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Quality Instruction towards Access and Basic Education Improvement (QITABI)

About QITABI

The USAID-funded Quality Instruction towards Access and Basic Education Improvement (QITABI, September 2014–September 2018) aims to expand equitable access and improve learning outcomes for vulnerable students in Lebanese public schools. The QITABI project is implemented by four partners: World Learning, Ana Aqra’, AMIDEAST, and Management Systems International (MSI). These partners are providing technical assistance and capacity building within the context of three project components (sub-Intermediate Results in the USAID Mission’s draft Country Development Cooperation Strategy) focused on: Component 1: Improving reading outcomes for primary level public school students; Component 2: Expanding access to safe and relevant education for vulnerable public school students; Component 3: Strengthening management (resilience) in education system to better direct and monitor education. 

An increasing strain to the educational public sector in Lebanon is the rise in numbers of Syrian refugees, about half of whom are children. Through Component 2, QITABI will expand access to education and funding for vulnerable students by enhancing the school climate, building the capacity of school management and staff through professional development, provisioning needed ICT equipment and amenities to 300 schools, and in coordination with MEHE, providing transportation solutions to address one of the key barriers to education. 

AMIDEAST’s activities

This professional development element under component 2 is implemented by AMIDEAST and consists of two tracks: ICT in Education (ICTE), and Professional Orientation.

ICT in Education (ICTE):

This activity supports the DOPS (Direction d’Orientation Pédagogique et Scolaire) department at the Ministry of Education and Higher Education in Lebanon (MEHE) by empowering teachers with the skills and pedagogy necessary to deliver effective technology integration and to promote meaningful digital age learning.

The main objective of educational technology coaching is to build the capacity of DOPS mentors in various domains including leadership, teaching, learning, assessment, responsible digital citizenship, and professional development.

AMIDEAST team, in coordination with DOPS management, supported the launch of an ICT in Education (ICTE) unit composed of 61 DOPS mentors. These mentors are being trained on technology tools that promote student learning and effective teaching. The training workshops are based on the DOPS Educational Technology Mission and Objectives which will contribute to the unit's sustainability after the QITABI project completion.

To ensure effective training, communication, and collaboration from the start of the training, a dedicated Moodle platform and related mobile app was designed and deployed.

Upon completion of the ICTE training workshops, the DOPS mentors will be able to then develop a full-year action plan for coaching teachers in the 300 QITABI Component 2 schools on how to best integrate ICT into their teaching to maximize effective student learning. DOPS mentors will work with teachers to inspire them to empower learners and to create responsible digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators.

Professional Orientation:

This activity aims to improve student life skills and enhance school climate. For this purpose, capacity building will be conducted for a team of DOPS mentors and teachers.

AMIDEAST will assist DOPS to establish a unit specifically for Professional Orientation expertise. This activity will work with a core team of mentors and develop specific activities that can both develop a unit and also contribute to its sustainability after the QITABI project completion.

The team will develop a detailed work plan, identifying the capacity-building activities to be provided, and source existing materials and/or develop new resources and tools.

The team will then work with DOPS on the selection criteria for a team of mentors to be assigned to this unit, and on finalizing the technical content and required logistical arrangements to conduct the capacity-building activities. This activity anticipates up to eight training sessions on effective techniques in coaching school teachers on how to address life skills issues within their schools and classrooms, thereby supporting the learners and improving the school environment.

After each training workshop, each DOPS mentor would then visit his/her assigned schools to apply the skills developed in the training to coach school teachers. In addition, four days of training on Professional Orientation topics will be conducted for teachers to provide them with direct support enabling them to increase school effectiveness by responding to real-time challenges.