestinian 3.4
Duringtheyear2018-2019,thetotalnumberofschoolsinLebanonwas2,903.
Table2:NumberofSchoolsbyEducationalSectorforGeneralEducation
Educationsector SchoolNumber %
Public 1260 43.4
Privatenonprofit 362 12.5
Privateforprofit 1213 41.8
PrivatePalestinian 68 2.2
TOTAL 2903 100%
TheMEHEhastwodifferentdirectoratesforbothpublicandprivateschools.Semi-privateschoolsare
partoftheseconddirectoratedespitereceivingsubsidiesfromtheMEHE.However,studentspayfees
forattendingthoseschools,whichmakesthemneitherfreenorprivate.Althoughthenumberofpublic
andprivateschoolsisalmostequal,thepublicsectoraccountsforonly30.9%ofstudentsenrolledin
theLebaneseeducationsystem.Thepublicsectoralsoaccountsforonly5.1%ofpreschoolenrollment
comparedto2.5%intheprivatesectorand12.5%inthesemi-privatesector.Thewidedisparitiesin
thequalityofeducationareapparentwhencomparingprivateversuspublicschools.Theunderlying
problemisthattherearetwocompletelydisaggregatededucationalsystemsinLebanon.
2.4.1 Technical and Vocational Education and Training The Technical and Vocational Education Training (TVET) is under the direction of the Directorate
GeneralforTechnicalandVocationalEducation(DGTVE).InLebanon,thereareonly75,691students
enrolledatalllevelsofTVET21
.
Whencomparedtostudentswiththesamelevelsingeneraleducationoruniversity–counting542,753
students(excludingstudentsfromUNRWAschools)theyrepresentonly12%.
21
ETF,OverviewofVocationaltrainingandEducationinLebanon,https://www.etf.europa.eu/pubmgmt.nsf/(get
attachment)/9fa111e4bc4be2b9c125700d004005fa/$file/med_vet_lebanon_00_en.pdf
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
18
Figure5:PercentageofthestudentenrolmentinTVET
TVETenrollmentishigherinuppersecondaryeducationthaninlowersecondaryortertiaryeducation.
Onaverage,25%ofstudentsinuppersecondarychoosingaTVETprogramme.
Table3:Participationineducationbylevelandbyprogrammeorientation(2017)
542753,88%
75691,12%
GENRALEDU(samelevelsofTVET)TVET
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
19
InLebanon,femaleenrollmentinTVETisgenerallyhighwitha56.9%participationrate. Inaddition,
71.2%of all enrollments are in lower secondary level VET (ISCED2), ofwhich33.6%arewomen22
.
Instead,theuppersecondarylevelTVET(ISCED3)accountsfor55.8%ofenrollments,ofwhich51.3%
arewomen,whiletertiaryeducationaccountsfor28.43%ofenrollments,ofwhich56.82%arewomen.
Inaddition,approximatelyonethirdofTVETstudents(28.43%)continuefromISCED3to5becauseof
thedesiretocontinueontouniversity.
Since2006,TVEThasretainedapproximatelythesamenumberofstudentsacrosstheyears.23
Figure6:NumberofTVETStudents(PrivateandPublic)
In2016-2017,thenumberofTVETpublicschoolsandinstitutesincreasedto150comparedto110in
2010-2011 and 120 in 2015-201624
. However, the number of private TVET schools and institutes
decreasedfrom340in2010-2011to217in2015-2016.Thedecreaseinthenumberofprivateschools
isduetotheoveralleconomicsituationofthecountry,thenegativesocietalattitudesassociatedwith
TVET,theopeningofnewprestigiousuniversitiesacrosstheregion,andthe legalsituationofsome
schools.
22
Datareferto2015-2016andtheyarebasedonCRDPsourcesasdeliveredbyDGVTE.
23
EuropeantrainingFoundation,TorinoProcess2014Lebanon,p.8.
24
Datareferto2015-2016andtheyarebasedonCRDPsourcesasdeliveredbyDGVTE
92389
76112 77035 75572
86205 86855
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
100000
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
20
Figure7:NumberofTVETSchoolsandInstitutes
2.4.2 TVET Provision and Stakeholders ThedevelopmentandmodernizationoftheTVETsectorasawholeisundertheaegisoftheDirectorate
GeneralofVocationalandTechnicalEducationatMEHE,whichoverseestheTVETsysteminLebanon.
InadditiontomanagingthepublicprovisionofTVET,theDGTVEalsosupervisestheperformanceof
privateeducationalinstitutesandtrainingproviders,includingNGOs.TheDGTVEorganizespublicTVET
examinations, issuesdiplomasandcertificatesandcoordinateswith lineministriesandotherbodies
that providedifferent typesof TVET. These include theMinistry ofAgriculture (MoA), theNational
EmploymentOffice(NEO),theMinistryofSocialAffairs(MOSA)andtheNationalCentreforVocational
Training (NCVT). The DGTVE currently supervises approximately 398 private training providers and
administers158publictraininginstitutes.
TheParliamentaryCommissiononEducation
TheParliamentaryCommissiononEducation isa legislativechannel thatenactseducation lawsand
passesyearlybudgets.Itisalsothehighestplanningandstrategydevelopmentauthority.
TheDirectorateGeneralofTechnicalandVocationalEducation
TheadministrativestructureoftheDGTVEwasestablishedbysuccessivelawsanddecrees,thelatest
of which is the Decree No. 8349 that outlines itsmain functions.25
Even though its organizational
structurewasestablishedin1996,theDGTVEremainsheavilyunderstaffed.TheDGTVEisresponsible
fortheorganizationandmanagementofthewholesector,underthesupervisionoftheMinisterof
Education and Higher Education. The DGTVE is responsible for curricula, programs, specialties,
administering unified national examinations, and issuing technical education degrees for the entire
vocationalandtechnicalsectorinLebanon.
Unfortunately,theregulatoryframeworkoftheDGTVEdoesnotallowforthekindofadministrative
decentralizationprovidedforintheConstitution.Suchcentralizationhampersthecapacityofschools
toadapttheircurriculatolocallabourmarketdemands,developpartnershipswithindustryormanage
theirownresourcemobilization
25
NationalStrategicFrameworkforTechnicalVocationalEducationandTraininginLebanon,2018–2022,p.17.
110 117 122 123 123 120150
0
50
100
150
200
250
300
350
400
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016
Private Public
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
21
TheDirectorateGeneralofHigherEducation
It is responsible for the organization and management of the higher education sector, under the
supervisionoftheMinisterofEducationandHigherEducation.TheDirectorateisinvolvedinregulating
the flow of students from the VTE stream back into higher education institutions (colleges and
universities).Itfocusesonuniversityleveltechnicaleducationdegrees(TS,LTandLET)issuedbythe
DGTVE.
TheMinistryofSocialAffairsTheMinistryofSocialAffairsprovidesthemandatefortheDirectorateGeneralofSocialAffairs(DGSA),
aswell as itsbudget, financial support fromNGOsandother institutions thatare involved in social
development such as agencies offering vocational and technical education to vulnerable groups in
Lebanesesociety.TheDGSAsubsidizespartialor full tuitionforVTEstudentsatsomeofthe largest
NGO-operated schools such as Al-Aamiliyah, Al-Makassed, Father Kortbawi Institution, and the
AntonineTechnicalSchools26
.
TheNationalEmploymentOffice(NEO)It ispartoftheMinistryofLabourandhasawidemandatetoactasabridgebetweenunemployed
individuals and employers. It offers re-training and short vocational courses to the unemployed. In
2003,itprovidedtrainingfor2000individualsthroughcontractingoutthoseservicestoprivatenon-
profitVTEinstitutions.
TheNationalCentreforVocationalTrainingTheNCVTisresponsibleforacceleratedVTprogrammes,normally3–9monthslong,withlessthan100
traineesenrolledduringtheacademicyear2016–2017.Anindependentboardofdirectorsheadsthe
NCVT,leadingitsstrategicplanningandsupervisingimplementation.AllstudentswhoenrolinNCVT
sponsoredcoursesreceiveacertificatefromtheNCVTuponcompletion.
However,withfundingshortfalls,theNCVTisnotoperationalanymore.BoththeNCVTandtheNEO
have tripartite boards of directors, which include representatives of employers and workers’
organizations,withtheideaofpromotinggreaterresponsivenessoftheirprogrammestolabourmarket
needs.Despitetheirtripartitestructures,however,theengagementofemployersinTVETprovisionhas
remainedachallenge.
TheMinistryofAgricultureTheMoAisresponsibleforthemanagementofagriculturalschoolsandfortrainingonagricultureand
animalhusbandry.TheExtensionandAgriculturalEducationdivisionwithintheGeneralDirectorateof
Agriculture runs 28 agricultural centres, including seven agricultural technical schools 44 and 3
agriculturalservicecentresacrossLebanon.Itsmissionistodeliveragriculturaleducationandtraining.
TheUnitedNationsReliefandWorksAgency(UNRWA)UNRWAprovidesTVETforPalestinianrefugeesintwovocationalandtechnicaltrainingcentres.Italso
provides career counselling and employment placement services. UNRWA training is not officially
recognizedbytheDGTVE.
26
GebranKaram,VocationalandTechnicalEducationinLebanon:StrategicIssuesandChallenges,InternationalEducation
Journal,Volume7Number3,ShanonResearchPress,Australia,2006,pp259-272.
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
22
Privatetrainingproviders
Unlike public providers, private TVET providers are independent, both in terms of their funding and
management.SomeprivateprovidersareoperatedbyNGOs,whereasothersoperateforprofit.Despite
theirrelativeindependence,however,privateprovidersmuststillobtainDGTVEaccreditationbeforethey
canprovideTVETservices.Non-formalprovidersmustbeinaschoolcertifiedbytheGovernment,and
officiallyregisteredwiththeDGTVE.Theymustalsohavetheirstudentssitforoneofficialexamination
organizedbythecentraladministrationattheendofeachacademicyear.Uponsuccessfulcompletionof
thecourse,studentsareprovidedwithacertificatefromtheinstitutionauthenticatedbytheDirectorate
General.Generally,privatetechnicalandvocationalschoolsfocusonnon-industrialdisciplinessuchas
business,commerceandITthatdonotrequireheavyequipment,factoriesorlaboratories.
The DGTVE is mandated to oversee the work of private institutes and schools. Once they receive
accreditationfromtheDGTVE,privateschoolsarerequiredtosubmitanannualreportcoveringgeneral
activitiesandhighlightingpendingneeds.Schoolsalsodrafttheirownqualitativeandsubjectiveself-
evaluationontheirpedagogicalmethods,whichtheyattachtotheirannualreports.However,because
ofstaffshortages,theDGTVEhasnofollow-upmechanismstoassurethequalityofprivateschools.
2.4.3 TVET Structure Thedecree8590passedinAugust2012dividedTVETintwofields:vocationaltrainingandtechnical
education.
1. Vocational trainingconcernstradesofamanual typeandthosewhoseacquisitiondoesnot
requiresubstantialgeneralknowledge.VocationalTrainingisdividedintothreestrands:
a. Complementary level, which ends up in the Vocational Intermediate Level BP (Brevet
Professional),programmesat this level take twoyears27
. Studentsenrolledat this level
mustfulfilloneofthefollowingrequirements:
• Completefifthgradeandpassanofficialexamafterenrollinginatrainingsessionfor
800hoursinatechnicalandvocationalschool;
• Completesixthgradeandpassanofficialexamafterenrollinginatrainingsessionfor
400hoursinatechnicalandvocationalschool;
• Completeseventhgrade.
b. The executive level, which leads to the vocational secondary certificate LP (DS - Dual
System),takesthreeyearstocomplete.Studentsenrolledatthislevelmustfulfilloneof
thefollowingrequirements:
• ObtainaBPCertificate;
• ObtainaBrevetCertificate;
• Obtainacandidacycard,butwithoutpassingtheBrevetexamination;
• Studentsexemptedfromtakingtheofficialexaminationsmustobtainanofficialsealed
schoolrecordcertifyingthatthestudentpassed9th
grade.
***Notethatstudentswhosuccessfullycompletetheir firstyearofBTcanadvancetothe2ndyearof theirsuitable
specializationintheLPlevel***
c. ThemiddlelevelendswithaMeisterdegreeandtakestwoyearstocomplete.Students
wishingtoobtainaMeisterDegreemustfulfilloneofthefollowingrequirements:
• ObtainaVocationalSecondaryCertificate(LP)–(DualSystem)levelwithatleasttwo
yearsofpracticalexperience;
27
Accordingtothedecree10391,June,4,2013
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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• Obtain a Technical Baccalaureate Certificate with at least three years of practical
experience;
• ObtainaGeneralSecondaryCertificatewithatleastfive-yearsofpracticalexperience.
2. Technicaleducationcoverstradeswhoseacquisitionrequiresscientificknowledgeandhigh-leveltechniques.ThetechnicalEducationfieldhasthreelevels:TheExecutionLevel,theMiddle
Level,andtheHigherLevel.
a. TheExecutionLevelleadstoaTechnicalBaccalaureateCertificate(BT)andlastsfor3years.
Studentsenrolledatthislevelmustfulfiloneofthefollowingrequirements:
• ObtainaBPcertificate;
• ObtainaBrevetcertificate;
• Studentswhoholda candidacycard,buthaven’tpassed theBrevetexaminationor
hold an official sealed school record certifying their passing of 9th grade, can be
enrolledintheBTlevel,buthavetopassattheendofthefirstyearanofficialexamin
ordertoobtainthe“PreparatoryTechnicalRehabilitationCertificate.”
b. TheMiddleLevel:TheSuperiorTechnicianCertificate (TS) takestwoyears tocomplete.
(TheDGTVE is in the process of restructuring the content of the curriculum). Students
enrolledatthislevelmustfulfiloneofthefollowingrequirements:
• ObtainaBTcertificate;
• ObtainaGeneralSecondarycertificate.
c. TheHigherTechnicalLevelisdividedintotwopaths:
• The Technical Bachelor Certificate (LT): Students holding a Superior Technician
Certificate(TS)canjointhisleveltoearnaTechnicalBachelorCertificate(LT).Ittakes
oneyeartocompletethislevel;
• TheTechnicalEducationalBachelorCertificate:StudentsholdingaGeneralSecondary
Certificate or a Technical Baccalaureate can join this level to earn a Technical
Educational Bachelor Certificate (LET). It takes four years to obtain this certificate.
Programmesatthislevelseektopreparetechnicalteachers28
.
Specialconditions:• Somespecialconditionsallowforthetransferofstudentsfromgeneraleducationtotechnical
and vocational education and to universities. Students must fulfill one of the following
requirements:
- Ifastudentpassesthefirstsecondaryyearthenhe/shecanjointheBTLevel2ndyear.
- Ifastudentpassesthe first twoyearsofsecondaryschool, thenhe/shecan jointheBT
Level3rd
year(thisappliesonlytosomespecializations).- Ifa studentobtainsaTSLevelCertificateandearnsanaverageofat least12/20 in the
official examinations then he/she can join a higher education institution in a suitable
specialization,providedthattheycomplete:
§ Atleast50%ofthehourstrainingandtherequiredcreditsinthebachelordegreetoseek;
§ At least 70% of the hours training and the required credits needed to obtain an
engineeringdiplomaorabachelordegreeinengineeringoranydegreethatrequires5
yearsofeducation(whichisequivalentto10semesters).
28
UnitedNationsEducational,ScientificandCulturalorganization(UNESCO),PromotingLearningfortheWorldofWork–
InformationonTVETinLebanon,availableonlineat:http://www.unevoc.unesco.org/go.php?q=Lebanon
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
24
TVETschoolsandinstituteshavelongacceptedstudentswhohavecompletedanintermediatelevel
without obtaining an official Brevet Certificate. This is a dual system used for the Technical
BaccalaureateCertificateandtheVocationalSecondaryCertificate.
ThefigurebelowlooksatthestructureandframeworkoftheLebaneseeducationalsystem.
Figure8:LebaneseEducationalSystemFramework
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
25
PrivateschoolsalsoofferTVETprogrammesandhaveapproximatelythesamenumberofstudentsas
publicTVETschools29
.Theprivatesectorconsistsofschoolsrunbynon-governmentalorganizations
(NGOs)andschoolsoperatedforprofit.PrivateTVETschoolsofferspecializedcoursesintheservices
sectorsincetheinvestmentrequiredislowerthanthatforcoursesintheindustrialsector.
CoursesrunbyNGOsmainlygoundereithernon-formalorinformaleducation;• Non-formal education: It consists of short-term courses (3 months/300 hours), mid-term
courses (6 months/600 hours), and long-term courses (9 months/ 900 hours). Certified
registeredschoolsofferthesecourses.Thedefiningcharacteristicofnon-formaleducationis
thatitisanaddition,alternative,andcomplementtoformaleducationwithintheprocessof
thelifelonglearningofindividuals.Non-formaleducationisinstitutionalized,intentional,and
plannedbyaneducationprovider.Oncethetrainingiscomplete,theschoolandtheDGTVE
provideacertificate.
• Informaleducation:Itusuallyconsistsofatrainingprogramthathasnorequirementsabout
theduration.Theseprograms tend tohave less structure thanboth formalandnon-formal
education.The learningactivitiesoccur in the family,workplace, localcommunity,etc.The
traininginstitutionthenprovidesacertificateofattendance.
Therearemanyfactorstakenintoaccountthathelpdeterminethetypeandnatureofthetechnicaland
vocational education and training: duration, training centre, school, age, prerequisites, assessments,
diplomas,andcertifications.ThefigurebelowlooksatthedifferentformsofTVETeducation.
Figure9:MatrixforTypesofTVETEducation
29
TVTStatistics2016-2017
Accelerated
Organized
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
26
Youth suffer a wide-range of other education-related problems: such as the long school to work
transition, unemployment, and constrained aspirations. In 2014, the youth unemployment rate
exceeded35%witharound42%ofLebaneseyouththinkingaboutmigrating.Inthiscontext,President
Aounwarned“thatthegraveeconomicsituation,presenceofSyrianrefugeesandthereluctanceof
Lebanesetotakelow-paidjobshascausedunemploymenttosoarto46percent”30
,thisrateishigher
thananyunemploymentrateeverreachedinthepast5years.
TheserateshaveincreasedduetotheSyrianCrisisthathasresultedinseriouscompetitionbetween
employingLebaneseyouthandSyrianones,notingthatthelatteraccept lowerwages.Theilliteracy
rateforallrelevantagegroupsisstillatmorethan11%.Therateishigherforthosewhoare50years
andabove;withwomenrecordingratesdoublethoseofmen31
.Illiteratewomenarehighlyvulnerable
andrequirespecificlearningprogrammesfoundoutsideoftheformaleducationalsystem.Almosthalf
ofthewomenthatheadhouseholdsinLebanon(15%oftotalhouseholds)areilliterate32
.
30
BlogBaladi,UnemploymentRateinLebanonat46%,http://blogbaladi.com/unemployment-rate-in-lebanon-at-46/
31
CentralAdministrationforStatistics,2007
32
CentralAdministrationforStatistics,2009
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
27
3. The Nature and Extent of Public Private Partnerships (PPP) in TVET
Public Private Partnerships (PPPs) have becomewidely accepted and popular in public sectormanagement.The1990shasseentheestablishmentofthePPPasthekeytoolofpublicpolicy
acrosstheworld33asanoutcomeofNewPublicManagement(NPM).NPMhasshiftedthefocusofmanagement frompublic service to service delivery. Since the 1980s, privatization,market
mechanism, contestability in the delivery of public goods and services, deregulation, andreinvention of the role of government were the keywords of NPM. The principles of NPM
encouragedtheestablishmentofPublicPrivatePartnerships(PPPs)asanewmanagementtool.
Nowadays,PPPhasbecomeadesiredtoolforprovidingpublicservicesanddevelopingsocietyinbothdevelopedanddevelopingcountries.AtthemostgenerallevelPPPsaregenerallyrecognized
aslong-termcooperativeinstitutionalarrangementsbetweenpublicandprivateactorstoachievevariouspurposes.ThereisawiderangeofPPPswithdiversefeaturesandinvolvedindifferent
activities.However,very fewpeopleagreeonwhatexactlyaPPP isandwhat is itsdefinition.ThereisnopreciseandwidelyaccepteddefinitionofPPPandtheconceptofPPPisstillcontested.
3.1 Defining Public Private Partnership ThereareextensivedebatesabouttheconceptofPPP.Ingeneral,PPPislookedatasagovernmental
service or private business venture, which is funded and operated through a partnership of the
governmentandoneormoreprivatesectorcompany.
Forinstance,theWorldBankPPPreferstoarrangements,typicallymediumtolongterm,betweenthe
publicandprivatesectorswherebysomeoftheservicesthatfallundertheresponsibilitiesofthepublic
sectorareprovidedbytheprivatesector,withclearagreementonsharedobjectivesfordeliveryof
publicinfrastructureand/orpublicservices.Inanotherdefinition,theWorldBankandotherInstitutions
adoptabroaderviewtodefinePPPasalong-termcontractbetweenaprivatepartyandagovernment
entity, for providing a public asset or service, inwhich the private party bears significant risk and
managementresponsibility,andremuneration,islinkedtoperformance34
.
Whereas, the OECD defined PPPs as “an arrangement between the government and one ormore
privatepartners(whichmayincludetheoperatorsandthefinancers)accordingtowhichtheprivate
partnersdelivertheserviceinsuchamannerthattheservicedeliveryobjectivesofthegovernmentare
alignedwiththeprofitobjectivesoftheprivatepartnersandwheretheeffectivenessofthealignment
dependsonasufficienttransferofrisktotheprivatepartners”OECD2008).
Nomatterthefactis,PPPiswidelyusedfordifferentpurposes.However,therearedivisionsamong
thescholarsabouttheusesofPPPinpractice.SomeresearchersfocusonPPPasaninter-organizational
arrangementbetweendifferentinstitutionsinwhichPPPisusedasagovernanceormanagementtool;
someconcentrateonPPPasadevelopmentstrategy;whereassomethinkitisadiscursivetermora
‘languagegame’35
.
33
Osborne,S.P.,2000,Public–PrivatePartnerships:TheoryandPracticeinInternationalPerspective,Routledge:London,p.1
34
PublicPrivatePartnershipGuide,2014
35
NilufaAkhterKhanom,ConceptualIssuesinDefiningPublicPrivatePartnerships(PPPs),InternationalReviewofBusiness
ResearchPapersVolume6.Number2.July2010.p.150.
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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3.2 Forms of Public Private Partnership ThereareseveralformsofPPPs,dependingonthedegreeofprivatesectorinvolvement.Thisisfurther
elaboratedbelow36
:
Build-Own-Maintain(BOM) Theprivatecompanydesigns,builds,andmaintainsthepublic
sector’sentitywhileretainingownership.Inthiscase,the
governmentleasestheentityoverthetermoftheagreement.
Build-Own-Operate(BOO) Theprivatecompanyisinchargeoffinancing,designing,
building,&operatingthepublicentity’sproject,whileclaiming
ownership.Therefore,theprivatecompanyownstheproject
andbearsthecommercialriskofoperatingthefacility.Thereis
notransferoftheentity’sownershiptothepublicsector.
Build-Develop-Operate(BDO) Theprivatecompanydesigns,builds,renovates,modernizes,
andoperatesthepublicsector’sprojectforaspecifiedperiod
(withnoownership).Theprivatecompanybearsthe
commercialriskofoperatingthefacility.
Design-ConstructManage-
Finance(DCMF)
Theprivatecompanydealswiththefinancing,thedesigning,
thebuilding,andthemanagementofthepublicentity’sproject
forafixedperiod(withnoownership).Theprojectisthen
handedbacktothegovernment.
Design-Build-Operate(DBO) Theprivatecompanyhandlesthefinancing,designing,building,
andoperatingofthepublicentity’sproject,whileclaiming
ownershipofthatentity.Therefore,theprivatecompanyowns
theprojectandbearsthecommercialriskofoperatingthe
facility.
Buy-Build-Operate(BBO) Theprivatecompanybuildsandoperatesthepublicsector’s
entityaftergainingownershipofthatentity.Inthiscontext,the
privatecompanytakesintochargerehabilitatingorexpanding
it,andimprovingthewayitisoperated.
Lease-Own-Operate(LOO) Theprivatecompanyleasesthepublicsector’sentity,buysit,
andoperatesit.Thereisnotransferoftheentity’sownershipto
thepublicsector.
Lease-Develop-Operate(LDO) Theprivatecompanydesigns,builds,renovates,modernizes,
andoperatesthepublicassetforaspecifiedperiodafterleasing
it.Theprivatecompanybearsthecommercialriskofoperating
thefacility.
Build-Operate-Transfer(BOT) Theprivatecompanyassumestheresponsibilityoffinancing,
designing,building,andoperatingthepublicentity’sprojectfor
afixedperiod(withnoownership),andtransfersitbacktothe
publicsector.Theprivateentitythusbearsthecommercialrisk
36
NCPPP-TypesofPublic-PrivatePartnerships,U.S.GovernmentAccountingOffice-Public-PrivatePartnerships:Terms
RelatedtoBuildingandFacilityPartnerships,IMF–PublicPrivatePartnerships
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
29
ofoperatingthefacility.Thetransferofownershiptakesplace
atapre-setprice,oratthethen-prevailingmarketprice.
Build-Own-OperateTransfer
(BOOT)
Theprivatecompanyfinances,builds,andoperatesthepublic
entity’sprojectwhileclaimingownershipofthatentityfora
specificperiod,beforetransferringitbacktothegovernment.
Build-Lease-OperateTransfer
(BLOT)
TheBuild-Lease-Operate-Transfercontractisclassifiedunder
thecategoryEnhancedUseLeasing(EUL),whichalsotakesinto
considerationothertypesofpartnershipsthatincludeleasing,
suchasthelease-develop-operatecontract.Theprivate
companydesignsandbuildsthepublicsector’sentity,leasesit,
operatesitforafixedperiod,thentransfersitbacktothe
government.
Build-Rent-OwnTransfer(BROT) Theprivatecompanyfinances,builds,andoperatesthepublic
assetforaspecificperiodbeforetransferringitbacktothe
government.Theprivateentitycan,however,rentsaidasset
fromtherelatedpublicenterpriseaftertheprojectis
successfullyimplemented.
Wrap-AroundAddition(WAA) Theprivateentityrenovates,modernizes,andexpandsthe
publicassetafterbuyingorleasingit.Theassetisnot
necessarilytransferredbacktothegovernmentoncethe
projectisachieved.
3.3 Defining PPPs in the TVET sector InTVET,PPPsareimportantforthedevelopmentofahigh-qualityvocationaleducationandtraining,
sincetheyfosterregularcommunicationbetweenemployersandTVETproviders.Suchcommunication
iscriticalinTVETpracticebecauseononehand,itenablesTVETproviderstolearnmoreabouttheskills
demandedbytheemployers,andontheotherhand,itallowstheemployerstohaveaninputinthe
curriculaofTVET,inaddition,itgivesthemarecruitingtooltoemployskilledworkers.
AstheinfluentialThirdInternationalCongressonTVETinShanghai,May2012concluded,“scalingup
existingmodelsofTVETprovisiontoincludemoreyoungpeopleandadultsisnotthesolutiontothe
challengesfacingskillsdevelopment,butratheritalsoinvolvesaparadigmshiftthatincludestheactive
involvementofrelevantstakeholderssuchasindustry”(Dunbar,2013).
PPPsinTVETcanbeidentifiedas“aformalrelationshipwithsharedresponsibilitiesbetweenpublicand
privatesectoractorsinco-operationtoachievemutualgoalsthatmaytaketheformofajointbusiness
venture,ajointeducationandtrainingagreement,orasocialpartnershipstructuredaroundasocial
agenda”(Kruss2017).
ATVETsystem’ssuccessinskillsdevelopmentisincreasinglylinkedtothecapacityofpartnershipwith
external stakeholders such as governmental departments, industries, employer associations,
occupationalbodies,andcivilsociety(Lucci,2012).
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30
AccordingtoUNESCO(2013),PPPisperceivedasamechanismtoshiftfromasupply-driventoasupply
anddemand-drivenapproach that is needed to address youthunemployment.While supplydriven
trainingmeansproducingskilledmanpowerneededforeconomicdevelopmentwithoutreferringto
theemployers’needs.Demanddriven iscustomizedtoresponddirectly tospecific requirementsof
employers’needsinthelabourmarketandusuallyleadstoemploymentorself-employment.
The International Labour Organization (ILO, 2012a, 2012b) emphasized the leadership role of
employers and workers in developing and managing competency standards and monitoring
mechanismsinskillsdevelopmentwithinTVETsystems(Kruss2017).
InadditiontothepossiblecontributioninfundingTVET,theprivatesectormaybeabletoprovidethe
followingin-kindcontributionsthroughpartnershipsetting:
u Jobsskillsneedsassessmentormarketassessment,includingcapacitytotrainNGOsorother
actorstoundertakesuchwork
u Participationonalliancesteeringcommittee,secretariatorotherintermediary.
u Involvementincurriculumandprogrammedevelopment
u Internships/apprenticeships
u ExposureofTVETtechnicalstafftonewtechnologiesinlabourmarket
u Mentoring/jobshadowing/careeradvice
u Technology/equipment
u Classroomspace/meetingspace
u Stafftimeandexpertise
u Managementofpublictraininginstitutes
u Businessconnections/networks
u Competitionprogrammeforentrepreneurs,businessplans,orinnovations
u Loanguaranteeforentrepreneurs
u M&Esystemsorimplementation
u Designorimplementationofasocialmarketingcampaign(toreachvulnerable/outof-school
groups,etc.)
