mena digital school report 2 0 2 1

Building Expertise in Digital Transformation for North Africa and the mena digital Table of Contents school report

04 Preface

06 Executive Summary

08 Digitisation and Its Discontents

10 Key Findings

14 Vision Digital Learning Path and MENA DS Curriculum

20 Policy Relevance

22 Excursus: The Potential of Digitsation and Automation to Shape a Feminist Futre of Work in the Middle East

26 Testimonials and Expert Assessments

40 Conclusions and Recommendations

42 Authors

This publication was financially supported by a grant from the German Foreign Office. The texts printed reflect the opinions of the authors, not those of the institutions involved in the publication.

1st edition Welcome Copyright: Candid Foundation gGmbH Editing: Stian Overdahl · Layout, typesetting, design and graphic design: OK Printing: Druckerei KönigsDruck - print media and digital services 0 www.candid-foundation.org 3 mena Preface mena digital digital school school report report the social contract and the risks and stakes. Digitisa- be used for education and development initiatives on tion also offers an opportunity, be it to make rural lo- the ground, and help participants seize opportunities cations more attractive for development, to enable around digital transformation; and they will also draw A New Generation of more efficient and transparent administration and a attention to this important topic and showcase coop- fairer, more ethical use of digital tools. erative and innovative ways of coping with the dra- Digitisation Experts — matic challenges ushered in by digitisation. Institutions in the MENA region are in the main cur- What is MENA DS? rently unable to respond comprehensively to the eco- On behalf of the Candid Foundation, the authors nomic changes described above. The outdated higher would like to thank numerous experts and coopera- education sector has not been able to develop the tion partners from the following institutions who have Alongside anthropogenic climate change and global MENA region seems far behind in this endeavour on a necessary skills; there is a lack of networking and re- shared valuable advice and insight and contributed to population growth, the digital transformation of the global scale. This applies to economies and employ- gional strategies to develop countermeasures. How- the project’s success: world’s economy is a universal challenge that requires ment, but also to media, civil society and the state, ever, Europe cannot claim to have all the answers and innovative, cooperative and multilateral solutions – all with the latter already challenged by multiple institu- all the policies needed to address this challenge. Dig- Agence française de développement, Arab Reform the more so in the Middle East and North Africa (MENA) tional crises, social unrest and regional conflicts. itisation offers an opportunity to do so on an equal ­Initiative, Augmania, Auswärtiges Amt, Babbel, region. This report outlines an innovative, interdisci- footing and could be a starting point for cooperation Barenboim-Said Akademie, Bertelsmann Stiftung, plinary educational path to address the challenges of Nevertheless, the southern and eastern Mediterrane- between governments, societies and the private sec- BMW Stiftung Herbert Quandt, CIVICA, DAAD, digital transformation in the European neighbourhood. an, the Middle East and the Gulf region will be strong- tor in the European Union’s neighbourhood. Deutscher Bundestag (Party groups of Alliance 90/ ly affected by the digital transformation of the world The Greens, CDU/CSU, FDP, SPD), Doha Institute for It is envisioning a MENA Digital School to educate ex- economy. Some countries in the MENA region depend This is where the MENA Digital School comes in. It is Graduate Studies, Education Outcomes Fund, Einstein perts on digital transformation so that they can – in on supplying manufacturing to global industries. envisaged that it will act as a modern learning plat- Center Digital Future, EMA, European Commission, the near future - understand the complexity and in- Shifts in global value chains and increased automa- form and thus stimulate reform efforts in the educa- Fernuniversität in Hagen, Fieldfisher, Ghorfa, GIZ, teractions of digitisation in the fields of technology, tion of production processes are coming up against tion sector, through regional and local cooperation. Hertie School of Governance, Institute of Finance economy, civil society, media, and public administra- economies that specialise in the production of raw By putting the students and their projects in the fore- Basil Fouleihan, Iraqi