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An Eye on Brevet: Lay the Needed Cards on the Table
I feel this year is very different ... too much studying. Everyday seems like a year! … N. Sfeir I hate myself. I am never done with my studies this year…. M. Akl Too much pressure this year ... I don't understand why ?? We have the same teachers and we are still in the same school…. T. Bou Mikhael My parents made me stop all my extra activities. I spend the week days and the week-ends studying especially History, Geography and Civics…. S. Asmar Department of English, Translation & Education Faculty of Humanities, Notre Dame University, Under the patronage of Mr. Fadi Yarak, Director General Ministry of Education March 31, 2011 at 4:30 pm Abou Khater Auditorium, NDU Welcome on behalf of Notre Dame University Faculty of Humanities Department of English, Translation & Education Education Major Promotion Ad Hoc Committee Note: language – English & Arabic Welcome to all educators interested in minimizing the pressure on the Brevet student Thank you Mr. Fadi Yarak, Director General For supporting An Eye on Brevet For supporting the Brevet student For supporting our endeavor to bring about healthy dialog For supporting our purpose: To address cyclical pressure felt by the players, especially the students, involved in the Brevet exam preparation in the hope to develop practical solutions to promote favorable outcomes in preparing the students for the Brevet exam Dr. C. Kfouri, Dean, Faculty of Humanities To inform audience of government's present official position on Brevet exam To inform audience of the school’s reaction, position, & preparation of students for Brevet exam To initiate a government & school commitment to work together to enhance teaching, learning, student preparation, & assessment practices Part 1: The Cards: Ministry of Education & Center for Educational Research and Development (CERD) Part 2: The Players: Education Community Part 3: Trump it: Tying up the loose ends School Principals The Final Eye on Brevet: Ministry of Education Q/A Mr. Jean Hayek, Director of Counseling & Guidance, Ministry of Education Ms. Samia AbuHamad, Director of English, Center for Educational Research & Development What is rationale for having a Brevet exam? What is relationship between Ministry & CERD & how does this relate to Brevet exam? What is focus of curriculum? What instructional methodologies are expected to be used to teach curriculum? What approach to learning do books use? What guidance do teachers have to prepare for teaching/learning endeavor? How does teaching / learning approach relate to questions created for assessing content learnt in curriculum? How are questions created? Procedure? How are questions assessed for curriculum reflection in content & in instructional approach? How do you ensure answers are assessed to measure learning outcomes set in curriculum? What kind of relationship does Ministry & CERD have with schools – private & public- to help prepare teachers & students for Brevet exam? Oral presentation CERD's Role: Curricula design for both private and public schools. National textbooks (student's book, workbook and teacher's guide) from KG-3rd Secondary Teacher in-service training for public school teachers. Coordinator training for private sector once major national educational changes are launched. Heads of Departments participate in Brevet and Baccalaureate exams. 11 The new framework for Education in Lebanon states "Adopting diversification in teaching methods and choosing the modern ones in the light of student situations, the schools' capabilities and the nature of the subject, while providing the opportunities to perform experimental educational activities. 12 The English Language curriculum states the use of English for three major purposes: social interaction, academic achievement, and cultural enrichment through a thematic, integrated, content-based approach to teaching and learning. Three levels of English language proficiency: a)English for social interaction, b)English for academic purposes, c)English for socio-cultural development. The appropriate framework of classroom interaction is Cooperative Learning (CL). 13 6 sample questions for each subject Answer key + correction tips Sample correction guidelines from Arabic language. 