Comparison of School Education between Syria and Lebanon

The position and meaning of national education

Abstract

This paper tries to portray general features of school education, to discuss itsrole in each society (nation), Syria and Lebanon, throughout educational history.
Syria and Lebanon, two of the Arab countries east of the Mediterranean, were considered almost “twins” until their independence in 1943. After independence from the French Mandate, however, they became two different countries. Syria developed into an increasingly monolithic state based on the Arab identity, while Lebanon emerged as a pluralistic one. These features influenced school education in each nation.
Under the French Mandate, a national system of education was created, modeled strictly after the French. French state examinations were introduced, French schools multipled in number and the French language was made a requirement in the school programs. School education including administration, curriculum and so on, in both Syria and Lebanon, followed the French system.
Education in Syria underwent a process of radical change following independence 1943. The new education law, passed in 1944, determined that no foreign language was to be taught in elementary schools. This meant the abolition of French in elementary schools. In addition, the Franco-Syrian clash of 1945 resulted in the boycotting of French schools by the Syrian population. As a result they were compelled to close. The school organizational structure of 5-4-3 was changed to 6-3-2 the same as in other Arab countries (changed further to 6-3-3 in 1950'). The new school education in Syria thus began by being clearly separated from the French model and by encouraging public schools in a unified school system.
The administration of public education in Syria as in the other Arab countries, was centralized and was controlled by the Ministry of Education. The Ministry provided almost all the money for public schools, educated and appointed the teachers, established curricula, prescribed the textbooks and so on. In the curricula the importance of the Arab nation, identity and the struggle against Israel were emphasized
Lebanon, on the other hand, retained same styles of school education based on the French Mandate even after independence. French and the French examination, “baccalaureat”, made an impact upon schooling. All private schools were allowed to keep the right to select curricula, textbooks and teaching methods etc. under the political system of “confessionalism”. This policy accepted certain rights for these schools including their own religious education and religious law concerning marriage and inheritance for each religious sect. There was no unified curricula or textbooks in Lebanon before the 1990's.
In 1975, the Lebanese government had to change the school education policy as a result of Lebanese Civil War. After the Civil War, the government decided to adopt “A Plan for Educational Reform in Lebanon” which regulated 1) Compulsory education through the elementary stage, 2) Unified textbooks of history and civics, 3) Revision and unification of curricula for both public and private schools, 4) Changes in organizational structure from 5-4-3 to 6-3-3, and 5) Expansion of vocational education. This new educational plan made for a more integrated school education in Lebanon.
In summary, this paper points out that Syria has regarded school education as one of the ways of governmental centralization and integration of people since independence. Lebanon, on the other hand, did not (or could not) use school education as a means of integration because of the policy of “confessionalism”. After the civil war, however, Lebanon tried to change the structure and organization of school education. But this has not been without problems.