SDG 4.3.5: EV5 – Islamic University of Lebanon

SDG 4.3.5: has a policy that ensures that access to these activities is accessible to all, regardless of ethnicity, religion, disability or gender

Among the 17 Sustainable Development Goals (SDGs), adopted in 2015, SDG4 is dedicated to education. Higher education is mentioned in target 4.3 of SDG4 which aims to by 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university

Since the ultimate function of the university is to provide youth with quality education, it has the responsibility to advocate the importance of SDGs in research, institutional culture, cooperation with other universities or organizations and preparing public-mindful leaders. Subsequently, the university must provide research knowledge, innovations and solutions towards achieving the SDGs. It must also advocate for faculty members to help students to set up projects, activities, campaigns… helping to promote the importance of being an active member of society. It must also cooperate with other institutions for higher education, and private and public organizations to identify educational problems and potential solutions in order to create a more sustainable, inclusive, and innovative world. Also, the university is a powerful institution that provide teaching. Learning inside the classroom isn’t enough to ensure graduates who can translate what they have learnt in books to real-word applications.

The Islamic University of Lebanon has adopted the strategy that aims at providing access to educational resources for almost everyone, starting from its national community (the Lebanese people) until everyone in the world and it provides access to educational resources for all the community of IUL as well as those who are not studying or working at it. Also, the university ensures a wide range of services such as research services via the online catalogue, books’ circulation, training sessions, daily newspapers and periodicals, free Wi-Fi services, photo copying and printing, etc.

In order to increase the number of people who profits from its services, IUL has created in 2017 a digital library with open free access for everyone. In this context, the digital library at the IUL is one of the most important libraries in the Middle East. One of the general strategies of Islamic university of Lebanon (IUL) is to provide access to educational resources for all people in the country. The IUL central library is one of the important units that provide this type of access to public and especially those not studying at the university for the purpose of best quality education. In addition of IUL Central Library, IUL also open in 2017 a digital library with open free access for all people. The IUL digital library is one of the important digital libraries in Middle East.

4.3 Lifelong learning opportunities
IUL provides lifelong learning education that is focused on personal development. Lifelong learning can help us to achieve personal fulfilment and satisfaction. It recognizes that humans have a natural drive to explore, learn and grow and encourages us to improve our own quality of life and sense of self-worth by paying attention to the ideas and goals that inspire us.

4.3.5 Does your university as a body have a policy that ensures that access to these activities is accessible to all, regardless of ethnicity, religion, disability or gender?

Academic Freedom

International University of Leadership and the IUL community are committed to the principles of liberty and equality. The University recognizes that the members of this community must be able to express themselves freely and at the same time expect tolerance and respect from one another; both are essential to our mission. Indeed, meaningful exchanges cannot occur in the absence of respect and tolerance. Intellectual vigor is best sustained when the free exchange of ideas is carried on within an environment supportive of human dignity and self-esteem. With freedom should come the wisdom and the responsibility to think before one speaks. For these reasons, the University condemns all forms of discriminatory interference with the exercise of the rights of an individual or of any group to which that individual belongs. Such abridgement of rights is particularly abhorrent when carried out by those who have power over the individual they are affecting—whether that power comes from an administrative, academic, or any other position on campus. On the other hand, the University does not believe the free expression of ideas can always take place without pain or discomfort either to those who speak, listen, read, or write. The intellectual process, by its very nature, can be distressing, but IUL does not necessarily regard actions that are distressing as violations of its codes of conduct. In accordance, then, with the ideals of academic freedom, every member of the IUL community should feel that he or she can enter into controversy without fear of being silenced or constrained. This community’s commitment to the free exchange of ideas and pursuit of knowledge requires a wide range of protections for speech and expression, even when noxious or offensive. Belonging to this community, however, carries with it the responsibility of extending respect and openness of mind to others.

Responsibility of the University to Its Members

It is the responsibility of every member of the University to respect the rights and privileges of all others in the University as enumerated below.