14 القسم السؤال 1 أ 2 المعايير •ػٍٍّ انشّاوي (تاالستُاد إنى انحىاشً) ل ػهى حضىس انشّاوي يٍ ان ُّصّ: •استذ ّ ضًٍش انًتكهّى •حذّد َىع انُّصّ :سٍشج راتٍّح •أػاد كتاتح انفقشج األونى يسُذاً فٍها انفؼم إنى جًاػح انغائثٍٍ •حذّد أثش انتّحىٌم فً انُّىع األدتًّ نهفقشج (نى العالمة مالحظة ½1 ½1 المجموع ½4 ½1 ½3 1 7كهًاخ نهتّحىٌم؛ نكمّ كهًح َصف ػاليح ½4 تؼذ سٍشج راتٍّح) 3 4 •ػٍٍّ َىع انىصف (انزّاتًّ االَطثاػًّ) •ركش انطّثاق •ركش االستؼاساخ •تٍٍّ دوس انطّثاق واالستؼاساخ فً انىصف االَطثاػًّ 1 1 1 3 أ -استخشج ثالثح أسًاء يشتقّح •ركش َىع كمّ يُها ووصَه •تٍٍّ وظٍفتها فً انىصف ½ ½ 1 6 ٌكتفً تاثٍٍُ 4 15 المعايير القسم السؤال ب -استخشج األفؼال •ركش صٍغتها ووصَها أ العالمة •تٍٍّ دوسها فً انىصف ½ ½ 1 5 •ركش َىػً انًىائذ •تٍٍّ سأي انكاتة فً انًىائذ انجثهٍّح يغ انتّؼهٍم •تٍٍّ سأي انكاتة فً انًىائذ انًتضيّتح يغ انتّؼهٍم 1 2 2 6 • أػاد كتاتح انجًم يحشّكاً أواخش انكهًاخ فٍها تانحشكاخ انًُاسثح 4 7 •استخشج انجًم االستفهايٍّح •استخشج جًهح انتًًُّّ •تٍٍّ انغشض يٍ االستفهاو 1 1 ½1 ½1 •وضغ ػُىاَاً يُاسثاً نهُّصّ •ػهّم وضؼه 1 2 •تٍٍّ انغشض يٍ انتًًُّّ 8 مالحظة المجموع ٌكتفً تأستؼح 5 ٌحسى َصف انؼاليح ػهى كم خطأ االستخشاج ½ ، تحذٌذ انُّىع ½ االستخشاج ½ ، تحذٌذ انُّىع ½ 4 5 3 16 القسم السؤال ب المعايير •يهّذ تًقذّيح يىجضج ويُاسثح •وصف يجًىػح انشّثّاٌ وانشّاتّاخ وهى ٌغشسىٌ •تٍٍّ ثالث فىائذ نألشجاس ػهى اإلَساٌ •ػثّش ػٍ اَطثاػاته •ختى انًىضىع تخاتًح يُاسثح •وظّف قىاػذ انهّغح تىظٍفاً سهًٍاً: ضثط كتاتته صشفاً وَحىاً وإيالءاستؼًم أدواخ انشّتط استؼًاالً صحٍحاًوضغ ػالياخ انىقف فً أياكُها انًُاسثحتشك فشاغاً فً تذاٌح كمّ فقشج•كتة تخطّ واضح يشتّة وَظٍف العالمة 2 ½3 ½4 2 2 مالحظة المجموع نكم قائذج ½ 1 24 4 ½1 ½1 1 2 17 1. 2. 3. 4. 5. Official guidelines of tests and their relations to official examinations. Form and type of questions posed in official examinations and their relation to curricula. Relevance of questions to curricula in all subjects. Correction as concerns prescribed answer keys, participation in correction, gaps and obstacles. Results, subject coefficients, the extent of relation between the rate of success and the level of students. 18 1- Distribution of nationwide Questionnaires: - number of responses from teachers/coordinators from public and private sectors: 1200 2- Data gathering, processing, analysis and statistical indices: - Intermediate Cycle Statistics: - 64.8% students who succeeded in the 2009 Brevet Exam. - 95% of teachers have a preview of the specifications of official examination questions. - 78% of teachers consider the specifications adequate. - 84% of teachers abide by these specifications in preparing school examination questions and 96% of them invariably view the official examinations. 19 - - - - - 73% of teachers do not see ambiguity in the phrasing of official examination questions, whereas 27% do. 89% of teachers agree that the official examination questions fall within the official program whereas 11% consider them to fall outside the program. 56% of teachers feel that the official examination questions have affected (positively or negatively) the implementation of their course as prescribed in the curriculum, while 44% think that the questions have had no effect. 66% of teachers attend meetings wherein the rules for correcting examination answers are set, while 62% do no take part in correcting examination papers. 94% of those taking part in school exam corrections rely on the provided detailed answer key. 36% of teachers find some lapses in the correction process whereas 64% do not find any lapses. 51% of teachers consider the success rate at official examination actually reflect students level of achievement, versus 49% who do not share this assessment. 69% of teachers believe that their participation in correction raises the rates of success at their schools, versus 31% who do not think so. 20 Workshop participants: teachers / coordinators, school representative guidance and counseling staff, heads of departments at CERD and public school educational inspectors. Each workshop included 3 sessions: Session 1: an overview of statistics over 5 years a- Statistics and indicators b- Brevet results from exam sessions 2004-2009 and detailed feedback on 2009. Over the last 5 years for English: 30% of students had a grade of 4/8 20% a grade between 0 -1/8 50% a grade between 1- 4/8 21 Session 2: a- Problematic issues raised in questionnaire responses relating mainly to: -guidelines ,exam questions and curricula. -answer key, rubrics, discrepancies in corrections b- 4 groups analyzed exam samples from Brevet sessions 2004-2009 exams. Session 3: Recommendations and final reports. 