In Lebanon, education was and still is a top priority. However, with the increasing demand for education, the government needed help to keep up, and private schools became the solution. These schools, which are predominantly run by religious communities, have a rich history in Lebanon and have given rise to a diverse range of educational institutions throughout the country. This variety of schools reflects the government’s openness to the international community, with private schools founded by western clerics such as the French, Anglo-Saxons, Germans, and Italians, as well as local and foreign religious and secular institutions.

Despite the reliance on private schools, the Lebanese Ministry of Education for Youth and Sport has retained control over the educational system. Private schools must obtain a license and ensure that their graduates pass the government’s baccalaureate examination at the end of the secondary cycle. To comply with these standards, private schools have to follow the government’s curricula for pre-university education.

In September 1998, the Lebanese educational system underwent a major overhaul with the introduction of new school curricula. The Educational Center for Research and Development played a significant role in training public school teachers and private school instructors on the application and concepts of the new program, with 16,000 public school teachers and 6,000 private school instructors receiving training. The new system took into account economic, social, and national concerns.

During this time, Learner’s World International School-Adma International School (LWIS-AiS) Keserwan was founded in 1997 as a private, international, English-medium, co-educational day school catering to students from KG1 to Grade 12. The school’s curriculum is multinational with English as the language of instruction. Arabic is offered as a first and second language and French for communication purposes. LWIS-AiS is learner-centered in its philosophy of education and diverse in its staff and learners. Despite the challenges posed by the Lebanese educational system, LWIS-AiS has emerged as a beacon of hope, providing high-quality education to its students.

Tailor-made American Curriculum

LWIS-AiS is an LWIS Network member and accredited by the New England Association of Schools and Colleges (NEASC). LWIS-AiS offers a tailor-made American Curriculum and is an authorized International Baccalaureate World School for the Diploma Programme (IB DP). The Lebanese Program is also on offer.

LWIS-AiS is a Microsoft School and a Microsoft Imagine Academy. Also, the school is a member of the Mediterranean Association of International Schools (MAIS). Its journey continues whereby continuous improvement and measuring success one happy learner at a time is at the heart of what it does on a regular basis.

Holistic learner-centred education

LWIS-AiS, Home of Peace Education, is trying to set the pace for a holistic learner-centred education. It promotes lifelong learning through Peace Education, professional development, and facilitated classrooms that utilize differentiation, inquiry, cooperative learning, and interactive technology.

The school endorses a partnership where students, parents, staff, and community members work together in a safe and nurturing environment to develop higher-order thinking, academic excellence, ethical behavior, and personal growth.

It honors the gift and supports the need of every child. It also empowers learners to become active and innovative contributors to an ever-diverse international and multicultural society.

The school is on a pursuit to provide educational services by keeping the following values intact

• Perseverance: Ability to achieve goals and overcome hurdles persistently and continuously through intrinsic motivation
• Agility: Ability to anticipate change and act quickly and pro-actively
• Clarity: Ability to communicate honestly and transparently, free of ambiguity
• Empathy: Ability to recognize and understand others’ feelings, emotions, and thoughts
• Respect: Ability to treat self and others with dignity and courtesy

Learning is a continuous process that is holistic and student-driven.

Making the Journey Memorable

The school offers an educational journey whereby students embrace their rights and responsibilities and have fun. It believes the journey will develop learners who are effective leaders, peace education endorsers, good communicators, diversity celebrators, critical thinkers, problem solvers, creative researchers, team players, academic achievers, knowledgeable individuals, and self-reflectors.

Impeccable Leadership

Dr Nabil Husni, the Principal of the school, has over thirty years of experience as a teacher, leader, and educational consultant. His formal education includes an Ed.D in Educational Leadership from Florida Atlantic University, an M.S. in Applied Mathematics from the University of Missouri, and a B.S. in Chemical Engineering from the University of Tennessee.

Dr Husni’s experience in teaching and leadership includes the University of Missouri, Missouri Southern State College, University of Pittsburg, Palm Beach College, Harrisburg Area College, the American University of Technology, the University of the Holy Spirit, and LWIS schools in Lebanon and the Middle East and Turkey.

Dr Husni has designed and conducted a large number of professional development workshops in more than ten countries. He also served on a team accreditation visit in addition to assessing many International Schools.

Many Local and International organizations have recognized Dr Husni. His latest award was from MAIS (The Mediterranean Association of International School) for outstanding contributions to International Education in November 2018.

Dr Husni currently also serves as a Board member on all the Learner World International Schools (LWIS) in Lebanon and the Middle East.

Dr Husni is also a Senior Consultant at School Development Consultant (SDC) with expertise in leadership, strategic planning, holistic development, teaching and learning, school assessment, and peace education.

Dr Husni is a Peace Maker and a Humanitarian. He is the Founder and Servant of the Peace Education Society (PES). PES is a non-profit organization that promotes Democracy, Citizenship, Human Rights, Conflict Resolution, Health and Safety, Environmental Education, and Service Learning.

