Political Economy Of Education In Lebanon

Education is a source of national pride in Lebanon. When the general public was asked how the education system was performing, 76 percent of respondents had a positive opinion; and these satisfaction rates have been consistently high over the years. However, perception of education quality does not reflect the reality of the sector; and learning outcomes, which are the determining metrics of success in education, have been lower than the international average, with a declining trend since 2007. This volume seeks to uncover why the education system in Lebanon is not reaching its full potential. It uses a political economy approach to study the drivers and factors that guide education operations to produce and utilize education outcomes. This includes the study of context, stakeholders, and processes that shape education policies, institutions, and activities. It also aims to identify enablers of and constraints on policy change and implementation, as well as the achievement of results. In this context, the analysis encompasses how education policies are developed; how education consumables—such as curricula, textbooks, and learning materials—are produced, distributed, and used by learners; how education services are delivered and monitored; and how achieved results are measured. It includes the identification of the most influential actors in the education arena, as well as their vested interests. It also examines unfavorable frameworks for action that are likely to block the adoption of reforms and delay or derail their implementation. The system-level analysis presented in this volume used a mixed-method approach. Qualitative and quantitative analyses were conducted based on a review and analysis of more than 1,900 research papers, articles, and books; laws and policies; expenditures; trends; and enrollment and outcome indicators. Primary methods of inquiry were also used and included interviews, focus group discussions, and a household-based perception survey.

This book offers a comprehensive and accessible treatment of recent academic and policy studies of basic education in South Asia.

This book is about the laissez-faire strategy for economic development, a strategy inspired by neoclassical/mainstream economics, advocated by the “Washington Consensus”, and implemented by the Bretton Woods institutions. Mainstream economics has taken legitimacy from the historical failure of command economies. But this view has not been balanced by an examination of the performance of laissez-faire economies, the closest to the pure market model. Lebanon provides a unique test case in this regard. The book assesses Lebanon’s development during 1948-2002, including its industrial and financial performance. The dynamics of the laissez-faire system is separately studied from a Post-Keynesian perspective, highlighting institutional behavior. It is found that laissez-faire is not a sufficient condition for economic development, and can even be counterproductive.

Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe. Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.

Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the “Self” and the “Other” offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.

In this disturbing but ultimately hopeful personal account, Jean Anyon provides compelling evidence that the economic and political devastation of America's inner cities has robbed schools and teachers of the capacity to successfully implement current strategies of educational reform. She argues that without fundamental change in government and business policies and the redirection of major resources back into the schools and the communities they serve, urban schools are consigned to failure, and no effort at raising standards, improving teaching, or boosting achievement can occur. Based on her participation in an intensive four-year school reform project in the Newark, New Jersey public schools, the author vividly captures the anguish and anger of students and teachers caught in the tangle of a failing school system. Ghetto Schooling offers a penetrating historical analysis of more than a century of government and business policies that have drained the economic, political, and human resources of urban populations. Provocative and controversial, this book reveals the historical roots of the current crisis in ghetto schools and what must be done to reverse the downward spiral.

Aiming to contribute to the reader’s greater understanding of Lebanese government and politics, this book provides a comprehensive examination of the origin, development, and institutionalization of sectarian consociationalism in Lebanon. A recurrent proposition advanced in this book is that Lebanese sectarian consociationalism has been both a cure and a curse in the formulation of political settlements and institution building. On the one hand, and in contrast to many surrounding Arab regimes, consociational arrangements have provided the country with a relative democratic political life. A limited government with a strong confessional division of power and a built-in checks and balance mechanism prevented the emergence of dictatorship or monarchy. On the other hand, a chronic weak state has complicated efforts for nation building in favour of sectarian fragmentation, external interventions, and strong polarization that periodically brought the country to the verge of total collapse and civil war. While examining Lebanese sectarian politics of conflict and concession during different historic junctures many revelations are made that underlie the role of domestic and international forces shaping the country’s future. Presenting an implicit description of the power and functions of the various branches of government within the context of sectarian consociationalism, this book is an important introductory text for students of Lebanese Politics and Middle Eastern politics more broadly.