Freedom of assembly, speech, belief, and the right of petition, including the right of petition to the appropriate university authority, in the event of an academic evaluation or classroom situation considered by the petitioner to be prejudiced or untenable.
Protection from discrimination and abuse:
International University is fully committed to a policy of equal opportunity and non-discrimination. The University does not discriminate on the basis of race, color, religion, national or ethnic origin, age, disability, veteran status, sex, marital status, sexual orientation, gender identity, or gender expression.
Also prohibited is any form of discriminatory harassment performed by a member or members of the University against any other individual or groups. Discriminatory harassment may include any action or statement intended to insult, stigmatize, or degrade an individual or group on the basis of the categories of discrimination listed in 2a.
Sexual misconduct, including, but not limited to, sexual harassment, sexual assIULt, sexual exploitation, stalking and retaliation, is prohibited.
The right of privacy in university residence halls. The living quarters of members of the University are private, and without an invitation from the occupant may not be entered unless an emergency arises involving the health or safety of the occupant; or for the enforcement of health or safety regulations; or in the event of a suspected violation of a university regulation, upon receiving permission from the vice president for student affairs; or, if for any other reason, upon 24 hours’ notice to the occupant. Where two or more individuals occupy the same living quarters, permission to enter from one occupant does not permit the entering person to assume that he/she has entered the quarters of anyone except the person who extended the invitation. This provision does not restrict entrance by custodial personnel and personnel retained by the University to provide services at scheduled intervals.
The right to expect that communication between a student and a member of the university staff or faculty with whom the student has had a counseling relationship is confidential and without the consent of the student may be disclosed by the counselor only when the health or safety of an individual is jeopardized or when compelled by legal process. In an instance involving the health or safety of an individual, disclosure will be made only to individuals in a position to assist the counselor or to alleviate the danger. In no case shall the content of such communication constitute a basis for disciplinary action or be introduced as evidence before the university judiciary.
The right to enter into physician-patient or similar relationships with medical and other professional personnel of the University with the understanding and assurance that confidence will be maintained in accordance with the ethical standards of the professions.
The right to confidentiality of disciplinary records, which may be released to other than appropriate university personnel only upon permission of the student.
The right to abstain from performing acts and the right to be protected against actions that may be harmful to the health or emotional stability of the individual or that degrade the individual or infringe upon his/her personal dignity.

NOTE: This language is directed at all forms of personal harassment including the use or threat of physical violence and physical or nonphysical coercion.

The right to be protected by standards of justice and fairness in any proceedings with the University.

Note: Fair and reasonable treatment should govern the access to and administration of all university facilities and programs.

IUL’s Code of Ethics

The university is a place where the exercise of the rights and freedoms is a priority. The university is the protector of the ethical values which have to be applied by everyone within each university activity. Teaching, research, campus life and community life cannot be exempted from the respect of the human person. To this end, the respect of the physical and moral integrity and the respect for human dignity are essential. The members of the university community have to receive a fair treatment. This is necessary to create an environment conductive to ensure an effective operation to the university. This also enables to pursue scientific and educational objectives. The purpose of this charter is to guarantee the ethics and deontology within the university.

The student agrees to sign it upon her/his registration and to respect it throughout the year.
The student has the right to equal treatment, without distinction of any kind, such as race, color, sex, nationality, language, handicap, sexual preference, age, and religion, political or other opinion.
The student has the right to quality education. The quality training of the present and future generation has to be secured by the university. This is its primary responsibility.
The student has the right to express her/his opinion freely. She/he has the right to investigate and discuss about all the subjects connected to the disciplines taught, subject to the ethical rules.
The student has the right to access in a transparent manner to any relevant informationconcerning the curriculum and the examination process for each discipline.
The student has the right to consult her/his examination paperand to contest the result before the appointed instance.
The student agrees not to infringe other students and staff members’ rights.
The student agrees to comply with an adult, responsible and respectful behaviortowards the staff members and towards the other students.
The student agrees to be motivated by the pursuit of truth into the search of knowledge. This search is the condition for academic freedom, through the freedom of scientific instruction and research. Any other form of motivation, which does not respect the integrity and impartiality values, shall be outlawed.
The student agreesnot to crib. Plagiarism undermines the diploma’s credibility as well as the scientific quality. This cannot be tolerated within the university. Paraphrase is not forbidden but not recommended. The student agrees to quote a source and to use quotation marks when she/he keeps several terms. Plagiarism is a serious fraud of which the disciplinary measure can go so far as the exclusion of the establishment.
The student agrees not to offer gifts or other kind of benefits to teaching or administrative staffsfor the purpose of an overvaluation or to obtain a diploma.

Right in Education, Lebanon.

