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Our standing on both
a national and international
level: why choose Eastwood
for your children?

On a national level, the Lebanese curriculum (as set by the Ministry of Education and Higher Education) does not require computer education – let alone coding. However, several schools have incorporated Design and Technology (with and without coding) in their curricula.

Due to the lack of available data, there is no structured approach to Design and Technology education in the country. While this may be due to a lack of awareness, funds, or expertise, it is still the duty of schools to equip students with the necessary skills. However, several private training centers are offering exactly that; they provide after-school coding sessions for students of all levels.

Moreover, several local coding competitions are held for high-school students. For example, the Lebanese American University, in collaboration with Tides Foundation, held a “Game Coding Competition for High Schools.” One of the main missions of the competition was to provide professional development for high school teachers who coached groups of students (Lebanese American University, 2017). Rafik Hariri University also holds an annual High School Programming Contest, and offers a two-months training session for all participants (Rafik Hariri University, 2017). This may encourage students to make the most out of their Design and Technology education and partake in such competitions.

In countries with high rates of unemployment (e.g., Lebanon), it is very common to find equally high numbers of unfilled positions in the technical and digital services (Peñalvo & Cruz-Benito, 2016). Therefore, it is vital to bridge the skills gap between the labor market and employee availability. The Design and Technology program at EIS could encourage other schools and organizations to adopt similar programs – which would constructively drive the country’s economy forward.

On an international level, countries around the world have been re-structuring their educational curricula to include coding classes. For example, the European Union Erasmus+ program has developed Taccle3, a program that encourages primary school teachers to teach coding by offering them necessary resources and support. Numerous countries have also been integrating ICT as a compulsory subject in K-12 curricula (e.g., the UK, Australia, New Zealand) (Webb et al., 2017). While each of these countries has developed distinct teaching approaches to target students of different age groups, the common major challenge in pedagogical experiences so far is the need for teacher professional development (Webb et al., 2017). Finally, it is important to note that engaging girls in Design and Technology would decrease the gender gap in the male-dominated STEM fields both nationally and internationally.

On an international level, countries around the world have been re-structuring their educational curricula to include coding classes.
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Academic Excellence

The importance of teaching coding skills to students is quite self-evident.
Whether it is about college readiness or the professional world,
being tech-savvy is no longer a plus but a necessity.

That is, Design and Technology education is no longer only relevant for students who decide to embark on a relevant career path (e.g., computer engineering). Indeed, a student who wishes to indulge in a “creative” domain such as the digital arts is also expected to master necessary computer software (Adobe Illustrator and Adobe Photoshop). Even if a student decides to embark on a career in the social sciences, they are also expected to utilize statistical computing in similar coding environments (e.g., R programming language).

However, the objective of the program at EIS is not only about equipping students with practical skills. Most evidently, the program provides a space for critical thinking and creative problem-solving skills that are quite different from those attained in other areas of the curriculum.


You can read more about the importance of learning code here.
It is about nurturing the aforementioned “computational thinking,” to provide students with the ability to efficiently and effectively tackle problems. As such, this way of thinking is not restricted to STEM fields alone, as it offers distinct and vital cognitive tools. From a non-cognitive perspective, significant correlations have been found between computational thinking and openness to experience, extraversion, and conscientiousness (Román-González et al., 2016).

One of the less-known takeaways from learning coding is the ability to understand the ethical issues around it. The biggest ethical dilemmas in our age pertain to information privacy, artificial intelligence, robots, and so forth. Therefore, when students are exposed to such terms, they would be able to constructively build their own perspectives. Computational thinking is also relevant in this case, as it is found to be “particularly suited to decision making in moral dilemmas” (p.14): it helps students realize that there are no “right” and “wrong” answers – but rather a need to diminish unwanted consequences (García-Peñalvo & Cruz-Benito, 2016).
MYP Design guide, 2014 Eastwood International School
MYP Design guide, 2014
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EIS Experiential Online School:
Learn, Anywhere.
Welcome to
EIS Online School
We’ve built an academic program unlike any other in the region: an IB online school. Sign your children up today to learn from the comfort of home, on a plane or halfway across the world. Education should be for everyone, accessible and digital, like the future. Welcome to the online school. Enrollment is now open.