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4. Legislation, Regulation and Policies of PPP in TVET
The country report issued by UNESCO reported that ‘there is no clear vision, structure or strategic plan to guide the actions and decisions of the TVET system’; recently, however, a national strategy for TVET has been published which may form a basis for improved collaboration between government institutions and stronger partnerships with the private sector. It was foreseen that this strategy will serve as the main national reference for institution-specific action plans that will include strong partnerships with employers’ and workers’ organizations.
4.1 National Strategic Framework for TVET in Lebanon 2018–2022 TheNationalStrategicframeworkforTVETreleasedinJune2018isbasedonfourcoreareas:
• reviewandupdatetheavailableprogrammesandspecialtiesinTVET;
• reviewtheacademicandadministrativestructuresofTVET;
• provideanddevelophuman,physical,andfinancialresources;
• strengthenpartnershipsandcooperationinthefieldofTVET.Eachcoreareaisassociatedwith
differentprojectsandactionplans.
CoreArea1:ReviewandUpdatetheAvailableProgrammesandSpecialtiesinTVET• Organizefields,levels,andofficialdiplomasinTVET;
• AdoptacredithoursystemforTVETprogrammes;
• Createacomprehensiveevaluationsystem;
• ReviewandupdateofferedprogrammesandspecialtiesinTVET,includingclassifyingandre-
distributingthemamongschoolsandinstitutes;and
• Reviewanddevelopexistingcurriculatoprovideappropriatetextbooks.
CoreArea2:ReviewAcademicandAdministrativeStructuresofTVET• OrganizetheTechnicalEducationalInstitute;
• Re-classifyschools,institutes,anddistributionofspecialties;
• ModernizerulesandregulationsforTVET;
• Organizeeducational,technical,andadministrativefunctionsforTVET;
• CreateanequivalencecommitteeforTVETdegrees;
• CreateanationalbodyforqualityassuranceinTVET;
• ActivatetheSupremeCouncilforTVET,whichincludescorrespondingstakeholders(ministries,
industrialsector,businesssector,etc.);
• Organizeandimplementshorttermtrainingprogrammes;
• Implementjointprojectsandreviewtherulesgoverningthoseprojects;
• ReviewlicensingandauditingrequirementsforTVETinstitutions;
• Modernizethemanagementofeducationalaffairs;and
• ModernizerulesandregulationsforTVETofficialexams.
CoreArea3:ProvideandDevelopHuman,Physical,andFinancialResources• ProvidecompetenthumanresourcesforTVETstaff;
• Fill vacancies in theadministrativeand technicalpositions in the staffingof theDirectorate
GeneralofTVET;
Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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• Restore and rehabilitate technical schools and institutes and provide themwith necessary
equipment;
• TrainqualifiedTVETteachers;
• Invest in available resources in TVET institutions and effectively allocate resources for the
purposeofeducation;and
• IncreaserevenuesandresourcesforTVET.
CoreArea4:StrengthenPartnershipsandCooperationintheFieldofTVET• PromotetheparticipationofcivilsocietyandlocalauthoritiesinsupportingandfinancingTVET;
• Strengthenpartnershipsandprogrammeswiththeprivatesector;
• Implementbilateralandmultilateralagreementsandcooperationprogrammesonthe local,
regional,andinternationallevels;and
• ImproveandenhancetheimageandstatusofTVET.
The TVET related legislative framework is undergoing upgrades according to the aforementioned
reformactionplan. InAugust2012,theLebanesegovernment issueddecree#8590focusingonthe
fields, levels,andcertificatesoftechnicalandvocationaleducationandthenapprovedin2013.This
decreeincludesmajormodificationssuchas:
• The“EfficiencyLevel”thatledtoaCAPcertificateisrevoked.
• Thecomplementarylevelisunchangeable.
• TSlevelchangesfromthreeyearsofeducationtotwoyears,theLTLevelfromtwoyearsto
oneyear,andtheLETlevelfromtwoyearstooneyear.
• Transfersfromvocationalandtechnicaleducationtogeneralhighereducationhavestarted.
• TheMeisterdegreeisnowpartofthemiddlelevelofvocationaleducation.
• ThesameenrolmentconditionsapplytotheLPandBTlevels.Theseconditionsallowstudents
whofailedtheBrevetCertificatetojointhesetwolevels.
• StudentswhodonotholdaBrevetCertificatecannowobtainanewspecificcertificatecalled,
“PreparatoryTechnicalRehabilitationCertificate.”
ThepurposeofthenewTVETframeworkistobetteralignwithinternationalbestpracticesandcreate
flexiblepathwaysbetweenTVETandhighereducation.However, theTVET systemremains isolated
fromgeneralandhighereducation.Thisdecreehasalsoseparatedthedualsystem*
andtheMeister
programme.Thisparadoxical situation results from the fact thatpathwayshavebeen createdonto
theseprogrammes,butno loopshavebeencreatedback intothetraditional (techniciensupérieur -licencetechnique)levelsoftheTVETsystemforstudentswhofindthemovetoochallenging.Thedecree
hasreducedthenumberofyearsoftrainingforthetechniciensupérieurandlicencetechniquecourses.Thisreductionrequiresurgentprogrammerestructuring.
37
*In1994,theMinistryofVocationalandTechnicalEducation(theVTEMinistry)signedaprotocolofcooperationwiththeGermanGovernment,representedbytheGTZ(GesellschaftfuerTechnischeZusammenarbeit-GermanAgencyforTechnicalCooperation),inordertointroducetheDUALtrainingsystemintoLebanon.Thefirstphaseoftheagreementwasimplementedfromthe1996/1997academicyearonwardsinfourtrainingcentersandcoveredtwotrades:industrialengineeringandautomobileengineering.Duringthesecondphase,scheduledtostartin1999/2000,theDUALsystemwasintroducedinto10centresandcoveredfivedifferenttrades.Thistrainingwasatthenewvocationalbaccalaureatelevel.
37
EuropeantrainingFoundation,TorinoProcess2014Lebanon,p.6.
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33
4.2 The Legal and Regulatory Base for Formal Apprenticeships/WBL in TVET WorkBasedLearning(WBL)referstothe“learningthatoccurswhenpeopledorealwork.Thiswork
can be paid or unpaid, but it must be real work that leads to the production of real goods and
services.”38
WBL is often seen as a powerful vehicle for developingworkplace skills and promoting
productivity of the labour force. However, there is a long tradition of skill development through
informalortraditionalapprenticeships.Althoughreliabledataisnotavailable,informalapprenticeships
stillrepresentthemaintrainingrouteforsomesectorsandoccupationsincludingcrafts,construction,
retail,garmentmakingandrepair,andautomobilemaintenance.Typically, informalapprenticeships
take place entirely within the workplace and do not involve any complementary classroom-based
education or training. In addition to these informal arrangements, there are three types of formal
programmes.-Well-establishedprogrammeshavealargenumberofparticipantsandrepresentalarge
shareoftheuppersecondaryinitialvocationaleducationandtrainingsystem.Theseprogrammeshave
a sound institutional base. - Long-established programmes are an integral part of the country’s
vocational education and training system, but tend to remain small, specifically in comparison to
institution-based vocational education and training. - Small pilot programmes tend to depend on
supportfromdonoragenciesfortheircontinuedexistenceandviability.
WBLinLebanongoesundertheTVETsectorandcombinesclassroom-basedlearning.WBLimproves
thepracticalskillsofTVETstudentsandfacilitatesthetransitionfromschooltoworkforgraduates.
TVET providers benefit fromWBLby saving on equipment needed for the training process in their
campuses. The private sector benefits fromWBL because employers can savemoney and time by
avoidingthecostsofre-trainingemployees.Employerscanhireyoungpeoplewhoarebettertrained,
have skills relevant for theneedsof the labourmarket, andhavepriorwork experience.However,
Lebanon (excluding the LP program dual system) lacks structured WBL schemes that provide a
frameworkwithregulationsregardingduration,content,roles,andresponsibilitiesregardingfirmsand
supervisors,andmonitoringschemesetc.Thedualsystem’smainobjectiveistopromoteemployability
inachangingworkplace.Thissystemunderstandsthattechnologicaladvancementsandemployeescan
shape and change the workplace. Another objective is to create a willingness to learn and foster
personaldevelopment. Inorder forpeople towork ina knowledge societyanddealwith its future
challenges,theymustbeabletoplan,carryout,andchecktheirownworkindependently.
4.3 Quality assurance Policies of PPP in TVET including NQF and Accreditation Currently, there is no National Qualifications Framework in place but it is under development.
According to the ILONational Strategic Framework 2018-2022, aNationalQualification Framework
Groupestablished a LebaneseNQF in 2011,whichoutlined8 levels of qualifications. TheNQFwas
pilotedbutnotnationallyadapted.
Quality assurance despite their relative independence, however, private providersmust still obtain
DGTVEaccreditationbeforetheycanprovideTVETservices.Non-formalprovidersmustbeinaschool
certified by the Government, and officially registered with the DGTVE. They must also have their
students sit foroneofficialexaminationorganizedby thecentraladministrationat theendofeach
academicyear.Uponsuccessfulcompletionofthecourse,studentsareprovidedwithacertificatefrom
theinstitutionauthenticatedbytheDirectorateGeneral.
38
EuropeanTrainingFoundation,WorkBasedLearning:AHandbookforPolicyMakersandSocialPartnersinETFPartner
Countries,2014,p.3.
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The DGTVE is mandated to oversee the work of private institutes and schools. Once they receive
accreditationfromtheDGTVE,privateschoolsarerequiredtosubmitanannualreportcoveringeneral
activitiesandhighlightingpendingneeds.Schoolsalsodrafttheirownqualitativeandsubjectiveself-
evaluationontheirpedagogicalmethods,whichtheyattachtotheirannualreports.However,because
ofstaffshortages,theDGTVEhasnofollow-upmechanismstoassurethequalityofprivateschools.
BothpublicandprivateTVETprovidersofferacceleratedtrainingcoursesranging3–9months.Private
andnon-governmentalorganizationsarenotboundbyofficialcurricula,anddesigntheirowncourses
without supervision from the DGTVE. Studentswho complete such courses receive a certificate of
attendancefromtheDGTVEonlyiftheschoolisofficiallyrecognized.Graduatesofacceleratedtraining
programmesofferedbytheNCVTreceivecertificatesdirectlyfromtheNCVT.
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5. The Nature and Extent of Public Private Partnerships (PPP) in TVET
5.1 Work Based Learning as an Example of PPP WorkBasedLearning(WBL)referstothe“learningthatoccurswhenpeopledorealwork.Thiswork
canbepaidorunpaid,butitmustberealworkthatleadstotheproductionofrealgoodsandservices”39
WBLisoftenseenasapowerfulvehiclefordevelopingworkplaceskillsandpromotingproductivityof
thelabourforce.However,thereisalongtraditionofskilldevelopmentthroughinformalortraditional
apprenticeships. Although reliable data is not available, informal apprenticeships still represent the
main training route for somesectorsandoccupations includingcrafts, construction, retail, garment
makingandrepair,andautomobilemaintenance.Typically,informalapprenticeshipstakeplaceentirely
withintheworkplaceanddonotinvolveanycomplementaryclassroom-basededucationortraining.In
additiontotheseinformalarrangements,therearethreetypesofformalprogrammes:
u Well-establishedprogrammeshavealargenumberofparticipantsandrepresentalargeshare
of theuppersecondary initialvocationaleducationandtrainingsystem.Theseprogrammes
haveasoundinstitutionalbase.
u Long-establishedprogrammesareanintegralpartofthecountry’svocationaleducationand
training system, but tend to remain small, specifically in comparison to institution-based
vocationaleducationandtraining.
u Smallpilotprogrammestendtodependonsupportfromdonoragenciesfortheircontinued
existenceandviability.
WBLinLebanongoesundertheTVETsectorandcombinesclassroom-basedlearning.WBLimprovesthe
practical skillsofTVETstudentsand facilitates the transition fromschool towork forgraduates.TVET
providersbenefitfromWBLbysavingonequipmentneededforthetrainingprocessintheircampuses.
TheprivatesectorbenefitsfromWBLbecauseemployerscansavemoneyandtimebyavoidingthecosts
ofre-trainingemployees.Employerscanhireyoungpeoplewhoarebettertrained,haveskillsrelevant
fortheneedsofthelabourmarket,andhavepriorworkexperience.However,Lebanon(excludingtheLP
programdualsystem)lacksstructuredWBLschemesthatprovideaframeworkwithregulationsregarding
duration,content,rolesandresponsibilitiesregardingfirmsandsupervisors,andmonitoringschemesetc.
The dual system’smain objective is to promote employability in a changing workplace. This system
understands that technological advancements and employees can shape and change theworkplace.
Anotherobjectiveistocreateawillingnesstolearnandfosterpersonaldevelopment.
Inorderforpeopletoworkinaknowledgesocietyanddealwithitsfuturechallenges,theymustbe
able to plan, carry out and check their own work independently. Vocational education through
apprenticeshiporientstowardthisgoal.Regulartrainingcomplementedwithadditionalqualifications
cansupporttheseapprenticeshipsandleadtofurtherspecializationsafterfinishingtheseprogrammes.
Lebanon’sdualsystemconsistsofthreeyearsofstudywiththefirstyearofpracticaltrainingtaking
placeinaschoolsetting.Inthefirstyear,theobjectiveistostrengthenstudents’theoreticalandbasic
skills. In the second and third years, student acquire theoretical knowledge at school and develop
workplaceskillsthroughpracticalexperienceatcompanies.
39
EuropeanTrainingFoundation,WorkBasedLearning:AHandbookforPolicyMakersandSocialPartnersinETFPartner
Countries,2014,p.3.
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36
Table4:ApprenticeshipSchemesforLPStudents(DualSystem)
TheLPLevel(alsoknownasthedualsystem/apprenticeshipsystem)offerstrainingforeightdifferent
tradessuchasindustrialelectric,industrialmechanics,restaurantservice,carmechanics,heatingand
sanitary/plumbing,woodworking,productioncook,metalconstruction,andmaintenance.TheMeister
Levelofferstrainingforthreedifferenttradesonly.TrainingatLPandMeisterlevelsareonlyavailable
ina limitednumberof schoolsand institutes in thecountry.The“majorityofdual systemstudents
(69%)areemployedincompaniesimmediatelyaftercompletingtheirstudiesandhavetheoptionto
pursuefurtherstudiesintheirfield”40
.
Similar to Lebanon’s broader VTE system, there are numerous challenges associated with
apprenticeship. It is difficult to keep teachersupdatedonnew technological developments in their
fields.
Althoughtrainingteachersisfundamentalforequippingthemwithadditionalskillstoprovidesettings
conducive to learning, this is largely absent. Companies lackqualified trainerswho can create links
betweentheoreticaleducationofferedinVTEschoolsandpracticaltrainingprovidedbyfirms.These
twokeycomponentsoftheapprenticeshipsystemcreateseriousgapsinthetrainingprovided.