The right to education is the right of everyone to have access to proper education in which respect the dignity and character growth is achieved in the best so that he can achieve the same and become an actor in society. Realizing this right is not as easy as some might think; Rather, it is very complex and requires a commitment from those concerned to take all necessary measures and procedures to ensure equal opportunities for all individuals in terms of enrollment in educational institutions, treatment, and successful follow-up, i.e. providing a sound educational environment that respects the rights of the learner, and provides all requirements for quality education from educational curricula that take into account the aspirations Individuals, qualified teachers, and educational support services to ensure that all learners, regardless of their individual differences, benefit from the educational opportunities available to them.

I- Legal reality

First: International Legislation

The right to education was recognized for the first time, at the international level, by the Universal Declaration of Human Rights. This right has occupied a great place in the concerns of international organizations since its establishment and considered the main factor for achieving development and social change. Therefore, since its founding, the United Nations has not stopped issuing declarations, agreements and recommendations, to affirm this right, on the one hand, and to adopt mechanisms and detailed and practical procedures to achieve it in the best way, on the other hand. We mention in this regard:

– Universal Declaration of Human Rights, Dakar Framework for Action on Education for All, Declaration on the Rights of the Child, Declaration on the Elimination of Discrimination against Women.

– Conventions related to combating discrimination in the field of education, civil and political rights, economic, social and cultural rights, combating all forms of discrimination against women, vocational and technical education, and child survival, protection and development.

– Recommendations related to combating discrimination in the field of education, education for international understanding and cooperation, and education in the field of human rights and fundamental freedoms.

Secondly.: internal legislation

Lebanon has ratified various international agreements related to education, especially the international convention on combating discrimination in the field of education, the convention on the elimination of all forms of discrimination against women, the international convention on the survival, protection and development of the child, and international labor convention No. 138, which specifies the minimum age for employment…

The most prominent internal legislation that enshrines the right to education are:

a- Lebanese Constitution

Article 10 of the constitution states that “education is free in Lebanon as long as it does not disturb public order, contradict morals, or violate the dignity of one of the religions and sects (…).”

a- Ordinary legislation

Lebanon passed several laws regulating the right to education for citizens, such as Legislative Decree No. 134 of June 12, 1959, which stipulates “free education.” Law No. 686 of March 16, 1998 approved the principle of compulsory and free primary education, but implementation decrees Those texts have not been issued to date.The right to education was also recognized for every person with disabilities under the Law on Persons with Disabilities No. 220 issued in 2000. In addition, decrees were issued regarding the educational advancement plan (1994), the new structure of education (1995) and the new curricula (1997). .

II- The current situation in Lebanon

First: Difficulties and Challenges

The educational studies on the situation of education in Lebanon, especially the official reports issued by the Ministry of Education and Higher Education and the Educational Center for Research and Development affiliated to it, show that education for all is not a slogan circulated by officials, but rather it is a reality as evidenced by the spread of educational institutions on different types of education, its stages and enrollment rates, especially in The stage of basic education, where these percentages reached the point of saturation, in addition to eliminating the disparity between males and females. However, despite the efforts that have been made and the results that have been achieved, there are still some flaws about realizing the right to education for all as seen by the framework of the Dakar Forum, which are as follows:

a- In terms of enrollment in education centers

1- School enrollment

With regard to enrolling in the kindergarten stage, i.e. the age group that includes children between the ages of 3 and 5 years, a discrepancy is noted in enrollment from one year to the next. There is also no equality in enrollment opportunities between the governorates on the one hand, and between the types of public and private schools that are free and private that are paid.

As for enrollment in basic education, it is close to saturation in the first and second cycles (which corresponds to the primary education stage). However, there is a discrepancy in the enrollment rate between geographic regions, especially the north, south and the Bekaa, so that the net enrollment rate in these regions drops to less than 50%. The illiteracy rate is still high, at 8%. Unisex. This percentage varies according to gender, as it is 5.1? For males against 10.9? For females it also varies according to regions.

As for the chances of succeeding in official exams at the end of basic education, they have increased in recent years, especially after the implementation of the new educational curricula. However, there are differences in success between formal education and private education, and the differences are in favor of private education, differences according to geographical areas in favor of Beirut and Mount Lebanon, and differences according to gender in favor of females.

As for secondary education, it is noted that the opportunities for continuation are unequal between public and private education. The first attracts students registered in the humanities branches, while the second attracts students registered in the scientific branches. There is also a difference in success between formal education and private education in favor of the latter.

