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Enhancing Institutionalized Partnerships between TVET

Institutions and the World of Work in Lebanon

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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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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


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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.


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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


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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


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6.3WeakLabourmarketinformationandAdvicetoStudentsandEmployer...................................42

6.4 UnderdevelopedFundingMechanismsincludingforPPPandWBL...........................................42

7. LocalPractices..................................................................................................................................438. RegionalPractices............................................................................................................................459. RecommendationsandConclusions................................................................................................4710. Listofreferences.........................................................................................................................4811. Annexes.......................................................................................................................................50


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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


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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


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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


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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.


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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


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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/


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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

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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


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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


15

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


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)


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


18

Figure5:PercentageofthestudentenrolmentinTVET

TVETenrollmentishigherinuppersecondaryeducationthaninlowersecondaryortertiaryeducation.

Onaverage,25%ofstudentsinuppersecondarychoosingaTVETprogramme.

Table3:Participationineducationbylevelandbyprogrammeorientation(2017)

542753,88%

75691,12%

GENRALEDU(samelevelsofTVET)TVET


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


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


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.


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


23

• 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


24

TVETschoolsandinstituteshavelongacceptedstudentswhohavecompletedanintermediatelevel

without obtaining an official Brevet Certificate. This is a dual system used for the Technical

BaccalaureateCertificateandtheVocationalSecondaryCertificate.

ThefigurebelowlooksatthestructureandframeworkoftheLebaneseeducationalsystem.

Figure8:LebaneseEducationalSystemFramework


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


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


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.


28

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


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).


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.)


31

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;


32

• 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.


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.


34

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.


35

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.


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


37

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


38

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


• DefinedbySchool

• Certificateofparticipationissuedbytheenterprise

• Studentsmustpassthesecondyearortaketheofficialfinalexams

Alternance

• Dependsonregulationsofuniversities(newlyestablished)

• University • Yes • Mainlyemployeesfromtheenterprise


• Certificateofparticipationdeliveredbytheenterprise

• Studenthastowriteandpresentareport


39

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.


40

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.


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.


42

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


44

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.


45

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)


46

• 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


52

.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


53

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


54

Annex 2: Decree 15742 (11-3-1964)


55


56


57

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 •


58

: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


59

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


60

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


61

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


62

Annex 4: Decision 75/2019 (27-6-2019)


63


64

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


65

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


66

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


67

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


68

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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