Students graduating from technical and vocational education are highly qualified and their skillsets fit market demand

Enroll 100% of children and youth in a world class education system that matches the needs of the local and international job markets

People Centered, Efficient and Affordable Services

1.Vocational training is related to manual trades where technological development does not implicate extensive general knowledge – Highest certification in Lebanon is equivalent to school intermediary studies (Brevet)

2.Technical education is related to trades, which require high scientific and technological skills, and hence necessitates more extensive general education – Highest level in Lebanon is equivalent to a Bachelor’s Degree

3.Access-to-skills-development is an indispensable prerequisite for decent work

1.Enrolment % in TVET

2.Gender parity in TVET enrolment

3.%  of TVET students with special needs

4.Expenditure on education as a % of GDP

5.Period graduates spend waiting for a job opportunity after graduation

6.Share of instructors certified on pedagogical skills

7.Share of accredited programs

8.Share of training providers providing data on the employment status of their graduates

9.Share of public training providers that benefit from private sector funding or in-kind support

10.Youth and Female unemployment rates

1.Lack of accurate and reliable information on current and future needs of the market

2.Lack of decent job opportunities for Technical and Vocational Education and Training (TVET) graduates

3.High competition for low-skilled jobs due to the influx of refugees willing to accept lower wages

4.Mismatch between youth expectations and the salaries and working conditions of TVET-level jobs

5.Absence of career guidance in most TVET schools

6.Outdated curricula not based on competencies

7.Weak infrastructure of TVET institutions in need of refurbishment and equipment

8.Lack of trainers who are able to adopt modern training methods and have current and relevant industry/technical experience for training on competencies in demand in the labor market

9.Lack of meaningful supervision of TVET and insufficient number of supervisors and inspectors

10.Absence of implementation of a national or sector qualification systems

11.Inadequate accreditation system and quality assurance mechanisms

12.Centralization in the management of TVET constraining the capacities of TVET providers to introduce innovative practices and financing mechanisms

13.Lack of cost efficiency due to a large network of underutilized centers that were established with no study of number of providers / geographic area, number of students and labor market demand

14.Failure of TVET providers to challenge the gender division in labor market specializations

15.Many programs are inaccessible to persons with a disabilities (PWDs)

16.Low trust in the efficiency and relevance of public sector training providers and limited interest among the private sector to partner with public institutions on TVET programs thus preventing a stronger and more adequate provision of employability skills for TVET graduates, along with the acquisition of practical experience

17.Lack of mechanisms for the systematic inclusion of private sector representatives in the shaping of policies and priorities, as well as in the design, implementation and evaluation of training programs

1.Access and delivery

• Reluctance of students and families to enroll in TVET
• Programs are not inclusive
• Weak infrastructure of TVET institutions refurbishment and equipment

2.Quality and relevance

• Weak relevance of TVET training to labor market demand
• Shortage of qualified trainers, staff and supervisors

3.Governance and systems

• Centralized financing system not based on evidence of cost effective approaches
• Insufficient partnerships with the private sector
• Insufficient funding, with the main source of funds being the state

4.With formal education and TVET suffering massive disruptions due to COVID confinement measures and rising inequalities in digital access, youth inactivity and “Not in Education, Employment, or Training” (NEET) rates are expected to increase significantly

1.2000 Law Decree 31/2000 establishing a new vocational and technical education structure

2.2010 Decree No. 4653 dated 23/07/2010 on the management of institutes and technical schools

3.2010 Decree No. 4858 dated 23/08/2010 on the compensation in lieu of the official examinations in the vocational and technical education sector

4.The Government of Lebanon, with the support of UNICEF and the ILO, developed the 2018–2022 National Strategic Framework for TVET in Lebanon

5.In December 2020, Lebanon launches “Code of Conduct” for on-the-job vocational training programs

6.In December 2020, the International Labor Organization (ILO) launched the Skills Academy Lebanon to build the capacity of partners in the technical and vocational education and training (TVET) sector, through a customized, online training programmed and coaching services

Policy Action

1.Conduct market analysis to identify skills needed then amend TVET curricula, in partnership with private sector, to fit future labor market needs

2.Move from general vocational training schools to specialized centers of excellence, which provide expertise in specific professional areas

3.Ensure the TVET system is accessible to all: Actively promote the increased participation of women, persons with disabilities (PWDs) in TVET through awareness campaigns and a reasonable accommodation of their needs and improve the physical accessibility of training centers, and adapt training methodologies to PWDs

4.Improve human resource management system for the TVET sector: Systematize competency-based recruitment and training for all instructors; Design or upgrade job descriptions for all TVET staff, institute a pedagogical training and certificate for all instructors and ensure instructors benefit from in company training at least every two years through public – private partnerships; Link performance measurement with financial rewards

5.Establish a functional quality assurance system: Establish an accreditation body and restrict the accreditation of training providers to a three-year period, to be renewed based on compliance with established benchmarks; Design and implement an Education Management Information System (EMIS) for systematic and consistent data collection at the DGTVE, to inform evidence-based policy-making; Design and implement a monitoring and evaluation framework for a yearly self-assessment of schools, to be validated by inspectors; Administer systematic tracer studies and employer-satisfaction surveys on a representative sample of graduates and companies

6.Provide updated job-related equipment and materials to allow trainees to acquire practical skills in safe conditions that resemble the workplace: For the allocation of new equipment, prioritize schools in terms of employment prospects and labor market outcomes of their graduates; Increase budget allocations for the maintenance of existing equipment; Build strong public–private partnerships within a decentralized system to allow for increased on-the-job training and for donations of job-related equipment (including second-hand equipment) to training centers

7.Adopt a diversified financing framework based on multiple partnerships: Encourage public training providers to partner with private sector companies, who can subsidize part of the training costs; Transition to performance-based financing, establishing benchmarks and making a share of the public budget allocation on agreed results conditional; Establish a training fund to be financed by international partners, the diaspora and local private sector resources on a voluntary basis