THE DEVELOPMENT OF GOVERNMENT EDUCATIONAL POLICY AND PRACTICE IN THE LEBANON , 1920 - 1975

Noureddine  M. AHMAD

The purpose of this study is to identify the strengths, defects and inadequacies of government's educational policy and practice in Lebanon from 1920 up to 1975. In order to do this, the study is divided into eight chapters. Each chapter examines chronologically the development of an aspect of education policy and practice, and concludes with a summary and analysis of the trends and patterns of the policy considered in that chapter.

Chapter one is a rationale of the study, clarifying the purpose and significance of the study, and the methodology used in gathering the historical information and data for the research. Chapter two gives a perspective of the historical, geographical and demographic factors which have affected educational policy and practice in the period reviewed. The period prior to the French Mandate is examined in Chapter Three with particular reference to the Quranic schools, the foreign (mission) schools, and the Ottoman public schools. Chapter Four is concerned with the policy and aims of education during the period of French Mandate and independence, both in the private and public sectors.

The administration and financial policy in education during the French Mandate and independence periods is examined in Chapter Five, including the policy towards both private and public education. The sixth chapter pays special attention to the ladder and content of the education system, particularly elementary, secondary and vocational education as well as university education in both private and public sectors. The policy towards teacher recruitment, supply, training and training institutions between 1920‑1975 is examined in Chapter Seven, which is also concerned with the supervision and inspection of  teachers. The final chapter is a summary and analysis of the main trends and patterns dealt with as topics and examined in the thesis as a whole .

The broad conclusion arrived at is that the government's policy and practice in education in the Lebanon has not contributed to the economic, social, cultural and political development of the country.