Agriculture Education Lebanon Employability of young Lebanese and displaced Syrians in Lebanon by giving them access to enrollment in the Agricultural Technical S chools in Lebanon that will implement a relevant, practice and market needs oriented curriculum. This contribution is part of the policy of the ministry of foreign affairs on forced displacement and responds to the influx of a large number of Syrian refugees during the war in Syria. The Minister for Foreign Trade and Development Cooperation indicated in her letters to Parliament (May 2l and 21 June 2016) that the proposed interventions in Lebanon, to support the accommodation of Syrian refugees, would focus on infrastructure, provision of basic public utilities and services and the provision of long term perspectives in the education sector and employability for both the host communities and refugees.   This contribution aimed at providing opportunities for economic development and enhancing public service delivery as a means to ensure stable living conditions for Syrian refugees and their hosts in Lebanon. It builds on the fact that, when the project was initiated, a large percentage of displaced populations were located in agricultural areas and almost half of the Syrian refugee workers were involved in agriculture or domestic services. The government of Lebanon identified agriculture as a sector in need of support and a sector which could provide job opportunities for displaced Syrian and Lebanese youth in communities hosting Syrian refugees. The project builds on the assumption that the provision of good quality and market oriented agricultural technical training including practical job experience for displaced Syrian and young host community members will provide them with better perspectives for finding or creating a job.   On a national level, this project supported the ministry of agriculture to update regulations to improve the link between agricultural education and market demands. As one of the results, amongst others, six new educational subjects were introduced to respond to new labor market needs.  Furthermore, the project supported seven agricultural schools to improve their technical facilities and to enhance their managerial and teaching capacities. As part of this support, 68 teachers (of whom 50 percent women) were trained and, as a result, the time spent on practical activities during courses increased from 10% to 51%. Furthermore, schools were supported to create links with the private sector. This resulted in 11 internship programs.