26 workshops for 23 academic subjects for exam management: 3 logistics (proctoring, results) recommendation, correction (guidelines, criteria for accepting corrector, bank of questions) 22 Mrs. Mona Nasr Doueiry, Principal, Middle Sc Ms. Nada Sawaya, Maths/Science Teacher Ms. Rita Abdelnour, English Teacher Mrs. Roula Khoury, Social Studies Teacher Ms. Natasha Salloum, Gr. 9 Student Mr. Rachad Abi Haidar, Gr. 9 Student Mrs. Lamia Labaki, Parent Gr. 9 Student Ms. Chaden Mdawar, Grade 10 Student Mr. Elie el Rahi, Grade 10 Student Administrator What is the Ministry/CERD doing for the school? What is the school doing to prepare the students for the Brevet? All Players What pressure do you as a… feel? Why? What is it that you are doing to alleviate pressure? How are you preparing student/self for brevet? How are you alleviating pressure for student? Grade 10 Reflect back – was it what it needed to be…? Ms. Mona Nasr Doueiry: Administrators’ Perspective NDU March 31, 2011 Objectives of Grade 9 Level Compounded Goals 1. Pass the official exams 2. Grade 9 is the last year of basic education. Hence two main goals: a. make sure the learner acquired all the basic education requirements b. ensure that the learner is ready to meet the challenges of the secondary school Middle School Division Grades 7, 8 and 9 Continuity & Limitations • Grades 7 & 8: prepare students for grade 9 in terms of the basic concepts. • Grade 9 provides a higher level of application, problem solving, critical thinking & creativity that cannot be covered except within the short time span of grade 9. Grade 9 Curriculum: Holistic Learner Official Exams' and Schools' Curriculum Requirements Grade 9 Official Exams Curriculum Requirements Schools' Own Curriculum Requirements (Maintained at grade 9) (vary between schools) Schools' Own Curriculum Requirements that alleviate pressure (Stopped at grade 9) (vary between schools) Subject to testing and home load Not subject to testing nor home load Cultural and educational outings Arabic Art Religious rituals Participation in school life activities Foreign Language Religious Education Spiritual outings Participation in competitions Math/Phy/Chem/Bio Computer His/Geo/Civ French Nb. of hours: 28 Nb. of hours: 6 1 to 4 days yearly Recruitment Policy and Teacher Development Meet the Continuous Demands of Innovation • Choosing qualified teachers in their domain with years of experience with middle school students • Continuous training sessions at the level of teaching methodology and evaluation techniques, class management, cooperative learning, technology integration, learner psychology, etc • Maintaining self-development • In-house training turning the school into a learning center • Participation in official exams (question bank, answer key discussion and correction) Planning & Instruction •Organizing time table to minimize daily pressure and study load at home oExample: Distribution of the same subject over different days Distribution of social studies over different days •Guiding teachers to monitor the homework load and interference of admin in case of any conflict •Account for teachers' need to innovate and engage learners in active learning and learner-centered approaches Exams, Tests & Remedial • During the year o Formative assessment o Guarantee acquisition o Conduct the necessary remedial o Vary instruction and repeat concepts o Objective-based tests to train them to transfer the knowledge • End of year and midyear summative exams reflect the official exams at all levels: schedule, content, form and geographic location • All exams meet the requirements of the official exams and the standards of the school, & thus result in more pressure on both students & teachers Resources and Guides • Limited availability of resources and guides both at the level of evaluation (objective-based) and methodology (learner-centered learning) • Administrations make available any resource which might assist teachers, taking into consideration that most of the time, teachers have to adapt and modify these resources to meet the Lebanese curriculum. • These materials are not readily made available to students and surely add pressure on teachers. Coordination • Coordination among the different departments to avoid the unneeded repetition of skills • Coordination with parents to provide the necessary atmosphere and support at home • Coordination of administration with all concerned partners Sources of Pressure • CURRICULUM: o Compounded goals: at the level of basic education (school & official standards) & at the level of preparation for grade 10 o All the extracurricular activities that alleviate pressure and release stress are stopped in grade 9. • INSTRUCTION: need to innovate vs. time pressure • TESTING: all exams meet both the requirements of the official exams and the standards of the school • REMEDIAL: average students and underachievers • TRAINING: continuous teachers' training sessions • RESOURCES: Limited availability of resources and guides for both teachers and students => teachers have to adapt and modify foreign resources • Organizing time table to minimize daily pressure and study load at home • Monitor the homework load • Account for teachers' need to innovate • Coordination between the different departments to limit repetition • Expose learners to objective-based tests to train them to transfer the knowledge • End of year and midyear summative exams reflect the official exams at all levels • Participation in official exams (question bank, answer key discussion and correction) and the resulting implementation of the necessary changes in class • Choosing qualified teachers in their domain with years of experience with middle school students • Coordination with parents to provide the necessary atmosphere and support at home Ms. Rita spoke on behalf of the Gr. 9 teachers Educators’ Perspective Ms. Nada Sawaya, Maths/Science Ms. Rita Abdelnour, English Mrs. Roula Khoury, Social Studies Curriculum & Instruction: Time Pressure Mismatch between school hours and objectives Grade 9 curriculum is more challenging Curriculum & Instruction: Time Pressure o o o English: grammar; process writing Sciences: more challenging activities in grades 7 & 8 Social studies: guiding students to manage the load; the challenges Curriculum & Instruction: Time Pressure The challenge of maintaining interactivity & innovation: Communicative, learner-centered approach is challenged by time limitations & the requirements of the official exams Result: Traditional approach where students are guided to focus on material likely to be in official tests Curriculum & Instruction: Time Pressure Effect of shifting methodology on students: Learners between training on interactivity and creativity to relying on one set of exercises and sticking to one set of answers Testing and the Learning Process "What is tested does count, but much of what counts cannot be tested." Training students to build up strategies and skills to evaluate their own knowledge and proficiency Focusing on individual learners Accounting for different learning styles Taking into consideration affective factors such as motivation and self-confidence Testing Official exams’ answer keys limit students’ creativity o English o Social studies o Math Clash between alternative assessment, task-based learning, and standardized testing Testing Preparing students for official exams Tests are more difficult so that students feel relieved when exposed to official exams samples Resulting pressure On Students: - Home load: consistent studying for an average of 24 hours per week without taking into consideration preparation for tests and quizzes - Whenever there is a test, students prioritize accordingly and find themselves forced to let go of their daily chores only to prepare for the test Resulting pressure On Students: - - The need to take extra periods Students’ exclusion from extracurricular activities Resulting pressure On Teachers: - Preparing lesson plans that bridge the gap between instruction & assessment - Giving individual attention and conducting well-planned remedial work - Giving extra periods - Supplying students with worksheets o social studies o physics Official Exam Pressure I can’t memorize this History chapter You are running out of time. Hurry up! Anxiety Alleviation Preparation of Pressure By Natasha Salloum & Rachad Abi Haidar Antonine Sisters School - Ghazir Lots of studies Study on daily basis Memorizing vs. understanding Learning = understanding then memorizing Following instructions and directives Stick to Do’s and Don’ts Being continuously at school Dedicate time to studying, not to distractions Parents compare us to siblings and cousins Convince parents of who we are Parents control our activities Try to persuade them of our need to breathe Teachers expect very good grades Appreciate their hard work Fear of forgetting Take teachers’ advice seriously Allotted time worries Not being affected by stereotypes Proctoring: strict vs. lenient All must be treated equally Continuous reminder of official exams Family gathering is a burden Parents and relatives take it very seriously Shouldn’t be different from any other test Strangers have their own role Pressure is in the air Being in a completely different environment Different location, teachers, and students Sitting with ―strangers‖ in the same classroom Have to accept them as friends Trying to remember important instructions Focus, focus, focus … Waiting anxiously to get the result We’ll worry about it later On behalf of gr. 9 students, THANK YOU for giving us the opportunity to express our fears and pressures regarding the Brevet Exam. . Pressure === Expectations === Performance Performance === Results === Success / Failure Subject Materials (knowledge) Parents Expectations Social Circle (friends & relatives) Peer Pressure to be part of successful group The individual (from within) “self fulfillment” Reason: Lack of Experience First Hurdle in The Academic Ladder Forming An Important Juncture In The Life of The Student Completion for One Academic Stage (fundamental information) Beginning for New Academic Stage (specialization) Result: Change === Uncertainty What Pressure Parents Feel ? The End Results & It’s Consequences Why ? Feeling of being Responsible for the End Results Planning – Engaging – Supporting Areas Of Operation: Home Environment School Environment Academic Materials Friends/Social Circle Personal Level Try to Create Stable and Enriching Environment For Living and Studying Emphasis on Planned Daily Activities Focus on Productive Time Allow Time for Free Activities In Academic Activities By Attending to Teacher/Parent Meetings Review Academic Performance Card Follow-up on Progress in Low Performing Topics Make Sure Changes Were Adopted Provide Needed Elements (material, morale) For improved Results Create Communication Channels for Mutual trust level Make Time To Provide Moral Support If All Tries Did Not Work, At Then PRAY !!! Thank You March 31, 2011 at 4:30 pm Abou Khater Auditorium, Zouk Mosbeh Campus What pressure did you feel? Why? What did the school, educators and parents do to help prepare you/ help alleviate your pressure? What did you do to alleviate the pressure? How did you prepare for the brevet? -Delay in announcement of test dates which put students and teachers under a lot of pressure especially that the dates were 1 month earlier than previous years. -Pressure of quantity of material. (9 different subjects) -Pressure of time, it was limited so we were afraid we won’t have enough time to finish the given program. -Pressure of fear, fear of failing or repeating. -It was something we never faced before, it was a new experience. -Sudden shift in program (focus on exam), we felt teachers were teaching us only to pass the test and not to actually study and understand the lessons. They were rushing in teaching. -Inconsistent test supervision which differs from one center to another. -Educators: 2 categories: → Supportive (mostly language teachers) They gave us morals. → Not supportive (mostly science teachers) They put us under pressure involuntarily by telling us that not studying enough will lead us to failure. Pressure was good in a way and bad in another, it helped us study, but it also made us nervous. -Parents: -They were supportive, since they had already experienced the brevet exam, so they encouraged us and talked about their own experience, thus lowering the pressure we were going through. -They made it sound a very easy task. -Extra tutor in afternoon when needed. -School: -Gave us exams up to the standard in order for us to find the brevet exams easy compared to them and feel comfortable solving them. -They supplied us with a daily planner that organized our time. -A set of rules to follow, ex: the food we’re supposed to eat and the food we’re not supposed to eat, practicing some sports in order to relieve the stress and alleviate the pressure. -They organized question days where we had to come to school and ask questions. -Shift in schedule to be able to finish the program on time. -Organized extra sessions on afternoons and Saturdays. -Asked older students about their experience in brevet and their feelings about it. -Skipped school a day before an exam in order to be able to study for it. -Took some breaks during the study retreat for stress relief and went out with our friends to change our moods. -Cried sometimes. -We made teachers sometimes cancel an exam for another exam. -Bachotage, skipping some chapters that we thought wouldn’t be on the test. -Sports -Prayed -We studied in groups sometimes. -We hired teachers when needed for private lessons. -We studied on a daily basis and organized our time in order to keep it in control and keep up with the given program. -We attended all the extra sessions in school. -We set up an organized program of the subjects to study during each day and followed it till the end of the study retreat. -We solved all previous exams from the Annal (Al-Shamel). -We bought the brevet Annal and extra annals for specific subjects. Chaden Mdawar Elie Rahi Tying up the loose ends Father Joseph Tannous, Private School Rector Ms. Sabah Moujaes, Public School Principal The Final Eye on Brevet Mr. Fadi Yarek, Ministry of Education Realistically, what is it that the school needs from the Ministry? Positively, suggest what Ministry can do or promise to look into to help school prepare students for Brevet. 