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. To get more information about TAMAM’s Phases, Vision, and Mission, see below:

TAMAM is in Phase 4 now, you can check the 3 phases here: Project Paper 1, Project Paper 2, and Project Paper 3.

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.