This report is based upon research project which ran from 211-213,examining how global processes are expressed in educational policies and pedagogical texts in Lebanon,Sweden and Turkey by focusing on school subjects like civics,history,geography,and religion. This particular report discusses the development of education in Lebanon,the development of history and civics after the civil war,and the various opinions on these school subjects in order to make a preliminary analysis of how the future Lebanese citizen is depicted in policies,curricula,and textbooks.     
Material for the study were collected from a sample of curricula used in private and public or national schools for history and civics/citizenship education in grade 8 as well as interviews and conference proceedings and conversations with activists,teachers and principals. We also reviewed findings of relevant empirical studies conducted in Lebanon. Data collection for this report was guided by three questions: how is the right citizen depicted in the Lebanese material? How is the relationship between national and global perspectives treated in guidance documents and pedagogical texts? What civic rights and obligations are given attention and what individuals are included/ excluded? The preliminary findings of this report imply that there is no consensus on the importance of teaching a unified history and civics book and subjects in Lebanon. Other findings indicate that private and international schools have a greater impact than national schools on preparing Lebanese students as future citizens.