This training activity is intended as a seminar whose ultimate goal is to make the students devise a research project in the field of education. The seminar is linked to all the teachings and, in a special way, to social science research methodology. Students are accompanied during the course of 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, students are 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 periods of the classical rational science 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.

In the first part, the content of this course will focus on the comparison between the different educational systems of the world (French, American, Australian, Chinese, Japanese etc.). Students will be prepared to understand the basic concepts related to this area and to analyze, through the stages of its evolution, the factors that led to its emergence and expansion. They will, likewise, be initiated to understand the current trends in comparative research through several thematic studies, with the aim of establishing criteria for comparison. In the second part, the course covers the comparison between the different educational styles and systems in the Arab countries, in order to identify divergence and convergence. This vision will put Lebanese students in relation to the regional educational contexts and give them the opportunity to compare them with the Lebanese educational context.

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.

This course implements, in didactic situations, appropriate techniques to deepen the teaching practice. These techniques fall within exam preparation, correction, fun activities, organization and class preparation. In conjunction, this course presents the techniques essential to lead the workshop in the job and in selected situations, by putting forward related educational solutions. This course also presents appropriate teaching methods to be adopted in the classroom, according to the didactic situations as they arise and at the level of the learners.

This course will focus on the supervision and pedagogical coordination produced from the educational and administrative needs of educational institutions and from the objectives targeted by the managers of these institutions: directors, executive board and teaching staff. The discussed sub themes will also focus on the competencies and the different functions of the coordinator as a trainer, evaluator, manager of education and a member of the teaching staff; as well as on its relations with the responsible of the cycle and the director of school. Techniques and working methods articulating theory and practice will be analyzed at these levels, to focus on interpersonal relationships in the school and the management of learning.

Since the mid­nineteenth century each new technology has been proposed for education and distance learning systems (correspondence courses, cinema, radio, television, computer­ assisted instruction, etc.), without changing profoundly. Today the Internet has penetrated into training and educational systems, and reduced the traditional boundaries between lectures, distance learning and self­training. These divisions are no longer appropriate. The course aims at a historical approach of technology for education and training modes of variation­ integration of different forms of E­Learning

In light of learning theories, methods and techniques already encountered throughout their academic career, students will make a reflexive analysis on their educational intervention and study situations and cases relating to classes of primary cycles 1 and 2. They will, in turn, propose educational practices concerning these situations. This analysis of teaching practices focuses on implications for the school intervention and the relationship between theoretical and practical teaching. Example: choice of approaches, methods and means of teaching used according to the subject being taught; student characteristics; classroom management; appropriate instrumentation.

Education and Modernity The objective of this seminar will focus on the study of the impact of social, technological, economic and media­crazed changes on education in the era of modernity. Several issues, concerning the challenges which education is constantly facing, will arise, such as the global or social crises threatening the development of education and affecting the positive representations, which are designing new pedagogies. A redefinition of the relationship between school and society will be vital and a review of new educational realities in the computer age is essential.

The content of this course will focus on the implementation of linguistic theories in the teaching and learning of the French language and the fields of linguistic intervention in the language class. It will also examine how the current psycholinguistic theories help to better understand the process of acquisition of the second language and the factors that facilitate or make the acquisition difficult. It will likewise cover the problems of teaching French (the phenomenon of interference between Arabic and French, analysis of typical errors, bilingual education, and sociolinguistic fallout).