Parliament, iRights.Lab, King’s tion – and so lead and implement these measures for materials and less complex consumer and capital ground, not only will modern didactics be practised, College London, Office of Former German President the benefit of fairer and more prosperous, secure and goods. but students’ management and innovation skills will Christian Wulff, Robert-Bosch Stiftung, Senatskanzlei inclusive societies. also become practically and academically attainable. , Smart Africa Secretariat, Spanish Foreign According to the International Labour Organization The hope is that this will increase employability, in ­Office, Stiftung Digitale Chancen, Tunisian Startups, This report is based on a collaborative research pro- (ILO), growth in automation is already leading to sig- contrast to a purely academic curriculum. ZDF. ject implemented by the Berlin-based Candid Foun- nificant job losses in peripheral countries. At the dation with the support of the German Federal For- same time, global trade platforms in the United States Through its location in Germany, the school could Aline Abboud, Sima Abd Rbbo, Heba Aguib, Ines Amri, eign Office.* It was initiated and supervised by and China are focusing on the consumers of these function as a connection node for its cooperation Abdalrahman Al-Dalaq, Abdulbari Al-Muddaris, Kilian Professor Ayad Al-Ani, a specialist on digital transfor- countries, thus reducing regional trade activities. partners, providing an important networking opportu- Belz, Zeineb Ben Haouala, Hanae Bezad, Ramon Blec- mation, organisational science and the economies of North Africa in particular is affected by automation of nity (so far lacking in the region). It could create a ua, Sawsan Chebli, Mo Chehab, Jutta Croll, Amenalah developing countries, and , the Candid the information and communication technology sec- space for innovative, unrestricted discussion of reform Derouiche, Bijan Djir-Sarai, , Omnia Foundation’s director general and an expert on the tors, so that even high-tech sectors may provide little measures. The demand for such an educational offer Eteyari, Frank-Dieter Freiling, Laura Ginzel, Clara MENA region. Leo Wigger implemented it as the head stimulus or even experience job losses. These and seems to be strong, both in the states of the MENA re- Gruitrooy, Alexander Haghani, Christian-Peter Hanelt, of project, assisted by Dina Khadum. The authors of other challenges caused by the digitisation of econo- gion, in particular its developing economies, and in Eu- Bassant Helmi, Marlen Homeyer, Nadiem Houry, this report consulted with numerous inter-disciplinary mies can lead to economic dislocations, migration rope, where governments are always looking for suita- Andreas Huber, Amel Karboul, Jad Kawtharani, experts from the fields of economics, social science movements, and even major conflicts in the region. It ble, sustainable instruments to help them develop and Bassma Kodmani, Michael Köhler, Aurelien Krejbich, and regional studies. During the project phase, more may also have a detrimental impact on the most vul- stabilise this region in the European neighbourhood. Nizar Maarouf, Louisa Mammeri, Verena Metze- than 35 interviews with experts from Europe and the nerable groups, such as women and young people, Mangold, Lamia Moubayed, Michelle Müntefering, MENA region were conducted. who work in these sectors. Since the establishment of such an instrument by , Omid Nouripour, Katiana Orluc, means of a MENA Digital School is an elaborate, long- Dominic Orr, Aydan Özoguz, Ada Pellert, Livia Puglisi, Digital transformation – also referred to synonymously Non-inclusive digitisation may result in economic and term project, this report intends to open up the possi- Peter Ramsauer, Rania Reda, Björn Richter, Inna Rudolf, Preface Preface · as ‘digitisation’ and ‘digitalisation’ by economists – media monopolies, surveillance states and more au- bilities, opportunities, risks and starting points for Amel Saidane, Jörg Schäffer, Linda Scheik, Nils · 0 happens every day. Its consequences are long-lasting thoritarian rule. Much depends therefore on a digiti- such an innovative project. The results will be of par- Schmid, Gerhard Seiler, Carsten Siebert, Fathallah 0 4 and dramatic, and whereas liberal European democ- sation of both the private and the public sector that is ticular benefit to the MENA region’s developing coun- Siljilmassi, Anna Steinkamp, Inga Trauthig, Enzo 5 racies are still searching for adequate policies, the ethical and inclusive, strategic, and mindful of both tries. They will bring to light valuable insights that can Weber, Irene Weinz, Dagmar Willems and many more.

www.ilo.org *The conclusions and opinions brought forward in this report are entirely those of the authors and not those of the Federal Foreign Office. mena mena digital digital school school report report

Executive Summary

The effects of the global processes of digitisation and automation are expect- civil society and the media. Consequently, it should stretch beyond teaching ed to have a profound impact on labour markets and societies in the Middle technical aspects and also include management and leadership skills, as well East and North Africa (MENA) region, creating further instabilities and insecu- as modules in legal matters and digital social sciences. rities. At this crucial point in time, the demands for skills, capabilities and ex- periences that help manage this transition are at an all time high. Building on these findings, the MENA Digital School envisioned could take the form of offering both micro certificates for executive education as well as a The Candid Foundation, with support of the German Federal Foreign Office, fully accredited Masters of Business Administration (MBA). In order for this in- has reached out to multiple private, public and civil-society stakeholders from stitution to thrive and offer a competitive curriculum, the experts made it clear, the MENA region and Europe in order to assess the demand and design a po- that this institution should aggregate existing best learning content in MENA, tential structure for a higher learning institution, the MENA Digital School (DS). Germany, and elsewhere but also develop missing practical experience and This institution must itself adhere to the new digital ways of learning and equip cases with an Arab context. Furthermore, a strong link to German diplomacy its students with the necessary practical and cognitive skills to master such a and German corporates is seen as an advantage. Our analysis points to three complex organisational and also societal transformation. key implementation possibilities: a fully accredited higher education institu- tion, an institute within an already existing higher education institution, or a According to our analysis, grounded by both policy-guided research and inter- digital education start-up. views with sectoral experts, such an institution should follow a mixed approach of online content delivery and traditional face-to-face learning. It should offer Building this school should follow a piloting approach that allows for the selec- highly personalised learning paths, including local content and local case stud- tion of partners in MENA and Germany according to the demands of students ies, while building a close-knit community of alumni, diaspora and connections and the implementation could therefore include different institutional stages to the corporate world. A special emphasis should be given to a project-based and shapes along a development path. This pragmatic approach is necessary curriculum, as it ensures that graduates are guided in the application of theory as our discussions confirmed that the demand for an institution that offers to real-life situations. specific MENA content for the digital transformation, and is yet connected with the tech world and international universities, is significant and urgent. The curriculum should reflect that digitisation needs to be understood as a holistic process impacting all strata of society including business, governance, Executive Summary Executive Summary Executive · · 0 0 6 7 mena Continued organic growth will not be –> The disruptions caused by digital transforma- 2030 as a result of automation. However, with the de- skills change and grow. Problem-­solving, critical think- mena digital digital school enough to transform the region into tion deeply affect the MENA-region velopment and spread of automation technologies ing and analysis are perceived to be increasingly im- school report a leading digital economy. ­Unlocking the –> Traditional industries increasingly face automa- comes a stark threat of displacement for workers with portant, while the importance of technological skills report full potential of digitisation will require tion – a trend that will accelerate in the future low to medium levels of education and experience. To has stayed roughly the same. Technical skills are by no comprehensive, concrete, collaborative –> Jobs lost in traditional industries will not be avoid these negative effects, the report suggests that means unimportant; this simply indicates that more at- action – and it must begin immediately sufficiently compensated through jobs in the the best guarantee of securing a job in the future la- tention needs to be paid to the value of a variety of McKinsey Digital Middle East, 2016 arising tech-sector, unless the current skills bour market is therefore to gain a higher education de- skills. mismatch in the region is tackled gree or equivalent level of professional experience. –> The majority of the working population, in- The region’s labour force will struggle to meet the de- The WEF (2020) study shows a 55.4% skills gap in the cluding management and public sector de- mands of the technologically advancing world unless local labour market, with a significant 41.4% skills gap cision-makers, are not being supported by significant adjustments are made. It is also worth bear- among organisations’ leadership. This shows the prob- adequate learning offerings to untap the growth ing in mind, however, that these labour productivity in- lem to be two-fold: it is not just a matter of early-ca- potential offered by automation and digitisation creases due to automation do not have exclusively reer employees being under-skilled, as there also negative effects across the labour force. seems to be a severe need for reskilling/upskilling over Digitisation the course of one’s career, in line with changing labour In an increasingly digitised and globalised world, the These productivity increases could be an “engine for market demands. In fact, 94% of business leaders ex- and its MENA region is undoubtedly being carried along by growth”, creating new jobs across various sectors, in- pect employees to pick up new skills on the job, a sig- the wave of technological advancements. According cluding work which requires a strong degree of hu- nificant increase from 65% in 2018. The WEF finds that Discontents to a report by the European Council on Foreign Rela- man-machine interaction. With all the changes that the emerging roles – those whose requirements are still tions (ECFR), last year smartphones and internet pen- region is going to encounter, it is clear that education difficult to access – can be taken up by individuals etration rates have reached more than 65% across the and training for the existing and upcoming labour force with low or mid-level skills, with the expectation that region. will play a significant role. they will undergo upskilling or reskilling over the course of their careers. What is curious, however, is that this has not yet Studies across the board point to the need for greater translated into digital jobs. The ubiquity of the internet investment in STEM to prepare younger generations Ensuring that local workforces have these skills is es- and handheld devices is used more for social media for the rapidly developing labour market demands. pecially important. If an international firm works in a and personal means than for business owners or en- They recommend increased investment in the ‘techu- country where it cannot find local talent with the skills terprise launchers. But in today’s society, it is not cation’ sector, whether in the form of after-school initi- it requires, it resorts to importing these skills. Not only enough to only be on the consumption side of digital atives, more widely accessible undergraduate offer- does this inhibit local employment rates, it also re- opportunities. It is only through a combination of ings, or executive education programmes for career stricts productivity, since these workers do not neces- countries prioritising the development of the latest professionals. sarily understand the local working culture. Addressing technologies and the necessary training of their la- this skills mismatch is crucial to weathering the impact bour forces that they will be able to benefit most from At present, 78% of young people in the Middle East are of digitisation on the MENA labour force. the potential socio-economic gains on the digital fron- concerned about the quality of education on offer to tier. These measures would work to bridge the gap them. The ECFR suggests that the inadequacy of the between public and private usage of technology, opti- current education system in Arab countries, and its re- • Digital Arabia Network 2019 : Digitalisation Strate- mising the region’s grasp on technological develop- liance on more traditional teaching methods does not gies for the ments and allowing innovation to prosper. do enough to prepare graduates for participation in www.dan.fra1.cdn.digitaloceanspaces.com the digital economy. Traditional educational systems in • ECFR 2020: Digital stability: How technology can The increase in data and technological advancements the region tend to focus on rote learning and memori- empower future generations in the Middle East in the region are direct contributing factors to a similar sation, rather than the development of critical thinking www.ecfr.eu increase in opportunities; but without sufficient prepa- and analytical skills. This means that even graduates • McKinsey and Company 2016: Digital Middle East: ration beyond mere adaption this potential cannot be can be sent ill-prepared into the working world. Re- Transforming the region into a leading digital economy reached, as a study by the Digital Arabia Network has form, or at the very least a set of adjustments to the www.mckinsey.com shown. To take advantage of the opportunities of digi- way students are taught, could go a long way to better • McKinsey & Company; World Government Summit tisation, influential actors in the region need to spend preparing them for their future careers. 2019: The Future Of Jobs in the Middle East more to increase the impact of digital developments on www.mckinsey.com Although many individuals can move the labour market and economy. According to a 2016 Across the globe, digital business skills are viewed as • World Economic Forum (WEF) 2017: The Future of Jobs Digitisation and its Discontents Digitisation and its Discontents Digitisation and its · into emerging roles with low or mid skills McKinsey study, the share of digital jobs in the region’s increasingly important for the working world. This and Skills in the Middle East and North Africa Preparing · 0 similarity, a low-fit initial transition will workforce was only 1.7%, less than half that of the US. means a combination of soft and hard skills. A top- the Region for the Fourth Industrial Revolution 0 8 still require eventual upskilling and re- grade degree is no longer enough – it needs to be bol- www3.weforum.org 9 skilling to ensure long term productivity The 2018 McKinsey and World Government Summit stered with cognitive, social and behavioural skills. The • World Economic Forum (WEF) 2020: The Future of World Economic Forum Future of Jobs study projects an increase of 0.3-2.2% in compound World Economic Forum (2020) warns against the ex- Jobs Report Report, 2020 annual productivity growth to the world economy until tending skills gap in the coming years as in-demand www3.weforum.org mena Structure While the involvement of European companies was be- mena digital digital school According to the experts consulted, a mix of e-learn- lieved to be crucial, the involvement of local private school report ing modules and classic face-to-face teaching, ideally sector partners was occasionally viewed as even more report in Germany, would be particularly advantageous for important, as this could accelerate the distribution of the structure of the MENA Digital School. The inter- information and facilitation, increase context aware- viewees emphasised that the global trend towards ness and allow knowledge transfer to a local setting. e-learning has reached the region and that tackling digital transformation would require a degree of digital Furthermore, our research suggests that it is particular- content delivery. However, the vast majority of partici- ly valuable to offer highly personalised learning paths pants noted that a solely digital approach may not with content tailored to the requirements of prospec- work well in the current transitional phase of digitisa- tive students. For example, students could apply with a tion. Apart from political obstacles to teaching in the concrete idea for a project and a specific learning ob- region, participants stressed that face-to-face learning jective. It was emphasised that students from the region Is there a demand for transformational know-how in remains important for cultural reasons and improved were believed to have a gap in soft skill competencies the MENA region? Key trust- and community-building. It would also cater best (communication, critical thinking, analysis). to the needs of different types of learners (observers, Findings 4,35 readers, listeners, introverts). The knowledge bases of prospective students are n=33; 0=no demand, 5=very high demand ­expected to differ widely, depending on country and context. Therefore, most participants viewed tailor-­ Are there sufficient local and international offerings Chart I: MENA DS Structure made teaching and project-based learning as key to for this demand? success. The experts consulted were less unequivo- Combination of traditional cal about whether projects should be part of the ap- and digital content delivery plication process itself. On the one hand, this was 2,32 Cooperation with German/EU companies viewed as a barrier for prospective applicants that n=34; 0=not at all, 5=a great deal would make the programme less accessible. On the Using MENA projects as the core of highly personalised other hand, some experts believed it would attract learning paths In order to identify the requirements for a potential students with the intrinsic motivation necessary to Emphasis on community MENA Digital School, we designed a questionnaire and building among students/ excel in the programme. Other experts also voiced reached out to numerous potential stakeholders and diaspora concerns regarding the potential administrative costs experts from different fields and countries in MENA Provision of German certi- for the institution. fications while using local and Europe. Our research identified that there is a content much greater demand for transformational know-how 0 1 2 3 4 5 The interviewees also welcomed the integration of in the MENA region than is being met by the existing n=35; 0=not important, 5=important students into a network of lifelong learning that closely offerings in the region. interlinks alumni with the know-how in diaspora com- A hybrid model including e-learning must bear in mind munities, as well as the private sector. Diaspora com- Our interviews also revealed major intra-regional dis- the difficulty of access and challenged infrastructures munities were believed to have different access and crepancies. While some Gulf states are perceived as where students in need live in areas of limited connec- methods of cultural interaction. being among the global pioneers of digital transforma- tivity. Consequently, it would be important to provide tion, and isolated digital hubs are emerging across the equitable learning conditions. It was also noted that The importance of a form of traditional university certi- urban centres of the region, e.g. in Tunisia, Lebanon acceptance of e-learning offerings in the region has in- fication from Germany was also emphasised, given that and Morocco, digital transformation still has to enter creased during the ongoing Covid-19 pandemic. this was recognised locally by regulatory bodies and the critical agenda of decision-makers and the public also included local cases and local content. The cultural in other parts of the region, especially rural areas. In addition, the consulted experts believed that close importance of certification in the MENA region was also cooperation with German and European companies is stressed. However, our experts noted that the global Tech companies, as well as regional governments and important to guarantee hands-on learning and increase trend towards so-called badge learning and micro-cer- international donors, are increasing their efforts to the added value for applicants – companies already tificates has arrived in the MENA region, and the impor- mitigate the negative effects of digital transformation. active in the MENA region are of particular relevance tance of content compared to degrees is increasing. But given the manifold challenges, the offerings to here. Cooperation with the private sector would allow date were described as inadequate and all too often a reciprocal exchange of expertise and learning. The German branding was widely regarded as advanta- Key Findings Key Findings Key · disconnected from each other. The first key finding, experts stressed that there should be a focus on best geous in the MENA context. However, it was also not- · 1 therefore, is that there is a demand for further educa- practices across functions, but that cooperation would ed that German branding might be viewed as less 1 0 tional offerings in this regard, and an urgent need for also tap into potential collaborations and hopefully in- strong in the spheres of education and digitisation, 1 action to address the challenges of tomorrow, those centivise German/EU companies to be more present in where American, British and French offerings are cur- associated with digitisation and automation, today. MENA through investments. rently better positioned in the region. –> mena Target groups and countries master’s course modules could also be used for execu- ment and its certification lends legitimacy to its ‘nano- mena digital Similar digital school The MENA region is widely considered to encompass tive education, thereby mixing younger and experi- degree’ graduates. The fact that Egypt’s Ministry of school report all predominantly Arab countries in North Africa, the enced students. Furthermore, the selection of stu- Initiatives Communications and Information Technology agreed report Middle East and the Gulf, as well as Iran and Israel. dents should take into account the gender dimension to work with an American for-profit organisation may The region includes countries which differ greatly in of the digital transformation (See: Great Expectations: suggest that the demand in the region is being ac- their demographics, economic development, political The Potential of Digitisation and Automation to Shape knowledged and addressed, and that partners are be- systems and levels of digitisation. However, our re- a Feminist Future of Work in the Middle East) and in ing sought for collaboration. search suggests that the demand for transitional particular support women, to tap the enormous poten- A Broad Overview know-how transcends these categories. tial of the region’s female workforce. Another potential Initiatives similar to Candid’s MENA Digital School have Technological Transformation in Arab Universities target group mentioned regularly was refugees, for ex- been introduced in the region with increasing frequen- The last decade has seen technological development Thus, apart from GCC countries such as the United ample by reserving a certain number of places for ap- cy in recent times, adapting to less conventional edu- enter the educational system, not only in content but Arab Emirates and Qatar, considered to be at the fore- plicants hailing from refugee communities. cational methods. Where organisations like the Ham- also in form. Technological advancements globally front of global digitisation, any country in the region dan Bin Mohammed Smart University and SVU have led to universities adapting conventional class- could qualify as a recruiting ground for potential stu- Curriculum (created in the early ’00s) present traditional university room methods into blended learning models and re- dents. The need for talent for digital transformation in According to our research, the MENA DS curriculum educational programmes, newer initiatives are more mote accessibility for distance learning. A large reason middle-income countries such as Tunisia, Algeria, Mo- should go beyond teaching merely technical content flexible in their offerings. Working alongside primary/ for this increase in the availability of blended learning rocco, Egypt and Jordan was mentioned most regular- such as coding or statistics, to holistic thinking about secondary education, or even with young people who models is the cost-effectiveness of e-learning, in par- ly, followed by countries such as Sudan, , Libya the process of digital transformation. The interviews have basic skills and have not sought out higher edu- ticular the belief that it could boost enrollment rates. and Lebanon – these last three are also classified by revealed a particular demand for leadership and man- cation tracks, they present the opportunity to develop the World Bank as upper middle income countries. In agement skills, followed by social and political skills, sought-after skills in a digitised labour market. However, the distance learning model has not been addition, the Palestinian Authority territories and the and then by legal matters such as digital property without its issues. The lack of a strong telecommu- diaspora were mentioned. rights. The experts made it clear that the curriculum As with the MENA Digital School, these other initiatives nication infrastructure across various Arab states, should aggregate existing best learning content in aim to equip young Arabs with specialised technologi- paired with a shortage of technical staff and the Therefore, our research also revealed the potential for MENA, Germany and elsewhere but also develop miss- cal skills, as per the demands of the developing labour poor technological readiness of students and faculty synergies with a focus programme of the German Min- ing practical experience and business cases with an market. They encourage ‘upskilling’, allowing young members, means the rollout of such programmes has istry for Foreign Affairs in the region, namely the re- Arab context. people of the region to take up roles which demand been particularly difficult. Furthermore, online degrees cently restructured Ta’ziz partnership. more specialised skill sets, rather than outsourcing from tend to have an inferior reputation. It is felt that the around the world. Some of these initiatives also explic- best learning can be done in person, or at least with an Chart II: Focus of content As the current state of connectivity varies in the region, itly state their aim of maintaining relationships with in-person base.

our research suggests that primarily students residing Management Skills graduates of their programmes, using these connec- in urban centres will be eligible for the MENA Digital tions to further benefit future students and strengthen The Arab Open University is an example of a suc-

School. According to recent research by the Friedrich Technical Skills partnerships with potential employers and partners. cessful hybrid model, as a university aimed at Arab Ebert Foundation, the region already has an urbanisa- citizens in less urban areas. Most of the learning is tion rate of 65%, higher than the global average. Political Sciences Over the last few years, many British, French and done online, but there are actual buildings across the American universities have opened branches in the region – its headquarters in Kuwait, as well as branch- Legal Matters Two main target groups have been identified. Firstly, MENA region. While this is an attractive and substan- es in , Bahrain and Lebanon. Students young graduates; secondly, middle and senior manage- 0 1 2 3 4 5 tial market for international education institutions, for- visit the campuses for administrative work and to meet

ment and civil servants. Each of these groups has dis- n=35; 0=not important, 5=important eign universities often do not translate their content faculty members two-four times a month. This system tinctive attributes and requirements. For example, into the MENA context. Furthermore, the MENA non- offers the flexibility of remote learning without the young graduates are most affected by the digital trans- Gulf area is almost completely left out of the view of commitment to living in an urban centre, all the while formation, but also best able to adapt to its challenges. Methodology major Western prestige institutions. Several universi- allowing students to interact with teaching staff when Based on an initial review of relevant publications and ties in the region were founded as a result of interna- necessary. Many experts suggested, however, that demand for a screening of experts, we developed a blueprint of tional cooperation between European, American and transformational know-how is in fact greatest among the MENA Digital School and a questionnaire in collab- local actors. They specifically target the region, but A particular advantage of distance learning is the the current generation of decision-makers in the pri- oration with a smaller group of selected experts. In the lack a focus on digital transformation. move away from conventional teaching and learning vate and public spheres. As one interview partner put second stage of the project, we reached out to further methods practised in the Middle East. Whereas Arab it: You will easily reach digital natives, but those who experts and stakeholders. In total, we conducted more Certification does not have to be in the form of offi- secondary and higher education institutions tend to really matter are decision-makers who can really make than 35 full interviews and 10 video interviews, and cially recognised undergraduate or postgraduate de- focus on rote learning and memorisation, a distance Key Findings Key Key Findings – Similar Initiatives Key · a difference – people who hold the strings of power consulted with around 20 additional experts. In select- grees. Various institutions have developed their own learning approach can offer a more interactive experi- · 1 and who know that something needs to change, but ing the interview partners, particular emphasis was unique forms of certification, such as the Future Work ence, which could prove more rewarding for students. 1 2 lack the know-how. placed on gender balance. The research presented is Digital certificate underpinned by Udacity, an Ameri- As these programmes tend to be developed specifical- 3 above is thus the result of a highly interactive process, can educational organisation which focuses on tech ly for a new digital age, they incorporate the need for –> We believe that synergies between these two very dis- with the goal of building a community of like-minded skills. While the programme is run in Egypt for Egyp- soft skills such as critical thinking, rather than testing tinct groups are possible and meaningful. For example, people. tians, Udacity’s support guides the course develop- memorisation ability.

www.mena.fes.de mena A higher education degree or equivalent mena digital digital school levels of professional experience are still school report the best guarantee to secure a job in the report future labour market World Economic Forum Future of Jobs Report, 2017

Fig. I: The three Pillars of the MENA DS The overarching aim of the Candid Foundation’s MENA Digital School project is to address and manage the 1 A New Learning Structure 2 A New Curriculum 3 Academy For Life Vision disruption caused by the processes of digitisation on the economy and society of the MENA region. The Double Infrastructure Successful digital projects at the core: —> Lifelong learning paths —> Innovative online content —> AI —> Job platform Digital McKinsey Digital Middle East report of 2016 concluded —> Connection with the MENA —> Face to face community —> Statistics that one of the most important solutions to the grow- ­building & lectures —> Automation community and diaspora Learning ing significance of digitisation was addressing the tal- —> Gigital project as core —> Digital Twins —> Interfaces with global companies —> VR/AR and political players ent gap. As part of its recommendations, it detailed —> Blockchain Path and the far-reaching impact that the development of local —> PM talent could have on the workforce: in developing and New Online Learning Path New integrating digital curricula to mainstream education, & Offline Thriving societies Business MENA DS —> Civil society governance Offerings the region would be able to generate and retain its Model New Learning —> Best digitalisa- —> Conflict management own digital talent. As such, the focus of the MENA DS —> Grants —> Mentoring tion content —> Cultural management Curriculum —> Projects —> On/offline project’s research has been on discovering the opti- using platforms learning and content Legal frameworks mum way to reach, attract and retain this talent. Fablabs / —> IP —> Learning Open Spaces Therefore, we have designed a model of the MENA DS —> Constitutions path man- —> Open design / built on three pillars and refined it in accordance with Networks & Communities —> … agement open manu- our research results. —> Building a community of practice (MENA actors, facturing Projects ­diaspora global companies —> Company and start-ups, political platforms partners) Communities —> Crowd­ —> Community working of practice —> Personal EDX MENA Digital Company network