Furthermore,LebanesesocietyhasanegativeviewassociatedwithVTEandthereisagenerallackof
awareness of the apprenticeship system, resulting in lowparticipation rates. It is also common for
studentstodropoutoftheirapprenticeshipprogram,especiallyduringtheirfirstyear.Limitedcareer
guidanceforstudentsisoneoftheprimaryreasonsforhighdropoutrates41
.Insomecases,students
optnottoreturntoschooloncetheyhavestartedearningwagesandemployersliketoretainstudents
whohavenotcompletedtheirstudiesbecausetheycanofferthemlowerwages.Anotherimportant
challenge is therelative lowcostofemployingforeignworkers inLebanesecompanies,which leads
employerstopreferandhireforeignersoverLebaneseworkers.
5.2 Types of Enterprises Participating in WBL Schemes MostenterprisesinLebanonareprivateexceptforeightstate-owned-enterprises.However,thereare
only a few enterprises participating in WBL because such programmes are highly dependent on
personalrelations.Lebanonlacksaninstitutionalandsystematizedchannelthroughwhichyouthcan
enterWBL.NGOs’workingonWBLhavehelpedcreatelocalpublic-privatepartnerships(PPP)basedon
40
GIZ-DSME-Lebanon(2010):ProjectMonitoringReport.
41
BarendVlaardingerbroek,NeilTaylorandTomHaig.“StudentTransitiontoVocationalEducationfromMiddle
SecondarySchoolinAustraliaandLebanon:AnExploratoryStudy.”MediterraneanJournalofEducationalStudies,Vol.
14(1)2009,pp.91-107.Seepage95:http://www.um.edu.mt/__data/assets/pdf_file/0009/77049/Med_Journal_09-
_Vlaardinger.pdf.
Year TimeatSchool TimeatCompany Total#ofhoursperyearYear1 5days/week 1200
Summer1 2months 320
Year2 2days/week 3days/week 1200
Summer2 2months 320
Year3 2days/week 3days/week 1200
Total3years 4,240
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mutual benefits between the different stakeholders in the TVET sector. There have been various
attemptstoformalizetherelationshipbetweenTVETinstitutesandprivatecompanies,butuntilthis
date,therehasbeennoclearmemorandumissued.Nonetheless,employersunderstandthebenefits
ofWBLprogrammesespeciallyifsuchinitiativesreducepre-employmenttrainingcostsforemployers.
InLebanon,therearethreedifferenttypesofWBLprogrammesincludinginternships,apprenticeships,
andalternance:
• Internship:There isnostandarddefinitionforwhatconstitutesan internship.However,theInternationalLabourOrganization(ILO)definesitas“shorttermworkexperienceduringwhich
the learner (intern) receives trainingandgainsexperience ina specific fieldor careerarea.
Internshipsvaryindurationandcanbepaidandunpaid.”
• Apprenticeship:Apprenticeshipisaformofworkplacelearning,butnotallformsofworkplace
learningareapprenticeships.Apprenticeshipmeansasystematicacquisitionofcompleteskill
setsattheworkplace,forafulloccupation.Apprenticesare“employees”wholearnwhilethey
workatthecompany.Learningexperiencesarecomplementedwithschool-basedtrainingand,
uponsuccessfulcompletion,certifiedwithavalidcertification42
.
• Alternance: Education and/or training combining periods in an educational institution or
training centre and in the workplace. The alternance scheme can take place on a weekly,
monthly,oryearlybasis.Dependingonthecountryandapplicablestatus,participantsmaybe
contractuallylinkedtotheemployerand/orreceivearemuneration43
.
42
ReportoftheUNESCO-UNEVOCVirtualConference,DeliveringTVETthroughqualityApprenticeships,15-26June2015,
p.6.
43
CEDEFOPLuxembourg:OfficeforOfficialPublicationsoftheEuropeanCommunities,2008,availableonlineat:
http://www.cedefop.europa.eu/EN/Files/4064_en.pdf
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ThetablebelowsummarizesthedifferenttypesofapprenticeshipschemesthatexistinLebanon.Table5:DifferentTypesofApprenticeshipSchemesinLebanon
WBLSchemes
Duration TVETorUniversity
Obligatory PersoninChargeofmonitoring
Curriculum CertificateInternship
• Usuallyduringthesummerfor1month.
• Durationdependsonregulationsofschoolsanduniversities
• University• TVETinstitute
(dependsonspecializations)
• Dependsonregulationsofschoolsoruniversities
• Mainlyemployeesfromtheenterprise
• Insomecasesstudentsaresupervisedbyateacher(mainlyadministrativereasons)
• Nodefinedcurriculum
• Moreregulationsanddirectives
• Certificateofparticipationissuedbytheenterprise
• Studenthastowrite&presentareport
Appren
ticeship
• 2monthsduringthesummer(1stand2ndyear)
• 3days/weekthe2ndand3rdyear
• MainlyLPlevelstudents
• Yes • Mainlyemployeesfromtheenterprise
• Insomecasesstudentsaresupervisedbyateacher(mainlyadministrativereasons)
• DefinedbySchool
• Certificateofparticipationissuedbytheenterprise
• Studentsmustpassthesecondyearortaketheofficialfinalexams
Alternance
• Dependsonregulationsofuniversities(newlyestablished)
• University • Yes • Mainlyemployeesfromtheenterprise
• Insomecasesstudentsaresupervisedbyateacher(mainlyadministrativereasons)
• Certificateofparticipationdeliveredbytheenterprise
• Studenthastowriteandpresentareport
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5.3 Resources Supporting and Improving Work-Based Learning Programmes, Including Apprenticeships TheprivatesectorhasmaderemarkablecontributionsinWBL:-Non-ProfitNGOsOperatingPrivateVTESchools:CharitableNGOsarethelargestprivatesectorplayerinVTEeducation.Theyoperateeitherprivate community centres or non-profit schools as social development and poverty reductionmeasures.TheseNGOsaremostlycommunitybased,withstrongregionalandreligiousties.Theyarepioneersinthissector.TheystartedworkinginthisfieldbeforethegovernmentcreatedDGTVE.DuetotheSyrianinflux,internationalanddomesticorganizationsareleveragingtheircapacitiestotargetSyrianrefugeesinLebanon.Theseprojectsaimtoreachvulnerablegirlsandboysandteachthemsoftandhardskillsinordertomakethemmoreemployable.TheseprogrammesentailtwotypesofTVET:short-termcoursesthattake50-150hoursandmedium-termcoursesthatentail250-350hours.However,onanationalscalethereisnohomogenouscurriculumthatimplementerscanfollow.-For-ProfitPrivateVTESchools:Therearemorethan300schoolssomeconsistofasingleclassroomandafewinstructors.Whilelargerprivatefor-profitVTEschoolsareconcentratedaroundthemajorcitiesandcentresofpopulationandofferhighlycompetitiveeducation.-PrivateGeneralEducationSchools:TheseinstitutionsplayanimportantroleaspotentialsuppliersoftheVTEstream;however,theyhavenotshowninterestinidentifyingandresolvingstrategicprioritieswithintheeducationsystem.Theseprivateschoolsnowhavetechnicalschools fortheirstudentsthatdonotshowpromisingacademicachievements.International stakeholders also contribute to the strengthening of the TVET system in Lebanon byprioritizingapprenticeshipandWBL.Thesestakeholdersinclude:TheEuropeanUnion,theEuropeanTraining Foundation, the International Organization of La Francophonie, UNESCO, UNICEF,InternationalLabourOrganization,IECD(InstitutEuropéendeCoopérationetdeDéveloppement),AFD(AgenceFrançaisedeDéveloppement),andGIZ(DeutscheGesellschaftInternationaleZusammenarbeit-GermanassociationforInternationalCooperation).ThebenefitsofapprenticeshipandWBLhelppromotegrowthandeasethetransitionfromfull-timeeducationtoworkforyoungpeople.However,inLebanonthereisnoclearstructureforapprenticeshipandWBL.
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6. Challenges and Constrains in Implementing PPP in TVET
6.1 SWOT analysis of PPP implementation in TVET 6.1.1 Strengths Apprenticeshipandwork-basedlearningschemesinLebanoninclude:
u A legal base for implementing apprenticeship training and other work-based training isavailable“althoughnotsufficient”through:-DecreeNo.11019,October7th1968:Organizestrainingcontracts incommercial, industrial,vocationalorprofessionalsectors,whichdonotcoverallaspectsrelatedtoapprenticeship,butprovidesomerulesforwork-basedlearningincompanies including: duration, qualifications, work experience, workplace conditions, andtraining termination cases. - Decree No. 1384, October 4th 1999: Mandates the GeneralDirectorate of Technical and Vocational Education Training (TVET) as themain provider ofvocationaltraininginLebanonandimplementeroftheDualSystem-apprenticeship-trainingprogramsforyouthinLebanon. It is importanttonotethatcooperationwithGIZ(knownasGTZatthetime)onthisissuestatedin1995.
u Lebaneseacceptthe“Germanmodel”alsoknownastheDualSystemforTVETbecausetheyappreciateGermanproductsandrespecttheevolutionoftheGermaneducationalsystem.
6.1.2 Weaknesses Apprenticeshipandotherwork-basedtrainingschemesinclude:
u Insufficient legal frameworks for apprenticeship training, since the law does not coverapprenticerightsforsocialsecurityandhealthinsurance.
u Weak involvement of employers in the apprenticeship training programs specifically inidentifyingtrainingneeds,designingprograms,selectingapprentices,andevaluatingtrainees’progressandskillsacquiredduringtheon-the-jobtrainings.
u International and domestic NGOs mainly finance apprenticeship and other work-basedtrainings.
u No criteria available for selecting workplaces appropriate for implementing apprenticeshiptrainingandothertypesofwork-basedtraining.
u Trainingofapprentices incompaniesparticularly inSMEs takesplaceaccording to thedailytasks,whichdoesnotnecessarilymeetthelearningobjectivesofthetrainingprograms.
u AbsenceofTVETtracerstudiesforapprenticeshipschemegraduates.u Weak employment services for graduates of apprenticeship and otherwork-based training
programs.u Noofficialtrainingandcertificationforcompanytrainersortechniciansthattrainapprentices
incompanies.6.1.3 Opportunities Increasingandimprovingapprenticeshipandotherwork-basedtrainingsinclude:
u InitiativesledbybothinternationalanddomesticNGOscanhelpleadthewayforregulatingapprenticeshipschemesonanationallevel.
u TheimportancegiventoTVETandWBLinthepastthreeyears.
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41
6.1.4 Threats/Barriers Increasingandimprovingapprenticeshipandotherwork-basedtrainingsinclude:
u NegativeattitudesofstudentsandparentstowardsTVETincludingapprenticeshipandotherwork-basedtrainings.
u Insufficient financial resources for increasing and improving apprenticeship andotherworkbasedtrainingschemes.
u Lack of private sector capacity to participate effectively in planning, designing, andimplementingTVETinLebanon.
u Inadequatefacilitiesforconductingwork-basedtraining.u Unwillingnessofsomecompaniestocooperateinimplementingwork-basedtrainings.u Lebanon’seconomymostlydependsonsmallandmicroenterprises.u Insufficienttrainingplacesforapprenticeshipandotherwork-basedtraining.
6.2 The underdeveloped Role of Employee Organizations Employersandemployeeorganizationsarenotyetactivepartners inthedevelopmentofeconomicandeducationalpolicieswith lifelong trainingcomponents.However, some initiativesdevelopedbyemployee’sorganizationsareworthhighlighting:
u TheAssociationofLebaneseIndustrialists(ALI)housesthelargestindustriesinLebanon,withabout1200membersthatrepresentthemajorityofthecountry’s industrialproductionandindustrialexportswiththeexceptionofgoldandgems.TheassociationisdirectlyinvolvedwithVTEasthemainemployerofgraduatesspecializingintheindustrialsector.ALIcooperateswithDGTVEandotherinstitutionsinordertoimprovesystemresponsivenessandmeettheneedsoftheindustryineducation,training,andre-training.
u Specialized Industry Syndicates group industrial sectors and sub-sectors such as agro-foodindustries,plastic,paperandpackaging,stoneandcementconstructionproducts,civil-workscontractors,woodenfurniture,printing,clothing,chemicals,tanneries,leathergoods,paints,andalcoholicbeverages.AllofthesesyndicatesaresomewhatinvolvedwithVTEdependingontheirneeds.TheAgro-foodindustriessyndicateispro-activeintranslatingneedsintoaction;ithasestablishedapublic-privatepartnershipforthefirstfoodtechnician’sschoolintheBekaaValley. This project has not started due to institutional and political roadblocks within theMinistryofEducationandHigherEducation(MEHE).
u ChambersofCommerce, Industry,andAgriculture(CCIA):Theregionalchambersofcommerce(BeirutandMountLebanon,North,South,andBekaaValley)aswellastheirheadofficeinBeirutcombineup to50,000activecompanies in trade, services, finance,aswell as industrialistsandagriculturalproducers.Thechamberscatertotheimmediateneedsoftheirmembers,andassuchhave been organizing and offering training courses, and continuous education on commercialpractice,auditing,taxation,andbusinesspracticesthroughprivatesectorserviceproviders.
u Professionalgroups inLebanonareself-organized,operateas sovereignentities,and represent theinterests of their members. The main professions are engineers, physicians, pharmacists, nursing,optometrists,dentists,andtopographers.Thesegroupsstrivetoprovidetherequiredlinkagesbetweentheirneedsandtechnicalsupportstaff.However,someoftheseeffortshavebeenunsuccessfulbecauseoftheimbalancebetweentheattainmentsoftherequiredsupportstaffinrelationtotheprofessionals.
u LabourUnionsareorganizedforemploymentorworkingsectors.TheybelongtotheGeneralFederationofLabourerswhosemainefforts in recentyearshave focusedondefending thebasicrightsoftheirmembershipparticularlywithregardtobenefitsandsalaries.Labourunionsdonotcontributetothedevelopmentofmarketskills–demandequation.
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6.3 Weak Labour market information and Advice to Students and Employer Lebanon has no established labour market information system. No official labour market needsanalyseshavebeencarriedoutforseveralyears;thelastonedatesbackto2004.Inrecentyears,theILOhassupportedtheNationalEmploymentOffice(NEO) insettingupa labourmarket informationsystem.Forexample,in2011,theNEOconductedastudyentitledEmploymentneedsassessmentforthehospitalitysector:hotelsandrestaurantsinLebanon.WiththehelpoftheILO,itsurveyedmorethan 600 enterprises, hotels and restaurants employing over 13 000workers across Lebanon. ThesectorwasselectedbecauseofitspivotalroleineconomicgrowthandjobcreationinLebanon.TheILOisalsosupportingtheCASinconductingalabourforcesurveythatshouldbecompletedin2015.Lebanon has not conducted a census formany years so the labour force survey will be based onhouseholdsurveys.TheChambersofCommerce,IndustryandAgriculturealsocarryoutspecificsectorsurveys. However, the mechanism for transferring this information to the education and trainingsystemisextremelylimited.Thereisnostructuredandconsolidatedmechanismforskillsmatchingandanticipation.Thelimiteddialoguewithsocialpartnersandthebusinesssectorinparticularremainsakey problem in defining and implementing effective measures to address skills development andespeciallyskillsmismatch.6.4 Underdeveloped Funding Mechanisms including for PPP and WBL FinancingofWBLisacoreissueforguaranteeingthesustainabilityofleveragingyouthcapacities.MostTVETstudentscomefrompoororunderprivilegedareasand there isno financial supportallocatedspecificallyforWBLschemesinLebanonthatincludesaccommodation,transportation,andinsurance.Instead, donors through INGOs and NGOs provide apprentices “stipends.” Stipends are economicincentivesthathelpcovertheapprentices’expensesduringtheirtraining.