1. Main Purpose 2. A Collaborative Challenge 3. Psychological Vulnerability 4. Suggestions Prepared by Fr. Tannous Brevet Exam Successful Challenge Frightening Threat Prepared by Fr. Tannous Ministry of Education School Family Student Prepared by Fr. Tannous Physical changes Adolescent period Prepared by Fr. Tannous Parents Prepared by Fr. Tannous Prepared by Fr. Tannous Prepared by Fr. Tannous Chapters Memory Practice + Grammar 26 25% 75% Literature 7 25% 75% 25% 75% 25% 75% انؼشوض 3 ػهى انثٍاٌ و ػهى انثذٌغ TOTAL 36 Prepared by Fr. Tannous Analysis+ Interpretation Chapters Memory Practice Grammar 10 10% 90% Reading Comprehension 20 10% Writing Total 7 70% 37 Prepared by Fr. Tannous Analysis Interpre tation 45% 45% 20% 10% Chapters Memory Algebra 6 Statistics 1 Geometry 6 Analytic Geometry 3 TOTAL 16 Practice Analysis Interpretation 30% 40% 30% 30% 40% 30% 30% 40% 30% 30% 40% 30% Prepared by Fr. Tannous Chapters Memory Practice + Biology 5 25% 75% Chemistry 8 25% 75% Physics 11 25% 75% TOTAL 24 Prepared by Fr. Tannous Analysis+ Interpretation Chapters Memory Analysis + Interpretation Geography 27 65% 25% 10% History 12 100% Civics 22 60% TOTAL 61 4 0% Prepared by Fr. Tannous 1. Is the quantity of rote learning adequate? 2. Is the number of chapters i.e.174 reasonable? 3. How interrelated are these chapters? 4. How much knowledge will students retain? 5. How appropriate is this knowledge to their age? Prepared by Fr. Tannous Prepared by Fr. Tannous Prepared by Fr. Tannous Prepared by Fr. Tannous Prepared by Fr. Tannous Prepared by Fr. Tannous Ministry of Education School Family Student Prepared by Fr. Tannous Prepared by Fr. Tannous Oral presentation Mr. Fadi Yarak, Director General, Ministry of Education Oral presentation Questions from audience Wrap up: Dr. Christine Sabieh, Panel Chair Grade 9 curriculum is more challenging? More knowledge acquisition – should it not be a natural process? growth in learning new material to meet future challenges of secondary school and life Is this where the challenge lies? Curriculum – told is learner centered Assessment - told incorporates creativity and expects students to think outside the box Keep on hearing … Challenging activities … Manage load … Short period of time – academic year … Organizing the program to try and minimize pressure on students … No time for learner centering – construct knowledge, use of curiosity, thinking outside the box, creativity, integration, internalizing, & applying … Resort to traditional approach to learning – guide sts in what they need to know, how they need to think knowledge acquisition is for the exam… … Provide remedial work to ensure mastery met … Scheduling extra periods … Cancelling activities Pressure to swallow the material Pressure to remember the material Pressure to remember the cues to remember the material Pressure to provide the material in a way that the key is formed for assessment purposes Pressure to finish within the needed time frame NOTE: Ave day = 7 + 4 .5 = 11.5 hrs w/out devoting time to studying for continuous exams test, quizzes on a weekly bases Is this fair? Solution given model ―brevet‖ environment, exam,etc Familiarity less stressful Is this what learning is? Model Stimulate – Respond in expected way Conform to the expected Use language to comprehend to form the expected answer Survival? Pressure to survive exercise in preparation Learning? Learning to become thinkers? Citizens of Lebanon? This is the call made by the curriculum – is this happening? Solution to the pressure? Curriculum? Assessment procedure? Preparation at school, home, etc… coping efforts aimed at regulation of the problem That is not addressing the problem… What needs to be done…= curriculum and assessment link & revision! Word of Thanks & Presenting department programs Dr. Sami Samra, DETE Chair Reception BA in Education ◦ Early Childhood ◦ Learning Disabilities ◦ Education of the Gifted NEW: BA + TD in Basic Education BA in Physical Education and Sports Teaching Certificate ◦ Elementary Education ◦ Arabic Language and Literature Teaching Diploma ◦ ◦ ◦ ◦ ◦ ◦ English Math Sciences (Physics, Biology, Chemistry) Computer Arabic language and literature Basic Education MA in Education Concentration Areas: ◦ Special Education ◦ School Management and Educational Leadership ◦ Educational Technology Doctor of Education (Ed D) In collaboration with Saint Louis University— USA Our website: www.ndu.edu.lb Our email: Department: dete@ndu.edu.lb Chair: samra@ndu.edu.lb 09-218950 Ext. 2425/2426
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