2- Enrollment in higher education

It is noticed that there is an imbalance in the enrollment of students in the majors, as there is an inflation in the enrollment in the open colleges, where the general majors are, and a weakness in the enrollment in the majors of a professional nature that are subject to an entrance examination. And that chances were equal between the sexes Joined but they are not equal in terms of geographical areas and for enrollment , according to the official and the private sector. It is also noted that the development of new fields required by the development of the labor market to cope with the requirements of globalization is neglected.

NS- In terms of quality of education

2- Quality higher education

Higher education suffers from chronic problems that limit its quality, including outdated programs and their inappropriateness with the labor market, as there is a large gap between the outputs of higher education and the labor market. There are also doubts about the efficiency of the professors and their ability to apply the methodologies of modern education, because they are no longer originally taught in higher education institutes. The absence of guidance and direction for students to choose the appropriate institutes and specializations that suit their abilities and the needs of the labor market limits the effectiveness of higher education and the quality of its outputs.

Second, official practices

– Decisions issued by the educational authority, and in particular the decisions of the Minister of Education regarding the organization of the educational process, including those regarding exemption from some registration fees in public schools and from the price of textbooks (within certain conditions), including those relating to the registration of a child coming from a private school that refused to give him a statement school for not paying the full school fees owed, including those related to accepting the registration of non-Lebanese students residing in Lebanese territory in public schools if places are available for them.

– Assigning a special committee to set the strategic directions for education in Lebanon for the year 1999, and then assigning the Education Authority for Educational Sciences to reconsider the strategy that was set for the year 2006.

– Establishing an educational development project in order to set policies and develop educational plans for the year 2004.

– Launching the draft National Plan for Education for All 2005 to 2015.

– Drafting a bill that enshrines the right to basic education and makes it compulsory.

– Develop a citizen’s educational charter.

In general, official reports issued by the Ministry of Education and Higher Education and the Educational Center for Research and Development show that “education for all” is not a slogan circulated by officials in Lebanon. Basic education, where these percentages have reached the point of saturation, in addition to eliminating the disparity between males and females. However, despite the efforts made and the results achieved, there are still some flaws in the realization of the right to education for all as defined by the framework of the Dakar Forum.

There are also some proposed enabling goals for the educational sector within the framework of the financial, economic and social reform plan and the proposed measures to achieve these goals, which were put forward at the Paris Conference 3/1/2007 related to the right to education:

a- Providing free formal education and compulsory basic education from five to fifteen years of age.

NS- Ensuring equal opportunities for follow-up and success for all those enrolled in public and technical formal education.

III- Recommendations

Providing the right to education is the responsibility of the state and society as a whole with all its departments, institutions and individuals.

1. The role of the state

a- Actual implementation of the stage of basic compulsory education by setting up a mechanism to achieve the goal of “one academic seat for each student” [1] in accordance with Law 686 of March 16 1998.

NS- Implementation of the national strategy for education in terms of raising the compulsory age of basic education until the age of fifteen and securing the required conditions for that.

NS- Integrating human rights into the educational process and actually incorporating them into the new curricula and training on that through the Educational Center for Research and Development.

Dr- Ensuring equal opportunities among individuals within the policies, plans and programs of education, regardless of any characteristics that stand in the way of this equality, especially their economic or social status, their area of residence or any other obstacle. Equal opportunities include securing study places, ensuring equal treatment, and securing educational services and support services from qualified teachers, educational counselors, teachers specializing in educating the delinquents, educational mentors, social counselors, and mentors for extracurricular school activities.

E – The state’s obligation to allocate sufficient resources to secure basic education, rationalize the use of resources, and put in place all the necessary legislation that helps all learning seekers to enroll in educational institutions, especially those who are marginalized, and especially those with disabilities.

And- merge children disabled in a System formal education Saucepan possible According to approach educational comprehensive for everyone [2] .

j- The state cooperates with all institutions in society, such as professional and trade unions, events and associations to promote the right to education and create awareness among the community to accept it.

2. The role of the community

a- Parents’ role:

– Informing the child of the importance of the right to education and the value of education for all their children;

– Preparing the appropriate atmosphere for the children at home to devote themselves to their lessons, and not overburdening them with household chores at the expense of school;

– Enroll their children in school and ensure their attendance.

