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

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H Institute is a nonprofit research and development organization committed to engraining the Culture of Excellence in society. It brings together highly dedicated and well-recognized professionals who live and work with heartiness (devotion and bravery), honor – and honors –, honesty, and humility, on top of other values that make up the Institute value system.

 

The culture of excellence is about a sustained inner conviction, an intuitive drive, to always aim for excellence in any thought or action, pursue that aim with passion, enthusiasm, grit, tenacity, and perseverance, and get it optimally realized. At the institutional level, the culture of excellence is about having shared vision and values that willingly and collaboratively engage all members of the institution to passionately and optimally fulfill collectively defined and sought after purposes. This culture is about productivity and progressiveness, about continuously raising the bar in, and bringing added value to, everything the institution is about. It is about valuing uncommon performance and achievement, and reaching passing but not enduring satisfaction when getting them accomplished.

Engraining the culture of excellence in society begins in, and is sustained through, education. That is why H Institute has a special commitment to education and a special respect to educators with significant achievement on the road of excellence. The Institute has launched in 2017 the “H Institute Award for Excellence in Education” to honor educators committed to excellence in their daily practice, and especially in their drive to empower students for success and excellence in life.

Application for the 2019 Award can be made September 22, 2018 through December 02, 2018.

Click here to learn more about H Institute and apply for the 2019 Award for Excellence in Education.

 

 

H Institute blogs:

Premises for authentic diplomas in the context of reformed curricula and educational systems. (May 2016). hinstitute.org/Site/blogs 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.

Download full text in:      English        عربي

 

Upholding our conventional exit exams is a crime against students and society. (April 2016). hinstitute.org/Site/blogs 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.

Download full text in:      English       عربي

 

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