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7. Local Practices
As a means for validating the collected data related to the report, WARD approached some keyinformantsthatareconsideredasfundamentalplayersintheTVETsectorsuchasFAOandILO.Thequestionsfocusedon:
u theschemesofPPPfollowedundertheirongoingprojectsinthecountry;u theimplementingmechanismof“OntheJobTraining”andhowitcanbeadaptedtothelocal
context;u therelationshipbetweenthemandtheinvolvedministries;u thetypeofofferedsupporttoministriesinvolvedinTVET;u addedvalueofpartneringwithgovernmentalbodiesforimplementingTVET.
Dr.MohammadAbouHaidar,advisorofH.EGeneralDirectorofTVET,confirmedthat“unfortunately,untilthismoment,thereisnowin-winsituationbetweentheTVETandthelabourmarket;itisduetothelackofacomprehensivestudythatscrutinizestherealneedsinthemarket”.Headded“Objectivelyspeakingthere isminorcollaboration, ifnottosayabsent,withtheNationalEmploymentOffice (NEO)and theprivate sector”.Hementioned that thereare some initiatives toapproachthekeystakeholdersinthemarketforidentifyingtheirneedsinordertomatchthemwiththeskillsneeded,butthesearestillmodest.In this regard, theHigher council ofVocational EducationTraining is very important and shouldbeactivated,thisneedslegalprocedures.FAO,representedbyMrs.AbirAbulkhoudoudconfirmedthattheorganizationhasnon-formaltrainingwith the private sector and involvedNGOs,whereas, theOn-the-Job-Training is still in its planningphase.TheOJTmethodologyhasbeensetinpartnershipwithILOandwillbetestedattheMinistryofAgriculture schools with AVSI and WARD. This leads to say that the FAO has established a jointframeworkwithspecificactionplantobefollowedbyMEHE,MOSA,MoL,ILOandUNICEF.AdditionalsupporthasbeenofferedtoMOAthroughtheimplementationof“UpgradingtheAgricultureEducationSysteminLebanon-OSRO/LEB/601/NET”thataimsatenhancingemployabilityofyoungLebaneseanddisplaced Syrians and other refugees in Lebanon by giving them the opportunity to acquire thenecessary technical skills toaccess improvedcareeropportunities inagricultureandagribusiness inLebanonorinSyriaupontheirreturn,accordingly.ThelongtermobjectiveoftheprojectistoenhancetheefficiencyandqualityoftheagricultureeducationsysteminLebanontoreachandsupportmoreyoungpeople.TheprojectfocusesonagriculturalareasinLebanonandseekstoreach525students,ages 15-20, for enrolment in the 3-year agricultural programme (the formal education). It is alsotargeting1848students,ages14-25,forenrolmenttotheshort-termvocationaltrainingcourses(thenon-formaleducation);and100teachersforrefreshertrainingcoursesforagriculturaltechnicalandcapacitybuildingforrevisingandimplementingthenewcurriculumthatprovideCompetency-BasedTraining(CBT)andpromotesdecentwork. Inanutshell,theaddedvalueofhavingsimilar initiativeswith the local governmental bodies might be retrieved to guaranteeing the sustainability of theproject’sactivities,assuringtheconformityofsuchactivitieswiththeNQF,confirmingthattheacquired
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skillsarecertified;reassuringthatthenationalregulationsandlawsaremodifiedinconformitywithlabourmarketandTVETrequirementsandaboveallyouthprotectionpoliciesareformulated.Serajul Islam, Skills Development Officer, at the ILO Regional office for Arab States, says that theorganizationdoesnotembedPPPcomponentinitsproject.Regardlessofthissituation,ILOistryingtoengagetheprivatesectorswiththeMOAbysigninganagreementtoimplementtheOJTprogrammesintheagriculturesector.Inthisprocess,theMOAwillprovidesomeincentivestothetraineesandtheprivate sectorwilloffer their facilities forwork-based learning.According to ILO therearedifferenttypes of OJT programmes that are implemented globally, namely: Apprenticeships, traineeship,internships etc. The ILO isworking on the agenda to identify a suitable approachOJT/WBL for theagriculture sector of Lebanon. However, globally, the apprenticeship is the best approach ofWBL,whichisinlinewiththeILOQualityApprenticeshipapproach.Forthistohappen,everycountryhastomobilizetheprivatesectorstocomeforwardtosupporttheOJT.TheILOisworkingwiththeMoAforpilotingtheOJTprogramme.TheILOwouldproposeasuitableapproachofOJTbasedonthePost-OJTevaluation outcomes. Concerning the relation with different ministries engaged in TVET, ILOrepresentativeconsidersthatNationalStrategicFramework(NSF)forTVETinLebanonbringsmostofthe relevant ministries in a common platform to deliver quality assured demand-driven TVETprogrammes. The mentioned ministries are also part of the NSF. However, like other countries,Lebanonneedsacommonplatformthatwouldcoordinateacross theministriesanddepartmenttostrengthen the relationship and the development and delivery of nationally recognized TVETprogrammes,includingassessmentandcertificationprocess.Untilthen,theobservercannotdenythattheILOishighlycontributingtothesectorwhenitcomesto:
u skillsanticipation;u curriculumdevelopment;u trainingoftrainersandmanagers;u implementingOJTonpilotbasis;u establishmentofSkillsSectorCouncil;andu conductingtrainingonentrepreneurshipetc.
Thissupportleadstotalkaboutgoodpracticessuchas:
u skillsanticipationsurveyofindustrysectors,u applyingDACUMapproachtodevelopcurriculum;u introducingCompetency-Basedapproach;u WBLprogrammes.
Finally,despiteofalltheremarkableachievementsonecannotdenythepresenceofseveralchallengesrelatedto:
u thelackofresponsefromtheprivatesectors;u lackofemploymentopportunities;u lackofgovernmentownership;u absenceofqualityassurancesystem;u absenceofnationalqualificationsystem;u socialimageofTVET;and,aboveall,u thelackoffinancingTVET.
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8. Regional Practices
Arab Labour Organization (ALO) AccordingtotheArabstrategyforTVET,issuedbytheArabLabourOrganizationin2010,oneoftheweaknesses in the Technical Vocational Education and Training system, is “the weakness of themechanisms formonitoring, evaluating, andaccrediting institutions,programmesandqualificationsthatreflectnegativelyonthequalityofoutputsandresults”,sincethereisanalmostcompletelackofindicatorstomeasureperformance.Thatisbecausetheseindicatorsdonotexceedthequantitativeaspects,suchascapacity,recordsandthenumberofgraduates.Asforthequalitativeindicators,thevocabularyofsocialandeconomicreturnsfromtrainingiscompletelyabsent.Facedwiththisshortage,several groups and organizations, both internal and external, followed the recommendations oncreatingindicatorsthatarecompatiblewiththesector’sstatusandtheneedsoftheArabmarket;forexample, thecallcontained in theconcludingreportofanationalworkshopto“adoptanddeveloplabourmarket indicatorsandTVETindicators,andtoconcentratethesourcesofthenecessarydataobtainedinitsownaccount”44.However,theabsenceofinitiativesonaregionalleveldoesnotnegatetheexistenceofArabinitiativesonthenationallevel,including,butnotlimitedto:The Experience of the Gulf Cooperation Council (GCC) Beingawareoftheimportanceofthetechnicaleducationsector,anditsroleinmeetingtheneedsoftheGulfmarketandrequirementsofdevelopment,alabourgroupwasformedofexpertsfromtheGCCcountries.BasedontheirobservationanddiagnosisofthesituationofthissectorintheGulfcountriesandthefuturechallengestheyface,theGCCintroducedatechnicalandeducationstrategy45aimedat“activelycontributingtowardsrestoringthebalanceofthesocialandeconomicdevelopmentprocessingeneral,andrestoringbalancetothelabourmarketintheGCCinparticular”.Thisstrategyconfirmedinmanylocations“theimportanceofdevelopingcontinuousevaluationsystems,”the“developmentof information and communication networks, databases for technical education” and “building asystemtosupportdecision-making,usingmoderntechniquestosupportdecision-makingonalllevelsandareas”.Inthisframework,anumberofindicatorsweresuggestedformonitoringtheperformanceof the technical education system, related to the preparation of the required staff and skills,employment,equalopportunities,investmentandtheeffectivenessoftechnicaleducationinstitutions.Theseindicatorsinclude,forexample:
• Employer’ssatisfactionregardingthesuitabilityofgraduateskillsacquiredforlabourmarketrequirements;
• Harmonizationof technicaleducationskills levels, the levels requiredby the industry in theshortterm,andlikewise,theglobalstandardforlong-termskillslevels;
• Improvementofthecareeropportunitiesforgraduatesoftechnicaleducation,anditsviabilityfortechnicalemployment;
• Existence of a uniform system for recognizing the qualifications of graduates in technicaleducationinstitutions;
• Successoflearningprogrammesprovidinggraduateswithgeneralskills,sharedamongawiderangeofindustrialsectors,inadditiontospecializedskills;
44ArabLabourOrganizationetal.2012(referenceinArabic).45GCCActionTeamAssignedbytheDeansandDirectorsoftheGCCstates2003(referenceinArabic)
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• Removalofbarrierspreventingenrolmentintechnicaleducation,forthosewhowishtoenrollinitsinstitutions,andtheuseofmoderntechnicalmeansindeliveringtechnicaleducationtothosewhodesireit;
• Theinterestofprivatesectorinstitutionsininvestinginthefieldoftechnicaleducation;• Exploitingthecapacityoftechnicaleducationinstitutionstotheirmaximumpotential;• Theefficacyoftheeducationalprocessanditseffectiveness;• Efficientandeffectivemanagementoftechnicaleducationinstitutions.BymonitoringtheTVET
sector indicators inAraband international databases, it becomes clear that such indicatorsoftenconcentratetooheavilyonpre-universityoruniversityeducationindicators.Thisisthecasewith theUNESCOdata, inwhichattention is focused, inparticular, on thedimensionsrelatedtoenrolmentandexpenditure.
Ontheotherhand,alargegapisnoticeablebetweenthesector’ssituationindevelopedcountriesanditssituationintheArabregion.Whathasemergedinrecentyearsfrominitiatives(orientations,policies,strategiesandreferences)inanumberofArabcountries,suchasJordan,theGulfcountriesandEgypt,however,aresignsofpositivechange,buttheyrequireinvestmentinordertoenhancethestatusofTVETeducationandtraining,therebybecomingakeycontributortotheefforttodevelopandaccessthe knowledge economy. These initiatives and strategies, although important, still falter in theirimplementation,justasmanyplannedindicatorsareunabletofindawaytowardsactualapplication.This increases the importance of finding functioning and applicable indicators to measure theeffectivenessoftheTVETsystem,inlightoftechnicaldevelopmentsinconnectionwithlabourmarketneedsanditsneworientationstowardstheabstractnatureofproductionpathsontheonehand,andthe cognitive nature of career paths on the other. This was confirmed by the European TrainingFoundation report,which considered the lack of assessment and follow-up systems a fundamentalconstraint,preventingactivelabourmarketprogrammesfrombeingeffective.46
46EuropeanTrainingFoundation2015(referenceinArabic)
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9. Recommendations and Conclusions
u Developalegalframeworkforvocationaltrainingtocover:
• Changeapprenticestatustoworkerandnottraineeinordertogetallworkers’rightssuchassocialsecurity,healthcare,insurance,leave,etc.
• Allparties includingemployers,trainingproviders,andapprenticesmustabideandfulfiltheconditionsofthetrainingcontracts.
• Remunerationforapprenticesmustbeapercentageofskilledworkers’wages.• TVETproviderswhoapplyapprenticeshiporwork-basedtrainingmusthelpidentifycompany
trainingprogramsandnotonlyVTC.u Establishmarketingandemploymentunitswithintraininginstitutionsfor:
• Market apprenticeship and other work-based training schemes among enterprises in thelabourmarketspecificallymediumandlargeenterprises.
• Assistapprenticesinfindingjobsintheprivatesectoraftergraduation.u Developandapplycriteriaforselectingcompaniesthatwillimplementapprenticeshiptrainingsand
ensureitsadequateness.u Strengthenpartnershipswithcompaniesinordertoplan,implement,andevaluateapprenticeship
andotherwork-basedtrainings.u Expand the use of work-based methods to provide more trainings and work experience
opportunitiesforrecentgraduatesofuniversitiesandcommunitycolleges.u Increaseapprenticeshiptrainingschemestoincludetrainingsforthetechnicianlevelbesidesthe
currentlyofferedoccupationallevels(semi-skilled,skilled,andartisans).u Open channels between different TVET levels and systems and allow for upward mobility of
apprenticesaccordingtospecificcriteria.
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10. List of References
AsianDevelopmentBank(ADB),Inter-AmericanDevelopmentBank(IDB),WorldBankGroup,Public-PrivateInfrastructureAdvisoryFacility(PPIAF),PublicPrivatePartnershipGuide,secondedition,July2014.
Bankmed:Market&EconomicResearchDivision,AnalysisofLebanon’sEducationSector,SpecialReport,June2014,https://www.bankmed.com.lb/BOMedia/subservices/categories/News/20150515170635891.pdf
BarendVlaardingerbroek,NeilTaylorandTomHaig.“StudentTransitiontoVocationalEducationfromMiddleSecondarySchoolinAustraliaandLebanon:AnExploratoryStudy.”MediterraneanJournalofEducationalStudies,Vol.14(1)2009,http://www.um.edu.mt/_data/assets/pdf_file/0009/77049/Med_Journal_09_Vlaardinger.pdf
Billett,ReviewingWorkbasedlearningProgrammesforYoungpeopleintheArabRegion,acomparativeandlongitudinalAnalysis,2019,UNESCO,retrievedfromURLhttps://unevoc.unesco.org/yem/YEM%20-%20Publications/lang=en/akt=detail/qs=6270
CEDEFOP,TerminologyofEuropeaneducationandtrainingpolicy,Luxembourg:Officefor
OfficialPublicationsoftheEuropeanCommunities,2008,availableonlineat:http://www.cedefop.europa.eu/EN/Files/4064_en.pdf
EuropeanTrainingFoundation–ETF,TorinoProcess2018,https://www.etf.europa.eu/sites/default/files/m/ACFE28256ED4AC41C125788D00339BF2_Torino%20Process%20-%20Lebanon.pdf
EuropeanTrainingFoundation,WorkBasedLearning:AHandbookforPolicyMakersandSocialPartnersinETFPartnerCountries,2014.