– Respect school timings and deliver their children at the appropriate time.

– Paying attention to what the school is doing by meeting with teachers, attending parent committee meetings, and establishing good relations with school officials.

– Paying attention to the children’s lessons and helping them to complete their homework.

– Securing all material and moral obligations towards the educational institution.

– Protecting the right of children to education by holding the school and the state accountable for fulfilling their obligations in the event that children are exploited or subjected to violence or teachers are not interested in raising children.

NS- Teachers’ role

– Using a variety of educational methods and methods to achieve the educational goals of each stage,

– Paying special attention to the educational needs of each individual, treating individuals fairly, respecting their dignity and avoiding violence with them,

– Evaluating the educational needs of the learners and their educational performance on a regular basis, ensuring the safety of the learners, informing the parents about the performance of their minor children, and consulting with them in order to achieve the educational goals.

NS- The role of public and private educational institutions

– Allow the learners to acquire the necessary competencies in terms of knowledge, skills and behavioral attitudes.

– Contribute to the social and cultural development of the community in which it operates,

– Promote the value and benefits of the right to education,

– Securing the quality of education in an atmosphere of confidence, including the required programmes, human and material resources, learning services, administrative means and cultural activities.

Dr- The role of civil society institutions, including local administrations, actors, and associations

– Monitor the performance of educational institutions and demand the rights of learners,

– Dialogue with officials and participate in improving the school’s performance and pointing out deficiencies,

– Educate parents on the values of learning so that they respect the rights of their children to education and send them to schools.

NS- The role of local administrations, such as municipalities or mayors

– Preparing annual lists of individuals covered by compulsory education and verifying their registration in educational institutions,

– Work with the responsible authorities to prevent the use of minors of compulsory school age.

And- The role of media institutions in promoting the right to education

– Organizing special programs in this field to be promoted in the media, and establishing a media institution for cultural and educational programs.

3. The role of international institutions

a- Contribute with countries in designing educational plans that aim to secure the right to education, ensure their implementation and control, and support the educational sector to achieve this right.

NS- Providing financial assistance to secure basic education.

NS- Encouraging the use of accountability and transparency in the educational process.

International Treaties.

A list of international instruments on the right to education
Announcements.
Universal Declaration of Human Rights, December, 1948.
Declaration of the Rights of the Child, November 1959.
Declaration on the Elimination of Discrimination against Women, November 1967.
Universal Declaration on Education for All, March, 1990, Jumtien.
Declaration of the International Charter for Physical Education and Sports, November 1978, UNESCO.
Dakar Framework for Action, Education for All: Meeting Our Collective Commitments, World Education Forum, April 2000.
The Salamanca Statement on Principles, Policy and Practice in Special Needs Education and the Framework for Action in Special Education
The field of education for people with special educational needs, June 1994, UNESCO.
agreements
Convention against Discrimination in Education, December 1960.
International Convention on Civil and Political Rights, December, 1966.
International Convention on Economic, Social and Cultural Rights, December, 1966.
Convention on the Elimination of All Forms of Discrimination against Women, December 1979.
Convention on Vocational and Technical Education, October, 1989.
International Convention on the Survival, Protection and Development of the Child, September, 1990.
Recommendations
Recommendation on Combating Discrimination in Education, December 1960, UNESCO.
Recommendation on Education for International Understanding and Cooperation and Human Rights Education and Fundamental Freedoms, November 1974, UNESCO.
Revised Recommendation on Technical and Vocational Education, November 1974, UNESCO.
Recommendation on the Development of Adult Education, November 1976, UNESCO.
Recommendation on the Recognition of Higher Education Studies and Qualifications, November 1993, UNESCO.
Recommendation on the Status of Teachers, October 1966, UNESCO.
Recommendation Concerning the Status of Teaching Staff in Higher Education, November 1997, UNESCO.
Standard Rules on the Equalization of Opportunities for Persons with Disabilities, December 1993, United Nations.
Basic international principles relating to

It is one of the primary humanitarian principles. It was recognized for the first time internationally as a right

right to education

of human rights in the Universal Declaration of Human Rights ratified by the United Nations General Assembly in

Its session held in Paris on December 11, 1948.

The twenty-sixth article of this declaration stipulates the following:

1 “Everyone has the right to education, and education must be in its early and basic stages, at least in the field of education.

