Lebanon Country Study

In order to gain a more in-depth understanding of partnership processes at the national and more localized levels of educational programing within Lebanon, we analyzed a subset of 16 different organizations and their partnerships, selected through purposive sampling to represent different types of entities.

Through site visits, in-depth interviews with program directors, and a review of documents relevant to their educational programs, we sought to understand the nature of the partnerships, how they were initiated, for what purpose, and how they have evolved over time. We focused in particular on those partnership-based initiatives that participants considered among their most successful or promising. We then selected 3 of the aforementioned 16 organizations and their partnerships to look at more closely.

Partnership A

Partnership A includes a non-profit, non-governmental, non-political, Syrian-led organization in partnership with an international non-governmental organization, based in the Global North. The partnership-based initiatives operate in Bekaa and Beirut. They involve: English education in nonformal learning centers to support Syrian student integration into public schools where English is required to follow the Lebanese official curriculum and professional development for Syrian teachers. The Lebanon-based Syrian partner has been involved in multiple concrete, short-term partnerships and identified this partnership for investigation because of its direct involvement with the teaching and learning of Syrian refugees and its ongoing nature.

Partnership A

A network visualization of the two organizations, indicated by red dots, demonstrates their position within the network structure and ties to other organizations working on Syria refugee education within Lebanon.

Despite multiple challenges over the course of this study, Partnership A persisted through multiple compounding crises to deliver English education and professional support to Syria refugee teachers, with promising outcomes in terms of their English proficiency, classroom usage, pedagogy, and reported confidence. The partnership also had an observable impact on student learning. We outline the principles behind partnership practices that led to their success prior to the onset of these crises, and that also sustained the partnership and its activities through political, economic, and pandemic crises.

“The higher thing is trust. Because after having that, everything else can be surpassed. When trust and transparency are established, you can then create a successful partnership.”

Partnership B

This partnership is between a Lebanon-based non-profit, non-governmental organization (non-sectarian, non-politically aligned) with a long-term presence in Lebanon of over 25 years and two of their sustained partners. The first partner is a large international organization. The second partner is a private foundation based in the Global North. Based in Lebanon and working in diverse areas, including Akkar, Bekaa, Beirut, South and Mount Lebanon, the partnership activities focus on basic literacy and numeracy and support for student retention. The Lebanon-based organization selected the two partnerships for the study because they viewed them as successful in terms of impact.

Partnership B

A network visualization of the three organizations demonstrates their position indicated by red dots within the network structure and ties to other organizations working on Syria refugee education within Lebanon. Although both partnerships within Partnership B served the goal of preparing young Syrian learners for successful entry into Lebanon’s public schools over many years and did so with measurable success, their partnership practices differed, and these differences were magnified as the non-profit persisted through Lebanon’s multiple compounding crises.

Reflecting on what partnership practices sustained them as an organization and as individuals, they referred to the private foundation as an exemplar, citing trust and respect between the two partners; open, ongoing, and transparent communication; space for mutual learning and self-reflection; and care. The practice of transparency and open communication with the foundation contrasted with the lack of transparency and strict reporting measures of the international organization, and allowed for more collaborative planning and problem-solving, in turn reinforcing equitable relationships among partners.

“[The foundation] take our opinion and feedback. They request our feedback about other NGOs and any kind of training that took place. They are with us; they include us in their thinking about the future of [education].”

Partnership C

Partnership C includes a non-profit, private faith-based school, a Lebanese faith-based NGO, and a faith-based international NGO. The partnerships operate in Beirut. Activities include: a nonformal, afterschool program that supports the integration of Syrian students into formal schools and funding to support the integration of Syrian students directly into the private, faith-based school, alongside other students. The director of the faith-based private school identified the two organizations as their sole partners. The partnerships are based on shared faith and personal relationships.

Partnership C

A network visualization of the three organizations demonstrates their position within the network structure, shown as red dots, and ties to other organizations working on Syria refugee education within Lebanon.

Lebanon’s compounding crises deeply impacted the operation and community of the faith-based school and its partnerships. These challenges included logistical, financial, educational, and partnership-based issues. We provide some examples of these impacts; the ways that the school attempted to overcome difficulties to sustain the school; and the response of the partners.

The faith-based school clearly prioritized the integration of Syrian students; even when Lebanese fee-paying parents complained and even left the school due to the new population of refugee students, the school continued to support the Syrians.

The partnership had a positive impact on Syrian student enrollment, retention, and grade progression. Their core principles buoyed the partnerships prior to the onset of the crises and supported the school’s mission “to be a loving community.”

Like other partnerships in this country study, individuals within Partnership C identified trust and respect through equitable relationships, as being important features of successful partnerships.