Fanack,ChronicleoftheMiddleEast&NorthAfrica,InfluxofSyrianRefugeesContinuestoImpactLebaneseEconomy,28June2016,availableonlineat:https://fanack.com/lebanon/economy/syrian-refugees-economic-impact/
GIZ-DSME-Lebanon(2010):ProjectMonitoringReport,2010.
N.AbiAtallahandI.AbiNader,theadministrativestructureofvocationalandtechnicaleducationinLebanonthatleadstoqualityineducation],2007
NilufaAkhterKhanom,ConceptualIssuesinDefiningPublicPrivatePartnerships(PPPs),InternationalReviewofBusinessResearchPapersVolume6.Number2.July2010.
Osborne,S.P.,2000,Public–PrivatePartnerships:TheoryandPracticeinInternationalPerspective,Routledge:London
TheEmbassyofLebanoninUK,TheEconomy,20November2017,availableonlineat:http://www.lebanonembassyus.org/the-economy.html
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UNDP,Lebanon:EconomicandSocialImpactAssessmentoftheSyrianConflict,Sep2013retrievedfromURLhttp://arabstates.undp.org/content/dam/rbas/doc/SyriaResponse/Lebanon%20Economic%20and%20Social%20Impact%20Assessment%20of%20the%20Syrian%20Conflict.pdf
UNESCO-UNEVOC,TVETcountryprofile–Lebanon,June2019,retrievedfromURLhttps://unevoc.unesco.org/wtdb/worldtvetdatabase_lbn_en.pdf
UNESCO-UNEVOCVirtualConference,DeliveringTVETthroughqualityApprenticeships,15-26June2015.Report
WorldBank,Lebanon:EconomicandsocialimpactassessmentoftheSyrianconflict,WorldBank,WashingtonDC,2013a.availableonline
YouthEmploymentintheMediterraneanproject,2018,UNESCO,retrievedfromURLhttps://unevoc.unesco.org/yem/YEM%20Home
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11. AnnexesAnnex1 Decree5768(23-12-1960)
Annex2 Decree15742(11-3-1964)
Annex3 Decision326/2005(24-12-2015)
Annex4 Decision75/2019(27-6-2019)
Annex5 Decree7880(25-07-1967)
Annex6 Decision147-2005(17-06-2005)
Annex7 Decree11019(07-10-1968)
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Annex 1. Decree 5768 (23-12-1960)
5768مرسوم رقم 1960كانون األول 23صادر في
*االعلى للتعلیم المھني والتقنيوانشاء المجلستحدید اعمال الدوائر في المدیریة العامة للتعلیم المھني والتقني
27/07/1964تاریخ 16980المرسوم رقم بموجب:معدل
اللبنانیة،إن رئیس الجمھوریة،الدستور اللبنانيبناء على
بتنظیم وزارة التربیة الوطنیة والفنون الجمیلة وال سیما المتعلق16/12/1959تاریخ 2869المرسوم رقم علىبناءمنھ، 15المادة منھ،والرابعةال سیما المادتین الثانیة 12/6/1959تاریخ 111المرسوم االشتراعي رقم علىبناء
:منھالمادة الرابعةال سیما الفقرة الثانیة من 12/6/1959تاریخ 112المرسوم االشتراعي رقم بناء على
6الى 1المواد .27/7/1964تاریخ 16980من المرسوم رقم 6الى 1المواد من بموجب6الى 1نص المواد من الغي
7المادةاستشاري یدعى "المجلس االعلى للتعلیم المھني والتقني" مھمتھ لدى وزارة التعلیم المھني والتقني مجلسینشأ :أوال
:ابداء الرأي في .القوانین والمراسیم التنظیمیة المتعلقة بالتعلیم المھني والتقنيمشاریع • .موازنة المدیریة العامة للتعلیم المھني والتقني السنويمشروع • .والمؤسسات العامة لإلداراتمدارس مھنیة رسمیة جدیدة تابعة مشاریع مراسیم احداث • .الترخیص بفتح مدارس مھنیة خاصةمشاریع مراسیم • .للتعلیم المھني والتقنيسنویة التي یضعھا المدیر العامالتقاریر ال • .الوزیرسائر القضایا التي یعرضھا علیھ •
27/7/1964تاریخ 16980من المرسوم رقم 22بموجب المادة 7اوال" من المادة "اضیف النص التالي الى الفقرة
.غیابھیؤمن اعمال الرئیس في حالالمجلس من بین أعضائھ بطریقة االقتراع السري نائبا للرئیس ینتخبالتعلیم المھني االعلى على وزیر التعلیم المھني والتقني منھجا طویل األمد لتطویر وانماء وتعمیمیقترح المجلسثانیا:
.والتقني في لبنان :یتألف المجلس االعلى منثالثا:
وزیر التعلیم المھني والتقني او من ینتدبھ: رئیسا • والتقني مقرراتعلیم المھنيمدیر عام ال •:التاليأحد عشر عضوا یجري اختیارھم على الوجھ •
الصفة العدد یمثلون االدارات والمؤسسات العامة 4 والتقنيیمثلون الھیئات والجمعیات النقابیة التي لھا عالقة بالتعلیم المھني 4 مدیر احدى المدارس المھنیة الرسمیة 1 الخاصةالمھنیةمدیر احدى المدارس 1 ھذا المرسومممثل عن اللجان الفنیة االستشاریة المنصوص علیھا في المادة الثامنة من 1
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.على اقتراح وزیر التعلیم المھني والتقني لمدة سنتین، قابلة التجدیداعضاء المجلس االعلى بمرسوم بناءیعینرابعا:
واذا تعذر لوائح ترشیح یطلبھا من االدارات والھیئات والجماعات المعنیة أصلالوزیر االسماء من یقترح الحصول على اللوائح یعود االختیار للوزیر
.المجلس االعلى أي تعویض حضورال یتقاضى رئیس واعضاء
فى من تعیینھ في المجلس، ویمكن بمرسوم ان یعسقط حكما والیة العضو الذي یفقد الصفة التي دعت الىتخامسا: .ثالث مرات متوالیة عن اجتماعات المجلسمھامھ العضو الذي یتغیب بدون عذر مشروع
.والیة السلفیكمل العضو الخلف المدة المتبقیة من
.الحاجةالمجلس دورتین كل سنة على االقل ویحق لرئیسھ دعوتھ لالجتماع استثنائیا كلما اقتضتیعقدسادسا:
بأكثریة اصوات الحاضرین على ان یفوق عددھم نصف عدد االعضاء المعینین، وفي حال : تؤخذ المقرراتسابعا .المھني والتقنياالصوات یعتبر صوت الرئیس مرجحا، وتعتبر ھذه المقررات بمثابة توصیات لوزیر التعلیمتعادل
.المجلس نظامھ الداخليیضعثامنا:
.للمجلسوالتقني أعمال أمانة السر تؤمن المدیریة العامة للتعلیم المھنيتاسعا: 8المادة
للتعلیم المھني والتقني، بناء على توصیة من المجلس االعلى لجان فنیة استشاریة یمكن ان تنشأ لدى المدیریة العامة :كل منھاتختص .بمھنة معینة • .أو بمجموعة من المھن • .المھني والتقنيأو بأحد حقول التعلیم •
.التعلیم المھني والتقنيیعین أعضاء ھذه اللجان وتحدد مھام كل منھا بقرار من وزیر 9المادة
.الحاجةینشر ویبلغ ھذا المرسوم حیث تدعو
1960كانون االول سنة 23الذوق في شھاباالمضاء: فؤاد
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2271مرسوم رقم 25/01/2000صادر في
المھني والتقنيللتعلیم المھني والتقني في وزارة التعلیم تعیین اعضاء المجلس االعلى
ان رئیس الجمھوریة،،الدستوربناء على
الثانیة من (نظام الموظفین) وتعدیالتھ ال سیما الفقرة 12/6/1959 تاریخ 112المرسوم االشتراعي رقم علىبناءالمادة الرابعة منھ،
(احداث وزارة التعلیم المھني والتقني)، 2/4/1993تاریخ 211القانون رقم بناء علىالمدیریة العامة للتعلیم المھني والتقني)،(تنظیم 2/5/1996تاریخ 8349المرسوم رقم علىبناء
اعمال الدوائر في المدیریة العامة للتعلیم المھني والتقني تحدید"23/12/1960تاریخ 5768المرسوم رقم بناء علىللتعلیم المھني والتقني)،(وانشاء المجلس االعلى
والتقني،وبناء على اقتراح وزیر التعلیم المھني:یرسم ما یأتي،1999كانون االول 14تاریخ 5687بكتابھا رقم بعد استطالع رأي ھیئة مجلس الخدمة المدنیة
المادة االولى
:اعضاء المجلس االعلى للتعلیم المھني والتقني منیعینمن ینتدبھ (رئیسا)وزیر التعلیم المھني والتقني او
المدیر العام للتعلیم المھني والتقني (عضوا مقررا)واالنماء او من یمثلھ (عضوا)المركز التربوي للبحوث رئیس
لالستخدام او من یمثلھ (عضوا)مدیر عام المؤسسة الوطنیة(عضوا)مدیر عام وزارة الصناعة او من یمثلھ
مدیر عام الصحة العامة او من یمثلھ (عضوا)یمثلھ (عضوا)رئیس جمعیة الصناعیین او من
(عضوا)یمثلھرئیس غرفة التجارة والصناعة: بیروت وجبل لبنان او من رئیس نقابة المستشفیات الخاصة او من یمثلھ (عضوا)
الفنادق او من یمثلھ (عضوا)رئیس نقابة اصحابمدیر المعھد الفني الصناعي (عضوا)
المھنیة العاملیة (عضوا)مدیر المؤسسةوذلك لمدة سنتین قابلة للتجدید
2المادة
المرسوم المادة الثامنة منممثل عن اللجان االستشاریة المنصوص علیھا فيینضم الى اجتماعات المجلس، بصفة عضو،.من المدیر العام للتعلیم المھني والتقنيعند تشكیلھا وذلك بدعوة خطیة22/12/1960تاریخ 5768رقم
3المادة للمدیر العام للتعلیم المھنيممثال عنھم بتسمیة الممثل بموجب كتاب خطي یسلم یقوم كل عضو من الذین یمكنھم تسمیة
.والتقني
4المادة .والتقني اعمال امانة سر المجلستؤمن المدیریة العامة للتعلیم المھني
5المادة
.الحاجةینشر ھذا المرسوم ویبلغ حیث تدعو2000كانون الثاني 25بیروت في
داالمضاء: امیل لحو
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Annex 2: Decree 15742 (11-3-1964)
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Enhancing Institutionalized Partnerships between TVET Institutions and the World of Work in the Arab States Region � Lebanon Country Case Study
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Annex 3: Decision 326/2005 (24-12-2005)
326/2005قرار رقم 4/12/2005صادر في
ووضع نظام للعاملین فیھاوالتقنيللتعلیم المھنيالمشتركة في المدیریة العامةتنظیم انشاء المشاریع :یلغي
12/2/1975تاریخ 188والقرار رقم18/7/2002تاریخ 81/2002رقم القرار
والتعلیم العالي،ان وزیر التربیة،)تشكیل الحكومة19/07/2005(تاریخ 14953المرسوم بناء على
المدیریة العامة للتعلیم المھني والتقني) تنظیم(11/3/1964تاریخ 15742بالمرسوم رقم المنفذبناء على القانونمنھ،المادة الثامنةال سیماوالتقني)،(تنظیم المدیریة العامة للتعلیم المھني12/06/1996تاریخ 8349المرسوم بناء علىلمدارس التعلیم المھني والتقني) وتعدیالتھ،االداري (التنظیم18/1/1968تاریخ 9193المرسوم بناء على
العام للتعلیم المھني والتقني،بناء على اقتراح المدیر)،19/12/2005تاریخ 80وبعد استشارة مجلس شورى الدولة (رأي رقم
:یقرر ما یأتي
وادارتھا انشاء المشاریع المشتركة :الفصل االول
1المادة التربیة والتعلیم العاليالوزیر: وزیر :في ھذا القرار المعنى المبین امام كل منھابالعبارات الواردة یقصد
.والتقنيمدیر عام التعلیم المھني المدیر العام:.للتعلیم المھني والتقني والمؤسسات الخاصة والعامةالمشاریع المشتركة القائمة بین المدیریة العامة المشاریع المشتركة:
.والتعلیم العاليلتربیةوزارة ا الوزارة:.والتقنيالمدیریة العامة للتعلیم المھني المدیریة العامة:
.االشخاص المتعاقدون في المشاریع المشتركة المتعاقدون:أو معھدمدرسة مدرسة:.للتعلیم المھني والتقني للتعلیم:
2المادة
اللبنانیین واالشخاص المقیمین على االراضي اللبنانیة إسداء التعلیم الى جمیع الغایة من المشاریع المشتركة ھي.من خالل التعاون المتبادل بین الوزارة والقطاعین الخاص والعاموذلك
3المادة على دراسة جدوى یعدھا الشریك المحتمل یقدمھا الى المصلحة الفنیة في المدیریة : تنشأ المشاریع المشتركة بناءأوالالمشترك بإعداد مشروع تقوم مصلحة االدارة والتنفیذ بعد موافقة المدیریة العامة على المشروعلدراستھا. العامة
:الشروط التالیةالعقد أو االتفاق. یشترط إلنشاء المشاریع المشتركة توفر.وتقنیة وتنمویةأن تكون للمؤسسة العامة أو الخاصة أھداف ومھام تعلیمیة مھنیة •مثل تخصصات أو نماذج تعلیمیة وتدریبیة ما ھو جدید للتعلیم المھني والتقني ان یقدم المشروع المشترك •
.جدیدة ال توفرھا المدیریة العامةوجود مدارس مھنیة أو تقنیة رسمیة ضمن نطاق المشروع المشترك المحتمل تقدم اختصاصاتعدم •
.مطابقة لالختصاصات التي یقدمھا ھذا المشروع.للتخصصات المنوي فتحھا لناحیة استجابتھا لحاجة سوق العملأن تبین دراسة الجدوى حاجة •.الطالب في المشروع المشترك عن خمسین طالبا للسنة االولىال یقل عددأن •.مالیةالعامة أو الخاصة بتقدیم البناء أو التجھیزات أو الخبرة أو بتقدیم مساھمةأن تساھم المؤسسة •