Technical and vocational training and to facilitate admission to higher education on full equality for all and on the basis of competence,

Education must aim at the complete development of the human personality and at promoting respect for human beings and freedoms.

basic principles and the development of understanding, tolerance and friendship among all racial or religious peoples and groups,

Fathers have the first right to choose the type of education for their children.

This declaration specifies the stages of education that a person is entitled to enroll in, the goals of education, and the freedom to choose

educational institutions.

With regard to the stages of education, the draft recognizes the human right to enroll in all its stages and types, provided that it is

The first stages of it are free and obligatory, and he has the opportunity to join the other stages.

The goal of education is to contribute to the development of the individual’s personality, to enhance respect for human beings and fundamental freedoms, and to develop understanding

among peoples and gave the right to parents to choose the type of education for their children in order to respect the values in which they believe

and preserving their identity.

This declaration was not the only document issued by the United Nations and its affiliated organizations to affirm the right

In learning, it was the first link in a series of declarations, agreements and recommendations issued by it.

The right to education has occupied a major position in the interests of international organizations since its establishment and was considered the main factor

To achieve development and social change. Therefore, since its establishment, the organization has not stopped issuing announcements and placing

agreements and recommendations to affirm this right, on the one hand, and to adopt detailed and practical mechanisms and procedures

To achieve it in the best way, on the other hand.

The Declaration of the Rights of the Child in 1959; It was followed by the Convention against Discrimination in the Field of Education in general

1960; The International Convention on Civil and Political Rights and the International Convention on Economic Rights

Committee to combat all forms of discrimination against women in 1979;

social and cultural in 1966; and the relevant agreement

the Universal Declaration on Education for All in Jomtien in 1990; The International Convention on the Survival and Protection of the Child

and its end in September of 1990; The Unified Rules Concerning the Equalization of Opportunities for Persons with Disabilities of 1993, and a statement

Salamanca on Principles, Policy and Practice in Special Education Needs Education and a Framework for Action in

The field of education for people with special educational needs in 1994, and the framework of the Dakar Forum in 2000, which

Summarizes and unambiguously articulates the vision of the United Nations and its agencies for the right to education for all and shows the means

and procedures to achieve it.

When reviewing the international conventions we mentioned earlier about the right to education and its realization, we note that they revolve around three things

The main axes whose components will be reviewed successively. These themes are:

providing equal opportunities for access to education;
the right to a good quality arrangement for all;
Respecting the rights of the learner by providing a sound and healthy learning environment.
Provide equal opportunities to enroll in education

In order to provide equal opportunities to enroll in education, the following must be achieved:

1) Securing education for all stages of life, starting from early childhood and then throughout life; As it came in the framework of action

Dakar, education is a continuous process that begins at the birth of the individual and passes through several stages that last throughout his life.

To provide equal opportunities to enroll in education the following:

Expand and improve comprehensively early childhood education. The interest in early childhood education is

Positively affects their performance in later educational stages and makes them able to learn and persevere in

Pursue education.

Enabling all children to have access to quality, free and compulsory primary education.

Make secondary education in all its forms generally available and accessible to all.

Make higher education accessible to all on the basis of personal capabilities.

. Work by appropriate means to educate people who have not received any education at the primary level or who

deposited from it before it was completed; This means that the learning needs of “all young people and adults are met through access”.

equal access to appropriate programs for learning and acquiring life skills” (Dakar Framework for Action).

2) Providing school seats to accommodate all children in the compulsory education stage who wish to continue their education.

Secondary education in all its forms, its adequate preparation, providing the necessary and efficient educational staff, and facilitating

Enrollment for all without any discrimination.

on economic and social barriers

3) Ensuring equal opportunities for all. Equality of opportunity is secured in the judiciary first

that prevent the student from enrolling in educational institutions, such as poverty, disability and disease, and by eliminating, secondly, the barriers

Within the school, by providing a safe, healthy and friendly school environment away from violence, abuse and exploitation.

The right to a good quality mattress

The Dakar Framework for Action emphasized that every country should provide good quality primary education. This means all improvement

Elements of education. Education shall be of good quality in its curricula, institutions and results, in line with international standards

and directed towards the development of knowledge, attitudes and skills, and the use of information and communication technology,

And education in which the student is the center of the educational process and participates in it, so his role is not limited to indoctrination, but must

Using new educational methods that facilitate his participation and contribute to the development of his abilities in the best way. means

This is the setting of hope