School Development Plan 2025–2027
Educating every young person to become a skilled professional,
a fulfilled individual and a responsible citizen.
“Education is a matter of the heart.”
Don Bosco
Institutional reference document September 2025 to December 2027
OUR SHARED DIRECTION
A Salesian school looking to the future
Don Bosco Technique aims to become a Lebanese benchmark for technical and vocational education. The school combines excellence in skills, employability, the holistic development of young people, protection and civic engagement.
This plan sets a shared direction and turns ambitions into concrete priorities that can be monitored and evaluated. Each action must serve a clear objective, have someone responsible for it and produce an observable result.
Our purpose
To enable every young person to build their future, develop their talents and contribute to the common good, in the spirit of Don Bosco’s Preventive System, founded on reason, faith and loving-kindness.
Our guiding principles
Young people at the center: start with their needs, vocation, potential and protection.
Salesian identity: educate through presence, trust, caring high expectations and hope.
Professional preparation: connect learning to occupations, technologies and labor market needs.
Inclusion and protection: ensure an accessible, safe and respectful pathway for everyone.
Continuous improvement: measure results, listen to stakeholders and adjust our approaches.
Three complementary pillars
PILLAR 1 Achievement excellence and career opportunities Educate, support achievement and open paths to employment or further study. | PILLAR 2 Health well-being and protection Create the conditions needed for well-being, inclusion and safety. | PILLAR 3 Citizenship heritage sustainability and openness Educate engaged young people, rooted in their identity and open to the world. |
PILLAR 1
Achievement excellence and career opportunities
DBT aims to provide demanding, up-to-date training directly connected to occupations. Success goes beyond the diploma: it is also measured by the skills acquired, the ability to pursue further study and access to quality employment.
Our priorities
Priorities | Expected results by 2027 |
Modernize training | All programs are regularly reviewed with professionals; curricula and equipment evolve in line with occupational standards. |
Strengthen learning | Competency-based assessment, diagnosis and remedial support enable more precise monitoring of each student. |
Develop staff professionally | Every staff member benefits from professional development linked to educational and technical needs. |
Structure guidance and internships | Every leaver develops a career plan; internships have formal agreements and are monitored and assessed. |
Develop employment and pathways | Graduate tracking, the alumni network and university agreements create real opportunities. |
Innovate with partners | Businesses, universities and institutions contribute to projects, equipment, internships and job opportunities. |
Key indicators
· Completion, progression and dropout rates.
· Share of programs updated and assessments based on competencies.
· Share of students completing a properly structured internship and employer satisfaction.
· Graduate employment or further study six months after graduation.
· Active partnerships delivering a concrete result.
PILLAR 2
Health well-being and protection
Achievement is sustainable when young people feel heard, supported, included and safe. DBT coordinates its response across teaching, school climate, Cœur+, health, families and management.
Our priorities
Priorities | Expected results by 2027 |
Develop prevention | All students receive education on health, hygiene, nutrition, sleep, addiction and responsible digital use. |
Support well-being | Activities strengthen confidence, autonomy, interpersonal skills and the quality of relationships. |
Organize listening and follow-up | Concerns are identified, referred and followed up within clear timeframes, with confidentiality and cooperation with families. |
Strengthen inclusion | Individual needs are assessed and addressed through educational adjustments and documented support. |
Improve school climate | Student participation, the quality of spaces and shared rules foster a positive educational environment. |
Ensure protection | Safety, safeguarding, emergency and anti-violence or anti-bullying protocols are known and applied. |
Key indicators
· Attendance, retention and progress of supported young people.
· Well-being index and satisfaction with the school climate.
· Time taken to respond to reported situations.
· Number of incidents and recurrence rate.
· Coverage of training and compliance in safety and safeguarding audits.
PILLAR 3
Citizenship heritage sustainability and openness
DBT prepares professionals who act with integrity, serve their community and understand contemporary challenges. Their trades offer practical ways to preserve, innovate and contribute to the common good.
Our priorities
Priorities | Expected results by 2027 |
Educate responsible citizens | Learning pathways include rights and duties, critical thinking, professional ethics and democratic participation. |
Encourage engagement | Class representatives, the student council and solidarity projects give young people an active role in school life. |
Celebrate heritage and trades | Each program connects modern techniques with local know-how, cultural identity and Salesian heritage. |
Reduce environmental impact | DBT measures and reduces its waste and consumption of water and energy, with student participation. |
Learn through sustainable projects | Programs develop practical solutions: solar energy, energy efficiency, repair, reuse and better use of resources. |
Be open and cooperate | Interdisciplinary projects, languages, mobility and local and international cooperation broaden horizons. |
Key indicators
· Student participation and proposals put into practice.
· Solidarity, heritage and interdisciplinary projects completed.
· Changes in the sense of belonging and intercultural openness.
· Measured reductions in waste and resource consumption.
· Active cooperation and the impact of sustainable technical projects.
PUTTING THE PLAN INTO ACTION
Steering and evaluation
The school development plan is a shared decision-making framework. The steering committee reviews results, identifies gaps and decides on adjustments. Baseline data make it possible to set realistic, verifiable targets.
Clearly shared responsibility
Head of School and Executive Management: set priorities, approve decisions and report on results.
Steering Committee: reviews the dashboard each quarter and coordinates corrective action.
Action Leads: plan activities, engage partners, gather evidence and flag deviations.
Data and Quality Lead: standardizes indicators, consolidates results and ensures the reliability of sources.
The monitoring cycle
1 Plan | baseline values, priorities, responsible people and data collection tools. |
2 Act | implement actions and coordinate across departments. |
3 Measure | review achievements, results and gaps each quarter. |
4 Adjust | make corrective decisions, provide support and reallocate resources. |
5 Learn | annual review, proven practices and preparation for the next cycle. |
Institutional milestones
2025–2026: establish shared tools, launch the measures and carry out an initial interim evaluation.
2026–2027: consolidate effective practices, address delays and measure final results.
December 2027: document lessons learned, decide which actions to sustain and prepare the next plan.
Approval
Head of School and Executive Director | Chair of the Steering Committee |
Joe Atallah / Signature and date | Name / Signature and date |
Our sponsors
