Erasmus+ National Erasmus+ Office - Lebanon 1
Erasmus+ Capacity Building for Higher Education
Project Representatives Meeting
27-28 January 2016, Brussels (Belgium)
Impact of the Tempus programme in Lebanon
Aref Alsoufi, National Erasmus+ Office, Lebanon
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• General context
• Specific context of Lebanese Higher Education
• Tempus in Lebanon: Facts and figures
• Tempus in Lebanon: Impact
• Good practices
• Lessons Learned
Outlines
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• Small country of around 4 million people with an area of around 10 000 km2
• Free economy based on services, banking, tourism, media, light industries, health care, HE and Int’l aids
• Religious and cultural diversity (17 religions, many languages spoken…)
• Political instability (special democracy…)
• Country of contradiction (luxury living standard, corruption….)
General Context
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• Public/Private
• Freedom of HE guaranteed by the Constitution
• Geographically concentrated in Greater Beirut
• No gender issue
• Multidimensional diversity (history, language, system, social and religious…)
• Foreign affiliated universities
• Openness to international cooperation
• Dynamic and prosperous
Specific context of Lebanese HE
2002 2015
Total HEIs 35 47
Universities 18 35
Colleges/Institutes 14 9
Institutes of religious studies
3 3
Students 125 000 191 000
Public/Private 53% in public 37% in public
Gender Female ratio 55% 56%
Foreign students 9% 11.5%
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Lebanese HE Facts and figures
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Lebanese HE - Challenges
• Expanding sector: decline public/rise private
• Governed by an outdated law (1961)
• No guiding national strategy
• Highly politicised Lebanese University
• Quality and QA issues
• No National Qualifications Framework
• Chaotic implementation of Bologna
• High competition and lack of cooperation
• High rate of unemployment among graduates
• Syrian refugees
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TEMPUS in Lebanon - Figures
5 managed by Lebanon when this option was introduced in Tempus IV
22 HEIs involved + 20 partners from the non academic sector
58projects
43 JP
15 SM
17 National
41 Multi
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TEMPUS in Lebanon – domains covered
Micro-financeUrbanismeTourismeL’interculturel
BiodiversitéITEducation spécialiséeEcoles doctorales
Ingénierie et ingénierie renouvelableAgro food
Chirurgie facialeCapacités institutionnellesGovernanceQuality AssuranceServices aux étudiantsAircraft maintenanceManagementLeadershipInternationalisationUniversity finance
Civic engagementNeuroscienceEntrepreneurshipSustainable developmentEmployabilityLLLEducationSupport to researchGreen EngineeringApprentissage à distance
Cilmate changeTuningOrgan donationOpen source softwareAgricultureHighway and Traffic engineering….
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• EU programmes as an omnipresent reality in LHE
• Common language of reform (QA, NQF, Employability, University-
Enterprise cooperation, Teaching & Learning issues, Bologna
principles (LMD, ECTS), Joint/Multiple degrees, Recognition)
• Cooperation at national level between competitors
• Openness to a new international dimension
• Cooperation at regional level
• Capacity building at 22 HEIs
• Curricular reform
• Structural reform
• New relationships with society
TEMPUS in Lebanon – Impact
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0
5
10
15
20
25
30
35
Number of Projects by EU countries
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0
5
10
15
20
25
30
Morocco Egypt Jordan Tunisia Algeria Syria Palestine Libya
Number of Projects by Regional Countries
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• Quality Assurance (QAHEL, LEPAC, AQSUL, TLQAA)
• University-Enterprise cooperation (FOST, SF-HEAT, DEFI, ADIP, EU-MILL)
• Student services (MEDAWEL, VIETUD)
• Internationalisation (Bird, TIES, MIMI)
• Employability (SEMSEM, OIPULES, DEFI, PACOME)
• Equipment of high tech: SF-Heat, FOST, ICOSE
• Use of new technologies in teaching & learning
Courses by visio-conferences
Online joint professional diploma (PROGREEN)
eLearning courses
• Edgy fields impact (TransMedEAST, EMPODaT, SLACE, OSSCOM, CLIMASP, HiT4Med)
• HERE (QA law, new law for HE, 5 national events and 1 international)
TEMPUS in Lebanon – Main areas of intervention
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Involvement of a large number of LHEIs and personnel20 partners = 12 LB (10+2) + 8 EU (5+3)
Ministry of EducationAnd Higher Education
TLQAA: Towards Lebanese Quality Assurance Agency
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TLQAA: Towards Lebanese Quality Assurance Agency
Main outcomes
• 9 standards for external QA defined• 40 experts trained on institutional evaluation• Pilot self-study reports drafted and pilot external evaluation
conducted to 5/6 universities…• A trilingual Guide on the Design of an Evaluation
Agency for QA in HE published
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TLQAA: Towards Lebanese Quality Assurance Agency
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SFHEAT: Sustainable Framework –HE Aeronautical Technologies
Main outcomes
• Professional diploma (DUT) in AMT • EASA Part66 certified modules developed and put on-line• 3 Training centers compliant to EASA standards• Highly sophisticated equipment purchased and installed
Involvement of a large number non academic partners5 from Lebanese aviation industry and 3 from EU
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SFHEAT: Sustainable Framework – HE Aeronautical Technologies
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OIPULES: Orientation et Insertion Professionnelle dans les Universités du Liban, de l’Égypte et de la
SyrieInvolvement of 6 universities from Lebanon and 5 from EG, SY
Main outcomes
• Job national referential in Sciences, Management and Finance (400 jobs fiches listed with testimonies from business sector)
• Platform of double entry (jobs/study programme)
www.bokrajobs.org
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Joint/Dual Professional Graduate Diploma and Professional Degree in Green Technologies
Main outcomes
• 3 fields: Sustainable energy, Water conservation, Green buildings
• Lifelong learning aspect
• Professional diploma
• On-line mode of delivery
• Fully joint diploma involving 3 universities
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Pro-Green Students
90% of students have never participated in online learning before!”
Students are spending 5-7 hours per week on each course”
More than 70 registered students
29 faculty members ( AUB, AUC, LAU)
27 different courses delivered
Current Registered Students reside in:• Lebanon
• Egypt
• U.A.E
• K.S.A
• Spain
• Other
Erasmus+ National Erasmus+ Office - Lebanon
Pro-Green Joint Diploma
21
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At institutional level
• More real capacity building
• More Visibility across the different components and bodies of the institution
• More ownership from institutions (top level involvement)
• Projects should serve the strategy of the institutions
• Multiplication effect
• Students involvement
TEMPUS in Lebanon – Lessons Learned
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Beyond institutional level
• Projects more relevant to the country and more responsive to its needs and challenges
• Cooperation should be sustainable leading to concrete and durable results (WHEEL, ARLENE…)
• Joint projects should be developed into strategic alliances (student/staff mobility and exchange, Joint/Multiple degrees, Mutual recognition)
• Synergies with other projects
• One more challenge: BIG V SMALL universities
TEMPUS in Lebanon – Lessons Learned
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Thank you
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