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:في الحاالت االتیةالمشترك بفسخ العقدثانیا: ینتھي العمل بالمشروع .التي ینص علیھا العقد ولم یقم بھا بعد انذاره لمدة شھر على االكثرالفریق الثاني بموجباتھ أخلإذا •.عدد الطالب في المشروع المشترك عن مئة طالب بعد ثالث سنوات من انشائھقل إذا •.لسنتین متتالیتین %60 كانت نسبة النجاح في الشھادات الرسمیة أقل منإذا •4لمادة الجنة تنفیذیة یشترك في عضویتھا المراجع التي لھا عالقة بالمشروع على على ادارة المشروع المشترك یشرف
.االعضاء عن ثالثة وال یزید عن ستةأن ال یقل عدد
5المادةمن المؤسسة أو الجمعیة یتضمن تسمیة ممثلیھا في المدیر العام بناء على كتاب تعین اللجنة التنفیذیة بقرار من
ینص على تعیینھ من قبل كان العقد إذاویعین رئیس اللجنة التنفیذیة من موظفي الفئة الثالثة على االقل اال .اللجنة.تنفیذیتینالفریق الثاني وال یجوز الجمع بین رئاسة أكثر من لجنتین
6لمادةاویكون صوت الرئیس مرجحا في حال تعادل االصوات وال تعتبر نافذة اال باألغلبیةقراراتھاتتخذ اللجنة التنفیذیة .الموافقة علیھا من قبل المدیر العامبعد
7المادةالمشروع من النواحي التربویة واالداریة والمالیة وتجتمع مرة في الشھر على تشرف اللجنة التنفیذیة على ادارة
.ت الضروریة بناء لدعوة الرئیس أو اكثریة االعضاءفي الحاالاالقل أووتبلغ نسخة اللجنة التنفیذیة قانونیة بحضور أكثر من نصف االعضاء على أن یكون بینھم الرئیس،تعتبر اجتماعات
المدیریة العامة. یعاد النظر في من محاضر االجتماعات بعد تصدیقھا الى الوزیر والى الوحدات المختصة فيشھرین متتالیین. تقدم اللجنة التنفیذیة تقریرا سنویا شامال عن اداء لم تعقد أي اجتماع خالل إذاللجنة التنفیذیة تشكیل ا
ضوء ھذا ستة اسابیع من تاریخ انتھاء العام الدراسي. وال یمكن النظر في تجدید العقد اال فيالمشروع خالل.التقریر
8المادة
:السلطة الصالحة لعقد النفقة تغذى منمنتخصص لكل مشروع موازنة خاصة .المدیریة العامةمختلف البنود المناسبة في موازنة • .مساھمة الشركاء في تنفیذ المشروع • .بعد موافقة مجلس ادارتھالصندوق الداخلي •.الصالحةالمصادقة علیھا من السلطةالھبات والتبرعات بعد •
9المادة
المشترك من قبل مصلحة المحاسبة والتدقیق في المدیریة العامة بناء على السنویة للمشروعیتم اعتماد الموازنة العامة ویوافق علیھا التنفیذیة للمشروع المشترك ووفق معاییر اداء تحددھا المصلحة الفنیة في المدیریةاقتراح اللجنة
. یجري األكادیميونوعیة تخصصاتھ وادائھ المدیر العام بحیث تلحظ ھذه المعاییر حجم المشروع وعدد طالبھ.المعتمدة في الموازنة العامة للدولةتوزیع الواردات والنفقات وفق االصول
10المادة
كامألحمن اللجنة التنفیذیة بعد موافقة المدیر العام على ان یتم االنفاق وفقا تصرف نفقات اللوازم واالشغال بقرار .المحاسبة العمومیةقانون
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11المادة
المدیریة العامة التدقیق في قرارات اللجنة التنفیذیة ومطابقتھا ألحكام العقد قبلتتولى مصلحة االدارة والتنفیذ فيحسابات المشاریع المشتركة عرضھا على المدیر العام للمصادقة. كما تتولى مصلحة المحاسبة والتدقیق الرقابة على
.بواسطة المدیر العام الى الوزیر ودیوان المحاسبةالتدقیق في ھذه الحسابات ترفعھواعداد تقریر سنوي بنتیجة
12المادة المشتركموجبات الفریقین في المشروع
:ال الحصر ما یليیجب تحدید موجبات كل فریق في عقد االتفاق على أن تتضمن على سبیل المثال
االولاوال: موجبات الفریق :الى صالحیاتھا وموجباتھا التي تحددھا القوانین واالنظمة باإلضافةالمبینة ادناه باألمورتتعھد المدیریة العامة
.مساھمتھا المالیة في موازنة المشروعتأمین •.اللجنة التنفیذیة للمشروع بإشرافوالتعلیمیة والتربویة تسییر المشروع من الوجھة االداریة •.لھاوالمعدات الالزمة للدراسة النظریة والتطبیقیة وتأمین الصیانةتأمین التجھیزات •
الثانيثانیا: موجبات الفریق
:) المؤسسات الخاصة والجمعیات1للمواصفات المحددة في البناء الالزم الذي یشمل االماكن الالزمة للدراسة النظریة والتطبیقیة وفقاتأمین •
.التابعة للمدیریة العامة المدارساالبنیة سواء كانت ملكا أو إیجاراتأمین صیانة ھذه •.تقدیم كامل التجھیزات أو بعضھا •
:) المؤسسات العامة2.تقدیم الخبرة •.تأمین مساھمة مالیة •.التدریب الالزمتقدیم •.تقدیم البناء إذا أمكن •.بعضھاكامل التجھیزات أو •
:االدارات العامة)3.تأمین مساھمة مالیة •
13المادةیقضي بإعادة كامل التجھیزات التي یقدمھا الفریق االول الى ملكیة المدیریة یجب ان تتضمن عقود االتفاقات نصا
.عند انتھاء العمل بالمشروع وكل ما یعود ملكیتھ الى الفریق االولالعامة
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المشتركةنظام العاملین في المشارع:الفصل الثاني
14المادة :المشتركة منالعاملین في المشاریعیتألف جھاز
.سلك انتمواموظفي مالك المدیریة العامة الملحقین بالمشاریع المشتركة الى اي • .وفئاتھمالمتعاقدین مع اللجنة التنفیذیة على اختالف اسالكھم • .العاملین على حساب صندوق المدرسة •
لجمیع العاملین في المشروع المشترك بمن فیھم المدراءالعامة ویحدد العدد االجمالي یلحق موظفو مالك المدیریة.والنظار وفق االصول المحددة للمدارس والمعاھد الفنیة الرسمیة
15المادةیتقاضون تعویضاتھم من موازنة المشروع االصول والشروط المحددة تعتمد للتعاقد مع االشخاص الذین •
.التنفیذیةالعقود من المدیر العام بناء على اقتراح اللجنة االدارات العامة، على ان توقعللمتعاقدین معواالنظمة التي ترعى تعیین الموظفین تعتمد التسمیات وشروط التعیین الخاصة المحددة في القوانین •
.أو رتبةوالمستخدمین في المدیریة العامة لكل سلك أو فئةأو السلك للموظفین المماثلة في سلسلة بة أو الفئةتحدد تعویضات المتعاقد بما یوازي الدرجة الدنیا في الرت •
الھیئة التعلیمیة وتزاد تعویضاتھم كل سنتین بما یوازي درجة رتب ورواتب المالك االداري العام أو أفراد .في تلك الوظیفة
ي التعویضات والدرجات التیستفید المدیر ورؤساء الدروس النظریة والعملیة وافراد الھیئة التعلیمیة من • .للمدیریة العامة ووفق شروط التقییم المعتمدةیستفید منھا القائمون بالمھام المماثلة في المالك الدائم
المشاریع المشتركة وفقا لدوام الذین یماثلونھم فئة وسلكا في المالك الدائم فيیحدد دوام المتعاقدین في •.المدیریة العامة
16المادة
المشروع المشترك من العطلة المدرسیة التي یستفید منھا االساتذة في المدارس موازنة یستفید المتعاقدون على حساببقرار من المدیر الرسمیة ومن سائر االجازات المنصوص علیھا في نظام الموظفین على ان تعطى االجازاتالفنیة
.العام وبعد موافقة اللجنة التنفیذیةوص علیھا في نظام الموظفین على أن تفرض العقوبة بقرار من المدیرالتأدیبیة المنصكما یخضع ھؤالء للعقوبات
.العام بناء على اقتراح اللجنة التنفیذیة
18المادة:ینتھي عقد االستخدام حكما )1
ذلك بكتاب رسمي من عند انتھاء مدة العقد وعدم الحاجة الى تجدیده، على ان یبلغ المتعاقد قبل مدة شھر من • .التنفیذیةرئیس اللجنة
.عند انتھاء العمل بالمشروع •.عند بلوغ المتعاقد السن القانونیة للصرف من الخدمة •
:في الحاالت التالیةیفسخ العقد من قبل اللجنة )2 .التعاقد مبنیا على مستند مزورشروط الوظیفة العامة أو كان أحدفقد المتعاقد إذا • .یوما متتالیة وذلك من دون عذر شرعي عشرمن خمسة أكثرتغیب المتعاقد في المشروع إذا • .كان بمعدل وسط لمدة ثالث سنوات متتالیةكان تقییم ادائھ دون الوسط أو إذا •مقصودا بصورة متكررة على الرغم من وجود تنبیھ خطي الى وجوب ارتكب مخالفات ھامة أو اھماال إذا •
.االھمالعدم تكرار المخالفة أو .العقد خالل مدة االجازة بعد مراعاة حق الدفاع، وال یجوز فسخال یجوز اتخاذ قرار الفسخ اال •
یبلغ اللجنة التنفیذیة بواسطة مدیر المشروع المشترك قبل یمكن للمتعاقد في حال عدم رغبتھ في تجدید العقد أن )3شھرین علىكما یمكن لھ طلب فسخ العقد في اي وقت على ان یبلغ االدارة بذلك قبل مدة شھر من انتھاء العقد
.االقل
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19المادة
صندوق المدرسة للتدریس بالساعة الستكمال انصبة التدریس التي ال یمكن عند االقتضاء التعاقد على حسابالمدارس الفنیة بدوام كامل، وذلك وفق الشروط والمعاییر المحددة للمتعاقدین للتدریس بالساعة فيتحتاج الى التعاقد
.المدرسةاالعتماد في موازنة صندوقالرسمیة، شرط توفر
احكام انتقالیة:الفصل الثالث
20المادة
حالیا في المشاریع المشتركة وفق الشروط المبینة في ھذا القرار، بإشراف لجنة یجري تصنیف المتعاقدین العاملینیوازي درجة عن كل الشھریة بإضافة مابقرار من الوزیر بناء على اقتراح المدیر العام، وتحدد تعویضاتھم تعین
ویمكن االستعانة ما یزید أو یقل عن مدة السنتین.سنتي خدمة، على أن یجري تقدیم أو تأخیر موعد الزیادة بنسبة توازيمشترك آخر بقرار من الوزیر بناء على اقتراح المدیر العام. كما یمكن بالفائض من مشروع مشترك الى مشروع
.المشتركة بمكتب الوزیر لتأمین االرتباط معھا أكثر في ھذه المشاریعأوإلحاق متعاقد
21المادةتاریخ 188والقرار رقم 18/7/2002تاریخ 81/2002ویلغى القرار رقم ینشر ھذا القرار ویعمل بھ فور نشره
.القرارالقرارات والمذكرات والتعامیم التي ال تأتلف مع مضمون ھذاوجمیع 12/2/1975
2005كانون االول 24بیروت في والتعلیم العاليوزیر التربیةخالد قباني
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Annex 4: Decision 75/2019 (27-6-2019)
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Annex 5: Decree 7880 (25-7-1967)
والتقنيحقول ومراحل وشھادات التعلیم المھني 7880مرسوم رقم
1964تموز 25في صادرالتعلیم المھني والتقنيتنظیم حقول ومراحل وشھادات
:بموجبمعدل
10/07/1970تاریخ 14869المرسوم رقم 21/04/1980تاریخ 2872والمرسوم رقم27/08/1997تاریخ 10892والمرسوم رقم 4/10/1999تاریخ 1384والمرسوم رقم 4/8/2000تاریخ 3571والمرسوم رقم10/9/2004تاریخ 13371والمرسوم رقم
اللبنانیة،إن رئیس الجمھوریة،الدستور اللبنانيبناء على
،1964آذار سنة 11تاریخ 15742المرسوم رقم الموضوع موضع التنفیذ بموجببناء على مشروع القانونالمتعلق بتنظیم التعلیم المھني الخاص،30/12/1964الصادر بتاریخ 62/64القانون رقم علىبناء،1962أیار سنة 4تاریخ 9404المرسوم رقم علىبناء
وبعد استشارة مجلس شورى الدولة،،1967أیار سنة 31مجلس الوزراء في جلستھ المنعقدة بتاریخ وبعد موافقة:یأتيیرسم ما
المرسوم: غایة1المادة
المادة فيالمھنیة والتقنیة التي تعد لمختلف الحقول المنصوص عنھا یحدد ھذا المرسوم مراحل وشھادات التعالیم.1964سنة 1ك 30الصادر بتاریخ 62/64االولى من القانون رقم
: التنویع2المادة
:حقلینیتنوع التعلیم المھني والتقني الى:المھنيحقل التأھیل -أوال
الصرف، أو التي ال تتطلب ممن یمارسھا سوى المعلومات یضم ھذا الحقل المھن والحرف ذات الطابع الیدوي .معینةأولیةأو تلك التي یتم وصفھا الكامل بتعداد حركات أو أعمال أو مھام االختصاصیة المحصورة بھا فقط،
:الفنيحقل التعلیم -ثانیا
المتطور التي یستلزم تحصیلھا ثقافة أساسیة ال تقل عن تسع یضم ھذا الحقل المھن واالختصاصات ذات الطابعبطبیعتھا ویستند باستمرار الى الریاضیات أو الى العلوم على اختالفھا، أو تلك التي تستلزمسنوات في التعلیم العام،
.افیة للغات أجنبیةمعرفة و
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حقل التأھیل المھني: الفصل االول
: المستویات في حقل التأھیل المھني3المادةواستعیض عنھ بالنص 10/7/1970تاریخ 14869المرسوم رقم المادة االولى منبموجب3المادةالغي نص :التالي
:التأھیل على ثالث مستویاتیمكن ان یتم ."المھنیةالذي ینتھي الى شھادة "الكفاءةمستوى الكفاءة .1 ."مستوى التكمیل الذي ینتھي الى الشھادة "التكمیلیة المھنیة .2الى شھادة "الثانویة المھنیة (النظام المزدوج)"مستوى التأھیل العالي الذي ینتھي .3 المھني: المناھج واالختصاصات في حقل التأھیل4المادة:عنھ بالنص التاليواستعیض 10/7/1970تاریخ 14869رقم من المرسوم 2المادة بموجب 4نص المادة الغي
االختصاص التي تشملھا كل من شھادات حقل تحدد بقرارات تصدر عن مدیر التعلیم المھني والتقني فروع-أوال .الرسمیةالتأھیل الفني وتنشر ھذه القرارات في الجریدة
وتصدر مھني والتقني المناھج الرسمیة لمختلف فروع االختصاص المنصوص عنھا اعالهالتعلیم التضع مدیریة-ثانیا.والتقنيبقرارات من مدیر التعلیم المھني
