The course firstly introduces the student to the basic concepts of philosophical ethics (the righteous, the good, moral conscience, fundamentalism, coherence, relativism), and the main contemporary doctrines. Secondly, the course analyses the major ethical problems posed by educational practice and the educational institution, such as social justice, education facing moral pluralism, education for citizenship, respect for others, human rights, ethics of education practitioners, training and professional integration. Upon completion of the course the student will be able to analyze the ethical issues related to educational practice and design of educational systems and develop a normative argument on these issues.

This training activity is intended as a seminar whose ultimate goal is to make the students devise a research project in the field of management education. The seminar is linked to all the teachings and, in a special way, in social science research methodology. Students are accompanied during the course towards the realization of the first steps in the construction of their research project. The main object assigned to this seminar is to build a research project, which will be finalized in the dissertation. After attending the seminar, the student is required to submit a final written project (20 typescript pages). Epistemology forms part of the course. This is a study of the concepts and methods of the various currents of modern epistemology, which originated in the early 'epistemological breaks "that separate the pre-scientific period of the classical rational sciences and highlight their implications in the renovation of the statuses of science, epistemology and history of science”.

This course introduces students to the multiple uses of statistics and contexts from which data is drawn. It allows them to acquire mastery of statistical concepts used in the context of their research and be able to conduct proper investigations. This course provides the Master’s students with the basic knowledge that enables them to act with autonomy iin surveys and data processing. It allows them to systematize the stages of an investigation through: data collection, data organization, analysis and interpretation of data. Students also learn to use statistical tools for compiling the data and analysis of results.

The course aims to introduce a working method, in order to conduct scientific research. It is mainly about conducting research required at the level of Master’s thesis and implementing the different stages of scientific research, ranging from the position of the problem until the drafting and final presentation of the research: Furthermore, regarding a research topic; how to raise a problematic and relevant hypotheses, choose an appropriate technique and apply it. Communicate the results of research in the form of a clear, rigorous and scientific text. The purpose of this course is to master the design, drafting and submission of the dissertation.

The study of theories of explicit and implicit programs will be the subject of this seminar. This study will cover the basics for the design, development, management and implementation of programs. An analysis of the theoretical and practical aspects of the programs’ evolution requires consideration at several levels: the role of objectives in curriculum planning, the analysis of needs, building contents, stages of implementation of these programs, revision of evaluation models and the theoretical aspects structuring the different disciplines. This study will be accompanied by the discussion of issues that arise during the implementation of renovated programs and successive transformations carried out on the educational programs throughout their implementation.

The course covers the fundamental texts of the Lebanese Constitution related to education, school administration, control modes, the school pact, compulsory education, with multiple decrees and texts simultaneously organizing teaching pre-school, basic education, secondary and University, and management of education. Upon completion of the course the student will acquire skills in laws, decrees, diplomas and educational systems and become familiar with the Official Bulletin of Education and the Official Journal, the Education Code and any appropriate form of structure.

The course familiarizes students of Educational Management with new concepts in the evaluation of institutions: accreditation, quality assurance, qualification results, self­assessment and external evaluation. It presents the conditions that guarantee that quality, seen as a tool for improvement, has been achieved; hence the necessity of establishing adequate evaluation criteria upon which to rely, in order to certify that the institution has reached the required level of quality and performance. This course focuses on a transparent self­assessment and ethical approach, which calls the institution to challenge the results of its work and its various functions. The course also analyzes the needs that arise from these types, such as training of administrative staff, training of teachers and interpersonal relationships, with the aim of ensuring and maintaining in balance the continuous improvement process of institution.

This course is designed to introduce, or to form, those who are entitled to engage in leadership positions in educational institutions ­ in such a case the holders of Master II in Educational Sciences ­ financial management of their schools, to improve profitability, and to control the risk; especially as by virtue of their positions, they assume significant financial responsibilities (scheduling etc.) For this purpose the course is supposed to train them to: ­ Prepare accounts or basic financial documents (budget, income statement and balance sheet) specific to educational institutions. ­ Manage the cash of their establishment through the projection of its financial flows (cash flow); that is to say its expenses and predictable monthly income. ­ Know how to choose the most profitable investment projects for their educational institution, through the financial evaluation of the latter. ­ Regularly assess the financial management of their institution, through a series of ratios, in order to correct deficiencies in time.

The course is a form of general introduction to educational management function; perceived primarily as the establishment and the efficient organization of all the resources necessary to achieve the objectives of a private or public organization, as regards production or service. It prepares for entry level of a School Manager. The course emphasizes an awareness of concepts; conceptual and operational models, as well as useful tools for a better understanding of this field of practice and reading of the phenomena that underlie it. It aims to promote the educational management, functions and roles implemented by the School Managers. Upon completion of the course, the student will be familiar with the language related to education management.

The course provides training in leadership and reserves room for innovation and creativity in the field of management in education. It defines "what management means" with an emphasis on a characteristic of educational administrators, who ensure the achievement of the organizational goals that they manage.,That is, to ensure collaboration, within the greatest possible mobilization of the most important resources of the institution: the academic and administrative staff. The administrator needs to know also how to evaluate the individual needs to be able to provoke the maximum motivation. Holding a clear function of power and a competence of variable geometry, a director, who would be a leader, must have competencies and well­defined skills. a) In the area of pedagogical leadership and human abilities: ­ a tolerance of stress, the knowledge of how to listen to others, ­discretion, the maintenance of harmony in the institution, ­ the ability of oral communication, and the ability to communicate in writing, ­the general culture, ­ the knowledge of how to analyze problems of administrative and educational orders, ­know how to put the administration in the service of education, ­ reason properly, ­ organize and decide, ­ delegate responsibilities, ­ involve employees and partners in solving problems ­ the sensitivity, or the ability to perceive the needs and personal concerns of others, resolve conflicts etc. ; b) In terms of motivation and personal will: ­personal motivation, ­the creation of a strong and developed learning environment ­be a builder of teams (team building) and a taker of visionary risks, ­develop negotiation with the environment and not just remain a manager of educational organizations, ­ escape the chaos and randomness, ­integrate educational values: a headteacher who has a well­integrated educational philosophy, a philosophy that is the result of the synthesis of the great ideas of the past, but remains open to new ideas and change, -creativity, or the ability to generate innovative solutions, ­educational strategy and knowledge of teaching methods.

The course develops Education Manager skills, which promote and support processes of transformation of professional practice in different educational contexts; also to be able to make appropriate and informed choices of change strategies in education. The course examines the implications of the role of agents in educational change in a context of complex problems, and, furthermore, analyzes the consequences of accelerated change in school management today and tomorrow.

The course enables students to consolidate their personnel management knowledge in an environment of education. It examines the various management models of human resources, personnel flows (recruitment, selection, training, evaluation) payment systems, task analysis, skills, work system and the influence of systems and leadership. Upon completion of the course, the student will analyze practices in human resource management, diagnose the strengths and weaknesses of human resource management practice and the range of relevance of action, known and mobilized in a situation of theoretical references of human resources management.

Planning is intended as a work of reflection and organization that addresses the following issues: ­understand the value and the role of education, ­define strategies for educational policy, -determine priorities, expectations and needs of the educational institution, ­perceive education as "an on-going­ share­of­life" ­adopt the concept of "consultation" in the workplace and foster closer links between the worlds of education and the world of work. When well­understood, the course develops educational planning and analyzes their practices. It identifies the fundamental principles and examines the challenges posed by the planning of complex operations by addressing the social, political and economic issues.

The course is intended for every student who aspires to the position of Education Manager. It is an implementation of the knowledge and skills acquired in education management, taking into account the multidimensional reality of primary and secondary schools. The course also aims to foster a process of reflexive analysis on professional practice as well as to update profiles for the staff of the Education Manager.

The challenges of the education systems are, at a certain moment in the course of history, strongly influenced by rapid and sudden mutations and the inevitable interaction of disciplines of all leanings. Quality material issues: a) the knowledge issue, b) the issue of centralization, c) the issue of resources, d) the issue of social integration, e) the issue of the data of comparability. Social issues: a) the fight against violence, b) fight against absenteeism, c) fight against educational inequality and against school failure. The strategic and policy issues: a) work to improve the quality of education and training systems, b) facilitate access of all to education, c) to open up education and training to the world.

The digital revolution has allowed the emergence of new forms of thought, sociality, culture and policy involving new forms of pedagogical and educational projects that highlight the need to carry out a reflection on a series of questions. The course provides information on the theoretical and methodological approaches in the sociology of uses, to analyze the types of reactions and social and cultural appropriation of ICT and media (rejection, resistance, adoption, embezzlement, etc.) The course also deals with philosophical approaches that question today's society, explores important issues concerned with theoretical debates and empirical case studies on issues specific to sources of knowledge, changes , namely digital communities, neighborhoods and digital identities, globalization of production and consumption of information, the emergence of a knowledge­based society in perpetual change, instability of knowledge and, at the same time, the massive growth of knowledge and consequences at the level of the individual and the community. The course also tries to think about education articulated in debates, issues and positions, that the socio philosophical approach does not fail to deploy. The course interrogates the various structuring themes of the educational issue, whether it be the desire, experience, language, modernity, nature and freedom, critical thinking, person, knowledge, meaning, values, etc.

The seminar is an open site to all specific issues in management in education. It may include: 1­Sociological analysis of organizations. In this case, the subject of the seminar will address the following topics: a) implicit theories of organizations, b) the elements of an organization (structures, contingency, goals, systems, systems of actors, shapes and organizational strengths) c) the characteristics of educational organizations: bureaucratic logic, professional, adhocratic, loosely coupled system, etc.; 2­ Evaluation and piloting of educational systems: this is the implementation of reforms, implementation of innovation, management methods and evaluation of educational and training institutions; 3­ Interpersonal communication and group management: this is an awareness of attitudes and preferred modes of communication in interpersonal and group levels. The seminar includes training in the analysis of the main phenomena linked to interpersonal communication in a group management context and development of intervention approaches in groups; 4­ The management of diversity in schools. At this point, the manager will learn to identify and analyze the various issues related to the diversity of clientele in the school environment. Studies and Analyses of models fostering the integration of the immigrated youth (in Western countries) or those who have adverse living conditions, due to wars that are changing the demography of the Middle East. The focus will be on otherness; 5­Qualitative and quantitative information necessary at all stages of educational planning. This seminar will enable students to acquire and apply the knowledge and techniques needed to build and use information systems for planning and management of education. N.B. Other topics could also serve as an object of thematic seminar.