Dr Husni is an author whose most recent publications include ‘Leadership and Holistic Education,’ ‘Peace Education is a Way of Life: A Revolution Against Indifference,’ ‘Say Goodbye to Classroom Management: A Teacher’s Guide to Student-driven Learning,’ and ‘Zero-based Governance: A New Model for the Future.’

Shelter to Peace Education

The introduction of holistic education through the endorsement of PEACE education led to LWIS-AiS being the home of PEACE education. The components of PEACE education, including Democracy and Citizenship, Human Rights, Conflict Resolution, Health and Safety, Environmental Education, and Service Learning, have been integrated within the curriculum and are reflected throughout all aspects of the school.

Furthermore, the school has adopted a continuum moving the school from teacher-centred to student-centred and currently to student-driven learning. In essence, the educational objectives can be summarized as follows:

The school offers an educational journey whereby students embrace their rights and responsibilities and have fun. It believes the journey will develop learners who are effective leaders, peace education endorsers, good communicators, diversity celebrators, critical thinkers, problem solvers, creative researchers, team players, academic achievers, knowledgeable individuals, and self-reflectors.

Meaningful Learning and Authentic Assessment

The concept of education has transformed over the years; however, most schools continued with a traditional approach to teaching whereby the main objective of schooling has been the transfer of knowledge. The school faced many challenges in convincing new clients that the school should focus on something other than teaching rather than on creating an environment where meaningful learning and authentic assessment take place. As such, it took us many years to get the population to accept that reforming education is not sufficient and that transformation to a learner-centred environment is the way of the future.

Other obvious challenges have been the instability of Lebanon’s economic and political situation, which made it difficult to endorse and promote the idea of lifelong learning. Perhaps what helped the school in overcoming the above challenges is the endorsement of a pro-active leadership approach whereby the PACER concept has evolved, and new approaches to teaching and learning, such as online and blended education practices, were formulated and utilized at school before they became a reality as a result of the COVID pandemic. In essence, the strategic planning allowed the school to proceed with a ‘normal’ schedule despite and in spite of the circumstances.

Outdoor activities as an Integral Part

In addition to service learning which promoted community service whereby leadership, social skills, and the value of empathy were learned and practiced, the following activities became a part of the school life:

• Model United Nations (MUN)
• Clubs of various natures (Photography, Chess, Newspaper, Robotics, Gardening, Dance Fusion, Painting, Football, and Basketball).

Although STEM-based learning is integral to the school’s educational process, it is certainly not sufficient. As such, the school’s holistic approach goes beyond STEM to include hands-on experience, engaging activities, interactive and self-learning, retained interest, and enhanced scientific temperament.

Being a Lone Warrior

In this region, this is the only school that encompasses the Lebanese program, the American program, accreditation by NEASC, and the International Baccalaureate Diploma Programme, in addition to being an SAT and Microsoft center. Furthermore, the school is associated with the Mediterranean Association of International Schools (MAIS) and highlights internationalism and multiculturalism whereby each student is enriched and supported to become a ‘global’ citizen.

Perhaps the definition of internationalism highlights the school’s commitment to exposing students to diverse cultures and a mosaic of international perspectives.

• Welcoming both national and international learners without discrimination or prejudice.
• Embracing all members of the school community and enriching our understanding of cultures by using the diversity of the school population.
• Learning about all nations and cultures through curricular and co-curricular areas at school.
• Providing education that allows for international recognition and gives learners the capability to continue their education across different borders.
• Promoting global peace and well-being through the concept of Peace Education.
• Recognizing the importance of developing learners into global citizens.
• Offering the IB Diploma Programme.
• Endorsing an open-minded approach inside and outside the classroom whereby key issues are discussed while taking into account diverse perspectives.
• Affiliating with international associations and participating in international conferences.
• Organizing an international day on campus and trips abroad.

Rewards For Noble Work

The school has received numerous awards for its impeccable display in the educational field. Some of the notable awards are:

• MAIS Award for Outstanding Contribution to International Education 2018
• Reaction TV and The Arabic Turkish Network Award 2018
• NEASC (New England Association of Schools and Colleges) Accreditation since 2009
• MAIS (Mediterranean Association of International Schools) Affiliation since 2015
• Recognized as Home of Peace Education since 2004

Change Starts with You

The school gives students an important message: “Change is possible, and it begins with you. It is important to believe that one person can make a difference and that meaningful and authentic education is the way to drive change. Remember that all great inventions and major accomplishments began with an idea or a dream and became a reality through consistent action and perseverance. Perhaps endorsing PEACE education as a process to humanize teaching and learning and promote a revolution against indifference is the recipe for great achievements and excellence.”

Flat Organizational Structure

The school believes that involving the entire school constituency and the community of learners, including students, parents, teachers, staff members, administrators, and board members, in the decision-making process is essential in transforming the school into a learning festival whereby holistic development, student-driven learning, and leadership are a way of life. After all, the well-being of every learner is of utmost importance, whereby the school measures success one happy learner at a time.