About The Project
TAMAM is a project that combines research with development to bring about and support school-based initiatives for sustainable school improvement. It aims to build a home-grown theoretical understanding of effective and sustainable school reform that improves students’ learning and is grounded in evidence and in the cultural context of the Arab region.
Initially, TAMAM was initiated in 2007 as part of a memorandum of understanding between the Arab Thought Foundation (ATF) and the American University of Beirut. ATF has provided TAMAM with its long-term funding over four phases that expands from 2007 up until 2021.
From 2015-2018, TAMAM received a designated fund from the LORE Foundation, which provided an opportunity to develop a capacity building model for various Lebanese public schools in cooperation with the Ministry of Education and Higher Education. In 2018, TAMAM received a designated fund from the Taawon [Welfare Association] to work with an UNRWA school until 2020. In 2020, TAMAM received a designated fund from Al Maymouna Education aiming at developing their schools in Berkayel and Al Fakiha. Al Maymouna Education schools serve vulnerable Syrian refugees in North Bekaaa and Akkar.
To get more information about TAMAM’ s vision, mission, strategic goals, and phases, press
TAMAM’s Vision Statement: TAMAM is a continuously expanding and developing network of Arab educators and educational institutions aiming at: (1) building leadership capacities for change, and (2) integrating and sustaining the school-based improvement culture in educational institutions dedicated to school reform. Its members are committed to lifelong learning and sustainable improvement of their practices to serve student learning through collaboration with other practitioners in their institutions, local communities, university academics and policy makers at the national, Arab and international levels.
TAMAM’s Mission Statement: TAMAM is an educational movement that triggers and supports school-based improvement initiatives to achieve sustainable school improvement. It aims at improving students’ learning to equip them with the knowledge, skills and attitudes of the 21st century. TAMAM combines research with development to bring about and support school based initiatives for sustainable school improvement. It also aims to build a home-grown theoretical understanding of effective school reform that is grounded in evidence and in the cultural context of the Arab region. Consequently, TAMAM seeks to change practitioners’ conceptual frameworks and professional beliefs and transform schools to professional learning communities with adaptive and self-renewing structures.
TAMAM’s strategic goals: There are six strategic goals for TAMAM.
TAMAM phases: The TAMAM project is in phase four now. It went through three phases that can be summarized as follows:
The FIRST phase: In its first four years, the TAMAM project included nine private schools from three Arab countries (Lebanon, Jordan, and Saudi Arabia), in addition to three public schools from Lebanon.
The SECOND phase: Eleven new private schools joined (three from Oman, two from Qatar, three from Egypt, two from Jordan, and one from Lebanon), adding three new countries to the project.
After the fifth TAMAM Gathering held in May 2014, five new schools from Jordan joined the project. By the end of the year 2014, five public schools from Princess Noura University in Saudi Arabia joined the project. It is worth noting that half of the new schools that joined the project in its second phase are themselves covering the costs of participating in TAMAM Project.
The THIRD phase: Sudan joined the list of Arab countries participating in TAMAM. At the beginning of its 3rd phase, TAMAM established an official partnership with the Technical Office of the Ministry of Education in the Sultanate of Oman. More public schools in the Sultanate participated in TAMAM and its competencies and school-based improvement journey became officially part of the professional development training programs implemented by the Ministry to schools.
In 2015, TAMAM received a five-year grant from the Lore Foundation to provide the opportunity of building leadership skills in members of several public schools in Lebanon that enable them to lead school-based improvement within their schools. For this reason, TAMAM project established Lebanon Hub to support public schools in Lebanon.
In mid-2016, a long-term partnership contract was signed with the Educational Resource Center, which provides the educational resources and in-service training for the schools of Al-Makassed Islamic Charitable Society. TAMAM seeks to build other partnerships with teacher training centers in universities and companies that provide school consultancy and in-service training for teachers. In addition to building formal partnerships and permanent collaboration with ministries to impact teacher training programs that seek to improve student learning in schools.
The FOURTH phase: