Long daily outages
Power cuts last between 12 and 20 hours a day in many areas, disrupting study and remote work.
Ready to implement 2026–2027 Human development
Solar Learning Points
Community learning spaces that work when the power goes out
When the lights go out... learning doesn't
The idea in one sentence
We equip learning spaces inside existing community centres with solar power and internet, used by students to study, by young people to work remotely and by Al-Inmaa Center trainees to learn.
The problem
Multidimensional poverty
73% of Lebanese live in multidimensional poverty, including deprivation of electricity and education.
A digital divide
Hundreds of public schools lack remote-learning resources, and students and teachers face a clear gap in internet access.
Sources: Al-Inmaa Center document (2026); Poverty and Equity Assessment for Lebanon, World Bank (2024); UNICEF (2026)
Target groups
- School students aged 10 to 18 to complete study and homework.
- Young jobseekers and remote workers.
- Al-Inmaa Center trainees in areas far from Beirut.
Methodology
Phase 1 — Setting up
Choosing sites with the local partner, installing a solar and internet system, and equipping 15–20 seats and shared devices.
Phase 2 — Operation
A daily programme: afternoon study support supervised by volunteers, work hours for young people in the evening, and broadcast of Al-Inmaa Center courses.
Phase 3 — Sustainability
A symbolic subscription for remote workers covers maintenance, joint management with the host, and a local volunteer trained for each site.
Success factors
Field presence
Foundation teams are present in Beirut, the Bekaa, the South, Mount Lebanon and the North.
Ready content
Al-Inmaa Center's courses are broadcast at the points, making them low-cost training branches.
Low running costs
After installation, costs fall to internet and maintenance.
Targets and impact indicators
- 3Learning points equipped
- 400Regular beneficiaries
- 6 – 8Operating hours per day
- 20Local volunteers
- 70%Regular students finishing the school year
- 12Training courses broadcast at the points
All figures on project cards are targets, not achieved results, unless stated otherwise.
Challenges and how we address them
| Initial equipment cost | Funding from donors and expatriates, and group purchasing of equipment through partners. |
|---|---|
| Security and maintenance | A clear agreement with the host, equipment insurance, and a volunteer trained in basic maintenance. |
| Financial continuity | A symbolic subscription model and partnerships with bodies that use the space for training. |
Lessons the project is built on
- The highest-impact solutions in Lebanon are those that turn the crisis itself into a reason to act.
- Using existing centres instead of building new ones lowers cost and increases community trust.
- Our advice: put the sustainability plan in place before installation, not after.
Why it deserves to be showcased
Practical innovation
It turns the electricity problem from an obstacle into a starting point.
Transferable
It suits many countries with weak electricity or the effects of conflict.
Multiple impact
In one place it serves students, young people and training.
Sustainable Development Goals
- 44.a Quality EducationGoal 4: Quality Education
Provide safe, inclusive and effective learning environments
- 77.2 Affordable and Clean EnergyGoal 7: Affordable and Clean Energy
Increase the share of renewable energy
- 99.c Industry, Innovation and InfrastructureGoal 9: Industry, Innovation and Infrastructure
Increase access to information and communications technology and the Internet
Goal 7 (target 7.2) for solar energy; Goal 4 (target 4.a) for learning environments; Goal 9 for internet access.
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