The TPD@Scale Coalition for the Global South forges partnership with the International Education Association for TPD@Scale in Lebanon

The global refugee crisis has grown massively, reaching staggering numbers with 22.5 million refugees, 2.8 million asylum seekers, and 40.3 million internally displaced people (UNHCR, 2018). Alone, Lebanon hosts 1.5 million refugees, half of which are school-age children, which means that a third of its population is a refugee putting tremendous pressure on its education and economy, which brings the number of underserved and vulnerable Lebanese population up to 1.5 million.

The TPD@Scale Coalition for the Global South is partnering with the International Education Association (IEA) to provide technical assistance for TPD@Scale in Lebanon. IEA’s project, Digital Learning Innovations Phase-2 (DLI-2), aims to improve the quality, inclusiveness, and equity of learning for refugees and host communities in Lebanon through the scaling and sustaining of Coder-Maker in schools. This 36-month research project will address the problem of low-quality teaching in post-conflict situations for underserved, refugees, marginalized and at-risk youth, ages 12 to 18, particularly girls. The research will scale the teacher professional development (TPD) model for STEAM education, which builds on the intervention tested in DLI-1 (the first phase of the project). DLI-2 will focus on the strengthening of the delivery of STEAM learning through transformative in-service professional development. The project will be implemented in close collaboration with the Ministry of Education and Higher Education by the International Education Association, in partnership with Mouna Bustros Foundation, with parallel funding from Ford Foundation.

Eliane Metni, Director of the International Education Association, explains that “technology alone has not and cannot transform learning. It is crucial to address teachers’ skills and in doing so to address the needs of teachers from various contexts. DLI-1 brought a much deeper understanding of the transformative potentials of digitally assisted learning particularly in post conflict or protracted situation. Teachers’ gained skills, were proven to be transferable applicable with or without technology, far beyond the intervention making this approach available to all their students. With such principles and deep impact on teaching and learning, it is worth considering how best to scale the teacher professional development. It It would not only give teachers hands-on experience in coding and making but it will accrue their professional growth and skills making innovative ways of learning accessible to all children.”

For more information on this project, please visit www.iea.org.lb

About International Education Association
The International Education Association (IEA) is a global nonprofit organization founded by Lebanese educators committed to enhancing learning and teaching processes in K-12 education through the effective use of Information Communication Technology so that educators and youth acquire 21st Century skills and become creative and productive members of society. IEA’s approach to teacher professional development is the “Learn-as-you-work” process that integrates in teachers’ daily practices without disrupting their regular flow of work. The process follows a blended approach of face-to-face teacher capacity building and continuous online learner support, which also enables IEA to monitor and keep track of teachers’ progress.

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