1 Structure 2 Curriculum 3 Academy A new learning structure with a hybrid infrastructure of A new project-based curriculum which not only entails The academy for life concept envisages education in online and offline offerings which would distinguish technical skills but also holistically conceptualises digital transformation as a lifelong project designed around the institution from conventional e-learning tools, em- transformation as a process affecting business, gover- community-based mentoring and new learning styles. bedding students in a community of practice ranging nance, civil society and the media. In addition to data In addition, the MENA Digital School would not be a from the alumni and the diaspora to startups and glob- management and algorithm development, management stand-alone institution. Following this community-ba- al partners from the private and public sector. The skills such as agile and new work, startup collaboration, sed approach, we envision it as deeply intertwined Vision MENA Digital School envisioned could take the form of platform management, HR re-skilling and social media with the offerings already developed by potential pro- · · Vision 1 offering both micro certificates for executive educa- marketing could also be taught. Furthermore, digital so- ject partners, including German diplomacy and Ger- 1 4 tion as well as a fully accredited Masters of Business cial and political sciences, conflict management, legal man corporations, as outlined in Fig.III. 5 Administration (MBA) and aggregate already existing frameworks, data protection, and labour law should also content. be included on the curriculum, which could be delivered through tailor-made learning paths. –> mena Fig. II: Learning Path for a “Digital Future MBA” & “Micro-Certificates” The demand for such an institution was identified as and of course collaborations in the region. There is a mena digital digital school pressing. Consequently, building the school should fol- thriving educational industry in the realm of digitisation school report Learning Target: Building & Managing Organisational Digital Capabilities low a piloting approach that allows for the selection of in the MENA region. MENA DS will need to make best report Target Audience: Middle & Senior Management partners in MENA and Germany according to the de- use of these offerings, integrating, aggregating, and mands of students, the implementation process, and is also curating the best available content, that is suita-

Transnational Online easy to scale up. It could therefore include different in- ble for the individual learning path. This required flexi- Project Development Community Learning & F-F Learning stitutional stages and shapes along a development path. bility in regards to digital content with a MENA focus Capability (the half-life of technology knowledge is sometimes Technology Skills Innovative Learning Path Powered by Cooperation given in months not years) and the requirements of the — Transformation Roles & Paths students stand in need of an extensive network of co- (Data, Project, Technology, Methodology) The MENA Digital School envisages learning as a life- operation partners (Fig. III). These partners provide — Data Management — Technology trends & updates long journey. Different content will need to be built to ready-made content, collaborate in the development (APIs, Interfaces, Database Management …) initiate this path and to sustain it (see Fig. II). While the of MENA content and also support developing student — Algorithm Development amount of available technology content is growing projects that will be at the core of the curriculum. (Algebra, Math. Analysis, Numerical Analysis, Probability Theory …) every day, the MENA-specific management aspects of

Management Skills the transformation process, the socio-political and legal Integration with German Diplomacy context may require specifically tailored development and Development Policies — Change Management — Agile & New Work — Start-Up collaboration — Platform Management efforts. The learning path and its underlying platform — HR Re-Skilling — Open Manufacturing/ Innovation will also need to enable and stimulate the development Partners will also play an important role in the students Content — Project Management — Innovation Management of learning communities that are ready to act as advi- intake process. MENA DS will face – like every new — Social Media Marketing — … sors and supporters for students, even – and perhaps school – the challenge of building up its reputation

Social Studies more importantly – after they have completed their ‘of- from scratch. As German universities do not have the ficial’ curriculum and continue to pursuit individual digi- same brand power as US and French Business Schools, — Conflict Management — Civil Society — Social Collaboration — Digital society tal projects in the region. To some extend, MENA DS it would make very much sense to align the school with will also be considered as a kind of learning platform – German development policies for MENA, making use of Legal Studies albeit with an additional physical presence – in the content, platforms, projects and digital centres that are — IP — Trademark Law sense that it provides learning content, plans sessions being build up in MENA region. Thus, MENA DS could — European Law — Data Protection and provides interaction with students and partners be quite closely and beneficially intertwined with Ger- — Labour Law and will accompany and aid the students in the imple- man diplomacy and development efforts for the region

Institutional Learning Self Learning mentation of their projects. and provide a additional and attractive offer for coop- eration partners, companies and of course students Both digital and classical forms of content will be that are already in contact with German digitization ef- Fig. III: Cooperation and Integration with Partners made available with the help of international partners forts in the region.

Intake Curriculum Design (Personal) Learning Path

GIZ / BMZ / AA MDS Fig. IV: MENA DS Degree and Implementation Options — Digital Centers — German University — MDS — Atingi ECTS + Flexibilty

Partners DAAD MBA — MENA Partners + Autonomy – Set up costs — … { MENA Digital School – New brand Stand Alone

Technical Skills

“Projects” Micro + Immediate Certificates Management German University accreditation “Policies” + Easier funding – Part of university governance “Strategies” Political & Social Sciences