المھني: االمتحانات الرسمیة لشھادات حقل التأھیل5المادة:بالنص التالي عنھواستعیض10/7/1970تاریخ 14869رقم من المرسوم 3المادة بموجب :5المادة نصالغي
التأھیل المھني بمرسوم یتخذ في مجلس الوزراء تنظم االمتحانات الرسمیة اآلیلة الى كل من شھادات حقل-أوال التربیة الوطنیة والفنون الجمیلةبناء على اقتراح وزیر
خ االمتحان وأن یثبت الكفاءة المھنیة أن ال یقل عمره عن أربع عشرة سنة بتارییشترط في المرشح لشھادة-ثانیا .انھى منھج المرحلة االبتدائیةأنھیقل عمره عن ست عشرة سنة بتاریخ االمتحان وأن یثبت في المرشح للشھادة التكمیلیة المھنیة أن الیشترط-ثالثا
یكون حامال شھادةللسنة الثانیة من المرحلة التكمیلیة أو المرحلة الثانویة، أو أن انھ انھى مناھج الدراسة الرسمیة .المادةالكفاءة المھنیة في اختصاص مناسب، وفق أحكام الفقرة السادسة من ھذه
انھى للشھادة "التأھیلیة المھنیة العلیا" أن ال یقل عمره عن سبع عشرة سنة وأن یثبت انھیشترط في المرشح-رابعافي اختصاص مناسب، وفق احكام التكمیلیة المھنیة او أن یكون حامال الشھادة -منھج المرحلة التكمیلیة الرسمیة
.المادةالفقرة السادسة من ھذهالمنصوص عنھا اعاله، على المرشحین لشھادات حقل التأھیل المھني أن یتقدمواعالوة عن الشروط-خامسا
.ه المادةمن ھذباالثباتات عن اعدادھم المھني التي تحدد في المرسوم المنصوص عنھ في الفقرة االولىالتأھیل بقرارات من مدیر التعلیم المھني والتقني جداول المطابقة بین فروع مختلف شھادات حقلتنظم-سادسا
.رئیس المصلحة المختصفي المراحل المتتالیة وذلك بناء على اقتراحالمھني لتحدید مسالك التحصیل
ووسائل التأھیل المھنياصول-6المادة :المھنياالعداد لحقل التأھیلیتم
.بالتعلیم في مدارس مختصة • .أو بالتدریب أثناء العمل • .او بطریقة مختلطة تضم التعلیم والتدریب معا •
.الثالث في المناھج الرسمیةتحدد مدة االعداد لكل من ھذه الطرق
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حقل التعلیم الفني: الفصل الثاني
التعلیم الفني: المستویات في حقل 7المادة :بالنص التالي وأبدل21/4/1980تاریخ 2872المرسوم رقم المادة االولى منبموجب7الغي نص المادة
:الفني المستویات التالیةیشمل حقل التعلیم .الفنیةالذي ینتھي الى شھادة البكالوریا:مستوى التنفیذ -1واصبح 10/9/2004تاریخ 13371االولى من المرسوم رقم المادةبموجب7الفقرة الثانیة من المادةنصعدل
:التاليعلى الوجھشھادة االمتیاز الفني أو شھادة المشرف الفني (المایستر)ي الىمستوى االطر الوسطى: الذي ینتھ:على الوجھ التالي4/8/2000تاریخ 3571المرسوم رقم المادة االولى منبموجب)3الفقرة(نصعدل.الفنیةالذي ینتھي الى احدى شھادات التعلیم الفني العالي او االجازة الفنیة او الھندسة:مستوى االطر العلیا
المناھج واالختصاصات في حقل التعلیم الفني: 8المادة
واصبح على 10/9/2004تاریخ 13371المرسوم رقم من 2المادة بموجب8الفقرة اوال من المادةعدل نص:التاليالوجھ
البكالوریا الفنیة في التعلیم المھني والتقني فروع االختصاص التي تشملھابقرارات تصدر عن مدیر عام تحدد :أوال )الفني (المایسترقسمیھا االول والثاني وشھادة االمتیاز الفني وشھادة المشرف
المنصوص عنھا المدیریة العامة للتعلیم المھني والتقني المناھج الرسمیة لمختلف فروع االختصاصتضع -ثانیا.والتقنيدر بقرارات من مدیر عام التعلیم المھنيأعاله وتص
:التالیةالفقرة4/8/2000تاریخ 3571من المرسوم رقم 2المادة بموجب 8اضیف الى المادة :للتعلیم المھني والتقنيتحدد بقرارات تصدر عن وزیر التعلیم المھني والتقني بناء على توصیة المجلس االعلى - ثالثا.الھندسة الفنیةالترخیص لتدریس شھادة االجازة الفنیة وشھادةشروط -.الفنیةمناھج واختصاصات شھادة االجازة الفنیة وشھادة الھندسة -
:: االمتحانات الرسمیة لشھادات التعلیم الفني9المادة مجلس الوزراء بناء على اقتراح تتخذ في االمتحانات الرسمیة اآلیلة الى شھادات حقل التعلیم الفني بمراسیمتنظم.التعلیم المھني والتقنيوزیرالفنيووسائل التعلیم: أصول10المادة .الفني في المدارس المختصةیتم التعلیمأوال: "طالب مرشحین" لمن بلغ بصفةاالولالفنیة القسم یحق االشتراك في االمتحانات الرسمیة لشھادة البكالوریاثانیا:
في مدرسة مختصة مدتھا ألف وثمانمائة ساعة تعلیم على سن السابعة عشرة على االقل ویثبت انھ تابع دراسة فنیةلنھایة الصف الرابع ثانوي من المرحلة التكمیلیة أو من المرحلة الثانویة في التعلیماالقل (سنتان دراسیتان) تابعة
ھذه االمتحانات بصفة "مرشحین ویمكن أیضا ان یشترك في .التكمیل في حقل التأھیل المھنيالعام او لنھایة مرحلة .تحدد في مرسوم تنظیم االمتحانات الرسمیةأحرار" من بلغ سن الواحدة والعشرین، ضمن شروط خاصة
لمن بلغ سن التاسعة عشرة على االشتراك في االمتحانات الرسمیة لشھادة البكالوریا الفنیة القسم الثانيیحقثالثا: الف وثمانمائة ساعة تعلیم على االقل (سنتان دراسیتان) االقل ویثبت انھ تابع دراسة فنیة في مدرسة مختصة مدتھا
.الفنیةشھادة البكالوریا للتعلیم الثانوي او من شھادة البكالوریاتابعة لحیازة القسم االول منتابع نات الرسمیة لشھادة االمتیاز الفني لمن بلغ سن العشرین على االقل ویثبت أنھاالمتحایحق االشتراك فيرابعا:
دراسیتان) تابعة لحیازة القسم الثاني دراسة فنیة في مدرسة مختصة مدتھا ألف وثمانمائة ساعة على االقل (سنتاناسیة) تابعة لحیازة القسم الثاني من ساعة على األقل (ثالث سنوات درمن شھادة البكالوریا الفنیة أو ألفین وسبعمایة
.للتعلیم الثانويشھادة البكالوریاحقل التعلیم بقرارات من مدیر عام التعلیم المھني والتقني جداول المطابقة بین فروع مختلف شھاداتتنظمخامسا:
.المتتالیةالفني لتحدید مسالك التحصیل في المراحلیتمسن المنصوص عنھا في ھذه المادة وتعفي بعض المرشحین من شروط الاالمتحانات ان یحق للجنةسادسا:
.االعفاء بقرار من رئیس اللجنة بناء على موافقة أكثریة أعضائھا
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المرسوممعادلة الشھادات الممنوحة قبل تاریخ العمل بھذا:11المادة.الملحق بھتاریخ العمل بھذا المرسوم وفق الجدولشھادات التعلیم المھني والتقني الممنوحة قبل تتم معادلة -أوالالمعادلة لھا وردت، تسمیة الشھادات الممنوحة قبل تاریخ العمل بھذا المرسوم بتسمیة الشھاداتتستبدل، أینما -ثانیا
.وفق أحكام ھذا المرسوم 12المادة
واستعیض عنھ بالنص 27/8/1997تاریخ 10892االولى من المرسوم رقم المادةبموجب 12المادة الغي نص :التالي
:والتقنيتسمیة مدارس التعلیم المھنيالكفاءة مدرسة مھنیة" كل مدرسة تسدي التعلیم في حقل التأھیل المھني الذي ینتھي الى شھادة"تعرف باسمأوال:
.المھنیةالمھنیة والشھادة التكمیلیةینتھي الى مدرسة فنیة" كل مدرسة تسدي التعلیم في حقل التعلیم الفني في مستوى التنفیذ الذي"تعرف باسمثانیا: .الفنیةادة البكالوریاشھ
ھذا فني" كل مدرسة یفوق مستوى التعلیم فیھا شھادة البكالوریا الفنیة المنصوص علیھا فيتعرف باسم "معھدثالثا: .المرسوم: أحكام انتقالیة13 المادة
نص عنھا ھذا عن منح أیة شھادة في التعلیم المھني والتقني، سوى التيتتوقف وزارة التعلیم المھني والتقني.والتقنيفي التواریخ التي تحدد بقرارات تصدر عن وزیر التعلیم المھنيالمرسوم، وذلك
: تصنیف المدارس الرسمیة14المادة
تصدر عن أحكام المادة الثانیة عشرة من ھذا المرسوم بقراراتوفقوالتقني الرسمیةتصنف مدارس التعلیم المھني.على اقتراح مدیر التعلیم المھني والتقنيالتقني بناءوزیر التعلیم المھني و
: شروط الدخول الى المدارس الرسمیة15المادة
المنصوص عنھا في المادتین الخامسة والعاشرة من ھذا المرسوم وعن الشروط التي تحدد فيعالوة عن الشروطوالتقني باقي الشروط المفروضة التعلیم المھني مراسیم تنظیم االمتحانات الرسمیة، تحدد بقرارات صادرة عن وزیر
.الرسمیة ال سیما شروط السن والمباراةفي المرشحین لدخول مدارس التعلیم المھني والتقني: توقیع الشھادات16المادة .الفنيوزیر التعلیم المھني والتقني الشھادات الرسمیة في حقل التعلیمیمنحأوال:
.التعلیم المھني والتقني الشھادات الرسمیة في حقل التأھیل المھنيعامیمنح مدیر ثانیا: : تدابیر تطبیقیة17المادة
.والتقنيبقرارات تصدر عن وزیر التعلیم المھنيتحدد دقائق تطبیق ھذا المرسوم 18المادة
.مضمونھالتي ال تتفق مع تلغى جمیع االحكام المخالفة ألحكام ھذا المرسوم او19المادة
.الحاجةینشر ھذا المرسوم ویبلغ حیث تدعو
1967تموز سنة 25سن الفیل في حلواالمضاء: شارل
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Annex 6: Decision 147/2005 (17-06-2005)
147/2005قرار رقم 2005حزیران 17صادر في
لإلعدادالرسمیة والخاصة والتقنيالمھنيمعاھد ومدارس التعلیم تحدید مدة الدراسة وشروط االنتساب الى(المایستر)الفنيلشھادة المشرف
ان وزیر التربیة والتعلیم العالي،
تاریخ 14325المرسوم رقم فيتشكیل الحكومة)، والمعدل)19/4/2005تاریخ 14323المرسوم رقم علىبناء28/4/2005،
والتقني)، تنظیم حقول ومراحل وشھادات التعلیم المھني 25/7/1967تاریخ 7880المرسوم رقم بناء على،10/9/2004تاریخ 13371المرسوم رقم وتعدیالتھ وال سیما
المھني والتقني،وبناء على اقتراح المدیر العام للتعلیم:یقرر ما یأتي
المادة االولى.المسائیةالدراسة لالعداد لشھادة المشرف الفني (المایستر) بسنتین دراسیتین خالل الفترةتحدد مدة
الثانیةالمادة
الجدد في معاھد ومدارس التعلیم المھني والتقني الرسمیة والخاصة لالعداد تحدد شروط انتساب الطالب النظامیون.ھذا القرار ألحكامالمشرف الفني (المایستر) وفقا لشھادة
المادة الثالثة
بمباراة الدخول إلى معاھد ومدارس التعلیم المھني والتقني الرسمیة یتوجب على كل مرشح یرغب االشتراك :التالیةاالولى من مرحلة االعداد لشھادة المشرف الفني (المایستر)، ان تتوفر فیھ الشروطوالخاصة في السنة
أن یكون لبنانیا •الوبائیة ومن كل عاھة أو مرض یمنعھ من ممارسة المھنة التي یكون صحیح البنیة خالیا من االمراضأن •
.ینوي التخصص بھا .أو محاولة جنایةان یقدم السجل العدلي الذي یثبت انھ متمتعا بحقوقھ المدنیة وغیر محكوم علیھ بجنایة • (اعفاءان یكون قد اتم موجبات خدمة العلم (انھاء/ تأجیل أو • 112للفقرة االولى والثانیة من المادة تطبیقا
16/9/1983تاریخ 102/83من المرسوم .عملھأن یقدم افادة تثبت انھ ال یزال یمارس •وان یكون لدیھ خبرة عملیة في االختصاص المناسب،(LP)المھنیة أن یكون حائزا على شھادة الثانویة •
تاریخ حیازتھ على شھادة الثانویة المھنیة(بموجب افادة) ال تقل عن سنتین في االختصاص نفسھ وذلك بعد(LP).
أو ما یعادلھا في االختصاص المناسب وان یكون لدیھ (BT)البكالوریا الفنیةا على شھادةأو ان یكون حائز •على عملیة (بموجب افادة) ال تقل عن ثالث سنوات في االختصاص نفسھ وذلك بعد تاریخ حیازتھخبرة
شھادة البكالوریا الفنیةأو ما یعادلھا أو شھادة البكالوریا الفنیة أو اللبنانیة (قسم ثان) أو ان یكون حائزا على شھادة البكالوریا •
ویرغب االنتساب لغیر اختصاصھ، وان یكون لدیھ خبرة عملیة ال تقل عن خمس (LP)الثانویة المھنیة.في االختصاص نفسھ وذلك بعد تاریخ حیازتھ على شھادتھسنوات
المادة الرابعة
الطالب الراسب في معھد آخر إلى صف اعلى، وتكون نتیجة الطالب ترفیع ال یحق ألي معھد كان رسمیا ام خاصا.یتم اعداده فیھ خالل العام الدراسي نھائیةفي المعھد الذي
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الخامسةالمادةرسمیة مباریات الدخول للسنة االولى تحت اشراف لجنة فاحصة یرأسھا یجري كل معھد فني رسمي أو مدرسة فنیة
.ي والتقني ویعین اعضاؤھا بقرار یصدر عن وزیر التربیة والتعلیم العاليللتعلیم المھنالمدیر العام
السادسةالمادة:االولى ومعدالتھا، بحسب كل اختصاص، وفق ما یليتحدد مواد مباریات الدخول للسنة
المعدل المادة
4 أعمال تطبیقیة في االختصاص المطلوب 2 مواد شفھیة في االختصاص المطلوب
2 اختبار أھلیة
المادة السابعة
.والتقني نتائج المباریات بناء على محاضر اللجنة الفاحصةیعلن المدیر العام للتعلیم المھني
الثامنةالمادة.نشرهینشر ھذا القرار ویعمل بھ فور
2005حزیران 17بیروت، في
العاليوزیر التربیة والتعلیمد. اسعد رزق
Enhancing Institutionalized Partnerships between TVET
Institutions and the World of Work in Lebanon