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General information about the higher education system in the country

Despite its long-standing legacy of academic excellence, Lebanon's higher education sector faces significant challenges, particularly in the context of the country’s ongoing economic collapse, political instability, and social unrest. These multifaceted issues have placed immense strain on both public and private higher education institutions.

Structure of Higher Education in Lebanon
The Lebanese Ministry of Education and Higher Education (MEHE) regulates Lebanon’s higher education sector. According to Article 5 of Higher Education Law 285/2014, HEIs are tasked with teaching, scientific research, and community service. These institutions are classified into universities, university colleges, and higher vocational institutes.

Public Higher Education: At the centre of Lebanon's public higher education system is the Lebanese University (LU). LU is the nation’s sole public institution. Established with the goal of providing affordable and accessible education, LU consists of 19 faculties and schools, many of which have multiple campuses spread across different regions.

Though it operates under the general supervision of the MEHE, LU enjoys significant autonomy in academic, administrative, and financial matters. Its governance is outlined by Law 75/1967, with faculty affairs regulated by Law 6/1970. The university's financial independence, formalised through Decree 14246, allows it to efficiently manage its resources and day-to-day operations.

Private Higher Education Lebanon's private higher education sector is characterised by its diversity and dynamism, consisting of 50 institutions, including 36 universities, 9 university colleges, 3 theological colleges, and 2 newly licensed institutions preparing to enrol their first students. These institutions operate under the framework of Law 285 /2014, which outlines their missions, governance structures, and operational guidelines. Primarily funded through tuition fees, private universities play a vital role in Lebanon's academic landscape and are closely monitored by the Directorate General of Higher Education (DGHE), a division of the MEHE.

The DGHE is essential for licensing, validating academic programmes, and recognising degrees, ensuring that these private institutions meet national educational standards. To uphold academic quality, the Equivalence Committee is tasked with recognising diplomas from private institutions in Lebanon and granting equivalence to degrees obtained abroad. Additionally, profession-based committees oversee accreditation for specific fields, depending on the degree's country of origin. In line with the 2014 law, that defines precise quality control procedures, all programmes are required to undergo periodic reviews after initial licensure, contributing to the continuous enhancement of the higher education system in Lebanon. A draft law for establishing an independent quality assurance agency has been in the parliament for more than a decade without being acted. This pushes many universities to seek accreditation from international agencies.

Vocational and Technical Education
Lebanon’s higher education framework also includes vocational and technical education, which is regulated by the Directorate General of Vocational and Technical Education (DGVTE). This sector is designed to meet national workforce demands by aligning technical education with the needs of the economy. Vocational institutes, though distinct from universities, play a critical role in ensuring a well-rounded and employment ready student body. Post-secondary vocational and technical education is not governed by the DGHE.

Degree Offerings and Admission Criteria in Lebanese Higher Education Institutions
HEIs in Lebanon provide a wide range of academic programmes, offering degrees at various levels,
including Bachelor's, Master's, and Doctorates, along with special and vocational qualifications. To gain admission to these institutions, prospective students typically need to have completed the Lebanese Baccalaureate or an equivalent secondary education certificate.

The higher education system in Lebanon employs two primary credit systems: the American Credit System, which is based on contact hours, and the European Credit Transfer and Accumulation System (ECTS), which evaluates student workload. This dual framework supports the academic flexibility and mobility of students, ensuring that their educational achievements are recognised both nationally and internationally. 

Information on recent policy updates, major reforms and related news

Recent developments in Lebanon’s higher education sector reflect a combination of strategic reform efforts and ongoing structural and economic challenges, with developments continuing into 2025. In response to pressures on the system, the Ministry of Education and Higher Education (MEHE) has developed a comprehensive five-year strategic plan aimed at reforming higher education and strengthening its social, economic and cultural role.

The strategy is structured around three main pillars: governance, quality, and social responsibility and competitiveness. The first pillar focuses on improving governance and system steering at both national and institutional levels. It emphasises the need for clearer legal frameworks, stronger organisational structures and enhanced accountability mechanisms. Key measures include strengthening the capacity of the Directorate General of Higher Education (DGHE) and establishing an intermediary body to support more effective sector governance and policy coordination.

The second pillar addresses the relevance and quality of higher education. Central to this effort is the planned establishment of the Lebanese Quality Assurance Agency (LQAA) and the development of a national Quality Assurance Framework (QAF), alongside the introduction of the Lebanese Qualifications Framework (LQF) and mechanisms for the recognition of professional qualifications. These reforms aim to ensure consistent academic standards, supported by external evaluations of institutions and increased participation in regional and international quality assurance networks.

The third pillar emphasises social responsibility and global competitiveness. It promotes stronger engagement of universities with society, including making civic engagement and community service integral components of higher education. At the same time, Lebanon seeks to enhance its international profile through a national strategy for internationalisation, encouraging institutions to develop their own approaches to global partnerships, mobility and cooperation. This includes a growing focus on digital internationalisation, online education and ensuring inclusive access, equality and diversity.

By 2025, these strategic orientations continue to guide developments, although implementation takes place in a context of persistent economic and structural challenges. Policy attention remains focused on strengthening governance and regulatory oversight, reinforcing institutional accountability and maintaining academic standards. Efforts are also directed towards adapting study programmes and teaching practices to better align with labour market needs and support graduate employability.

Digital transformation has become increasingly important, with universities expanding online and blended learning approaches to improve resilience, accessibility and continuity of provision. At the same time, international cooperation remains a key driver of development, with Lebanese higher education institutions actively participating in Erasmus+ and other partnerships that support capacity building, curriculum development and institutional strengthening.

Overall, developments in 2025 are characterised by the continued implementation and adaptation of existing reform priorities rather than the introduction of new standalone policy measures. The focus remains on maintaining system functionality, improving quality where feasible and sustaining international engagement under challenging conditions.

Information about relevant projects and initiatives

Other relevant links

• National Erasmus+ Office Lebanon
• HERE international actions
• HERE local actions
• NEO Guide 2023
• List of Lebanese HEIs
• Lebanon national strategy for digital transformation
• Youth policy action plan

Technical Assistance Missions Reports

2023

• Recognition of online and blended teaching and learning
• Collaboration of higher education with Industry: Development of Micro-Credentials

2024

• The role and impact of Artificial Intelligence in Higher Education
• European University Alliances: An inspiring strategic initiative

2025

• Micro-Credentials: A Catalyst for Educational Innovation and Career Advancement
• Education for Sustainable Development: The contribution of higher education institutions towards the implementation of the UNSDGs, with a focus on SDG4