“Trust is important. I can’t have [a partner] behind my back all the time asking for reports and numbers. If they don’t trust me, I don’t want to work with them… I prefer that they know us and trust us. That’s when a partnership can be successful. A partnership that is based on mutual sharing of knowledge, expectations, and trust.”

Partnership A

Partnership A includes a non-profit, non-governmental, non-political, Syrian-led organization in partnership with an international non-governmental organization, based in the Global North. The partnership-based initiatives operate in Bekaa and Beirut. They involve: English education in nonformal learning centers to support Syrian student integration into public schools where English is required to follow the Lebanese official curriculum and professional development for Syrian teachers. The Lebanon-based Syrian partner has been involved in multiple concrete, short-term partnerships and identified this partnership for investigation because of its direct involvement with the teaching and learning of Syrian refugees and its ongoing nature.

Partnership A

A network visualization of the two organizations, indicated by red dots, demonstrates their position within the network structure and ties to other organizations working on Syria refugee education within Lebanon.

Despite multiple challenges over the course of this study, Partnership A persisted through multiple compounding crises to deliver English education and professional support to Syria refugee teachers, with promising outcomes in terms of their English proficiency, classroom usage, pedagogy, and reported confidence. The partnership also had an observable impact on student learning. We outline the principles behind partnership practices that led to their success prior to the onset of these crises, and that also sustained the partnership and its activities through political, economic, and pandemic crises.

“The higher thing is trust. Because after having that, everything else can be surpassed. When trust and transparency are established, you can then create a successful partnership.”

Partnership B

This partnership is between a Lebanon-based non-profit, non-governmental organization (non-sectarian, non-politically aligned) with a long-term presence in Lebanon of over 25 years and two of their sustained partners. The first partner is a large international organization. The second partner is a private foundation based in the Global North. Based in Lebanon and working in diverse areas, including Akkar, Bekaa, Beirut, South and Mount Lebanon, the partnership activities focus on basic literacy and numeracy and support for student retention. The Lebanon-based organization selected the two partnerships for the study because they viewed them as successful in terms of impact.

Partnership B

A network visualization of the three organizations demonstrates their position indicated by red dots within the network structure and ties to other organizations working on Syria refugee education within Lebanon. Although both partnerships within Partnership B served the goal of preparing young Syrian learners for successful entry into Lebanon’s public schools over many years and did so with measurable success, their partnership practices differed, and these differences were magnified as the non-profit persisted through Lebanon’s multiple compounding crises.

Reflecting on what partnership practices sustained them as an organization and as individuals, they referred to the private foundation as an exemplar, citing trust and respect between the two partners; open, ongoing, and transparent communication; space for mutual learning and self-reflection; and care. The practice of transparency and open communication with the foundation contrasted with the lack of transparency and strict reporting measures of the international organization, and allowed for more collaborative planning and problem-solving, in turn reinforcing equitable relationships among partners.

“[The foundation] take our opinion and feedback. They request our feedback about other NGOs and any kind of training that took place. They are with us; they include us in their thinking about the future of [education].”

Partnership C

Partnership C includes a non-profit, private faith-based school, a Lebanese faith-based NGO, and a faith-based international NGO. The partnerships operate in Beirut. Activities include: a nonformal, afterschool program that supports the integration of Syrian students into formal schools and funding to support the integration of Syrian students directly into the private, faith-based school, alongside other students. The director of the faith-based private school identified the two organizations as their sole partners. The partnerships are based on shared faith and personal relationships.

Partnership C

A network visualization of the three organizations demonstrates their position within the network structure, shown as red dots, and ties to other organizations working on Syria refugee education within Lebanon.

Lebanon’s compounding crises deeply impacted the operation and community of the faith-based school and its partnerships. These challenges included logistical, financial, educational, and partnership-based issues. We provide some examples of these impacts; the ways that the school attempted to overcome difficulties to sustain the school; and the response of the partners.

The faith-based school clearly prioritized the integration of Syrian students; even when Lebanese fee-paying parents complained and even left the school due to the new population of refugee students, the school continued to support the Syrians.

The partnership had a positive impact on Syrian student enrollment, retention, and grade progression. Their core principles buoyed the partnerships prior to the onset of the crises and supported the school’s mission “to be a loving community.”

Like other partnerships in this country study, individuals within Partnership C identified trust and respect through equitable relationships, as being important features of successful partnerships.

“Trust is important. I can’t have [a partner] behind my back all the time asking for reports and numbers. If they don’t trust me, I don’t want to work with them… I prefer that they know us and trust us. That’s when a partnership can be successful. A partnership that is based on mutual sharing of knowledge, expectations, and trust.”