Educational Policy

While still an undergraduate student at Lebanese University, Ibrahim Halloun published a number of position papers on the state of education in Lebanon. In the eighties, he founded the Lebanese Intellectuals Association (LIA) and the Lebanese Association of Science and Mathematics Teachers (LASMT) through which he continued publishing papers on educational policy. In 2016, he founded H Institute.



H Institute blogs:

Premises for authentic diplomas in the context of reformed curricula and educational systems. (May 2016). and LinkedIn Pulse.

مرتكزات أساسيّة لشهادات مصداقة في إطار مناهج تربويّة متطوّرة. أيّار 2016

General education diplomas must be revamped in the context of reformed curricula and educational systems that bring about some reliable passport for student transition to higher / upper level education. That passport might include some form of a “diploma” that does not come about as a consequence of exit exams, but as part of, or as a summative account of, comprehensive school transcripts.

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Upholding our conventional exit exams is a crime against students and society. (April 2016). and LinkedIn Pulse.

التمسّك بالامتحانات الرسميّة التقليديّة جريمة بحقّ الطلبة والمجتمع . نيسان 2016

The Lebanese Brevet and Baccalaureate exams (as they are still commonly known) have been around for quite awhile that most people are taking them for granted. Very little research has been undertaken to ascertain the viability (validity, reliability, efficiency, etc.) of these national exit exams and their repercussions on students, teachers, and other stakeholders in the educational community and on the nation at large. However, what is sometimes revealed about these exams and research from around the globe about similar high stakes exit exams provide some indication as to how flawed they are and how grave their repercussions are on various stakeholders.

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Time to abolish high stakes exit exams as we know them. Naharnet, 30 March 2016.

High stakes exams have been around for quite awhile that most concerned people are taking them for granted. These exams come in a variety of forms and scales, and serve diverse purposes like end of program certification, entrance to particular university programs, or induction into certain professions. Research from around the globe shows that high stakes exams have critical viability flaws (validity, reliability, efficiency, etc.) and grave repercussions on students, teachers, and all other stakeholders in the educational community and concerned professional communities.   Full Text



LJSME editorials:

Lebanese Journal of Science & Mathematics Education. (Founder, 1988. Editor, 1988-1990). Beirut, Lebanon: LASMT.



LIA and other publications:

Public Attitudes toward the Municipal System in Lebanon. (1999). Junieh, Lebanon: LIA.

مواقف اللبنانيين من البلديات والانتخابات البلدية في ظل النظام السياسي القائم في لبنان: دراسة استطلاعية احصائية. مع د. مرغريت حلو وغيرها.  (1999). منشورات الرابطة الفكرية اللبنانية

Studies in Reform and Development. Editor. (1993). Junieh, Lebanon: LIA.

أبحاث ودراسات في الاصلاح والتنمية. مع د. مرغريت حلو وغيرها. (1993). منشورات الرابطة الفكرية اللبنانية

Science & technology for development. (1993). Studies in Reform and Development, 47-81. Junieh, Lebanon: LIA.

علوم وتكنولوجيا للتنمية. (1993).  أبحاث ودراسات في الاصلاح والتنمية، 47-81. منشورات الرابطة الفكرية اللبنانية

Which citizen, what nation [Monograph]. (1992). Junieh, Lebanon: LIA.

أي مواطن؟ أي وطن؟ (1992). منشورات الرابطة الفكرية اللبنانية

An educational system for development. (1991). Al-Anwar.

نحو نظام تربوي جديد يحقق من خلاله المواطن ذاته والوطن تقدمه. الأنوار، 4 شباط 1991

Productivity of university professors in Lebanon. (1988). Ad-Diyar.

مشكلة الأستاذ الجامعي في لبنان. الديار، 19 تموز 1988

The university in Lebanon: Facts and prospects. (1988). Ad-Diyar.

الجامعة: مفهومها، واقعها اللبناني، وصورتها المرتجاة. الديار، 16 آب 1988

Towards a free, equitable and committed education. (1986). Al-Anwar.

نحو تربية لبنانية حرة، عادلة وملتزمة. الأنوار، 30 كانون الثاني 1986