Vision Vision MENA Digital School · Project Milestones IP Institute · 1 MDS Learning Platform Legal Studies 1 MDS Learning Center 6 + Flexible costs 7 + Immediate start Open Learning Platform (Aggregation) Learning by Transforming + ECTS “Projects“ as Curriculum Core ExEd Certificates MENA Digital School – Scientific reputation –> + MENA specific content by MDS Earned for Lifelong Learning Start-up – Value for money mena Our research, grounded in both policy-guided research Executive Education A consideration of this programme, demographically launched with increasing frequency. These specialised mena digital digital school and interviews with sector experts, points to three Beyond simply offering postgraduate programmes, speaking, is that higher education programmes tend to training courses are usually offered on a digital learn- school report possibilities for implementation: our research has suggested that offering selected exclude a large proportion of the Arab population for ing platform, with participants awarded open badge report modules as Executive Education programmes could whom higher education has been out of sight for so certification. (A.) A fully accredited higher education institution make us stand out as a leading provider of technologi- long – people who have not been in a position to un- (B.) An institute within an already existing higher cal training. Discussions surrounding education often dertake an undergraduate degree, let alone consider A MENA Digital School functioning as an online digital education institution tend to focus on young people graduating from high postgraduate study. Furthermore, teaching that is educational service would have the flexibility required (C.) A digital education startup school and receiving undergraduate/postgraduate in-person and abroad would present limitations to who to keep up with the constantly changing trends and university degrees. This ignores the importance of can attend – specifically for women (whose families demands of the technological world. Standards in the These three options can be split into two clear groups. continuous professional development to career growth may not feel comfortable with their going abroad un- field of digitisation are changing too quickly for tradi- Options A and B entail traditional university program- and the expansion of skill sets in line with changing married) and individuals from low-income families tional certification processes to keep up with – a start- mes of study, with official university degrees awarded trends. To limit our understanding of education to the (who may not be able to pay the fees). up platform would ease curriculum development and at the end. Option C offers service users a more fle- end of an undergraduate or postgraduate degree be adaptable to changes on the ground. xible and short-term course of study, with an open would be to underestimate the vital significance of Institution badge certificate awarded upon completion of a lifelong learning. There are many factors to be considered if the MENA Its structure would also allow a great deal of flexibility. course. Digital School is to exist as an independent institution. Rather than expecting participants to commit to mul- In offering Executive Education courses in addition to Although this would afford it a great deal of freedom to ti-year programmes, courses could feasibly be under- postgraduate study programmes, the MENA Digital abide by its own educational and logistical inclinations, taken alongside employment or even university studies School could address a gap in the market: specific it presents a challenge in the early years. Formally in a different field. mid- to late-level career training in digital transforma- speaking, the process of accreditation can be compli- Options (A) And (B): tion. Since digitisation will affect the entire labour cated and difficult. Beyond this, it can take a great Certification Traditional market, both those about to start their careers and deal of time and careful planning for an entirely fresh Certification does not necessarily have to be in the those who are decades in, this additional service organisation to establish itself as worthy of esteem form of an officially recognised university degree. Vari- Higher Education would allow for a more comprehensive approach. and respect on the international stage. But, as the ous existing programmes have developed their own Programme Hertie School and the Barenboim-Said Akademie have unique forms of certification, underpinned by their ex- A number of executive education programmes focused shown, it is not impossible. ternal supporting bodies. Examples include Udacity, an on Middle Eastern professionals already exist, but few American educational organisation focusing on tech Degrees offer a focus on technological training. By adapting An alternative option would be to establish a MENA skills, and GIZ, with the Atingi platform. In the case of In terms of course content and structure, options A a select number of master’s degree courses to fit an Digital School institute as part of an already existing, Udacity, its internationally recognised name adds le- and B offer clear benefits in the comprehensive edu- ­Executive Education course – the duration of which well-respected and renowned educational institution. gitimacy to the course’s ‘nanodegree’ certification cational nature of their offerings. Postgraduate pro- would range from a few days to multiple weeks – our This would allow the MENA Digital School to focus less upon completion of the course modules. grammes can pave the way for academic and/or pro- programme would accommodate professionals looking on organisation and logistics, such as branding, ac- fessional careers by building on students’ knowledge to learn more about the rapidly advancing technologi- creditation and the like, and more on content and im- Demographics of various technological fields, with the option to spe- cal world. plementation. In such a configuration, students would A resounding benefit of the digital learning platform cialise further down the line. In targeting young people enjoy the benefits of the institution’s existing networks option is the flexibility it offers in terms of target – a group eager to gain knowledge and hands-on ex- Demographics and connections. This would also mean that a gradu- group. It could accompany the primary education of a perience with up-and-coming technologies – it offers a The MENA Digital School’s proposals for its higher ate of the MENA Digital School would be awarded a young child with skills advanced beyond their age, or direct route into fields in which Arab youth are current- education programme target a small but crucial num- degree held in high esteem by employers and academ- of an early career professional looking to expand their ly under-represented. And since the threat of dis- ber of future key decision-makers at the right junc- ics. Our research showed that American and British skill set. Individuals from low-income backgrounds placement by automation technology is most stark for ture in their professional lives. In offering a group of universities are more prestigious in the Middle East, could more readily take part in such a programme, fit- current workers with low to medium levels of educa- talented individuals an advanced and comprehensive but ‘Made in Germany’ is nonetheless seen as a guar- ting it in alongside the gainful employment necessary tion and experience, an early/pre-career option for ed- educational opportunity, it prepares them for a prom- antor of excellence. to support their family. ucation and – crucially – accreditation could contribute ising career in positions where they can expect to considerably to preempting the negative impact of au- effect­ change. Institution tomation. This would require establishment of the MENA Digital The Executive Education programme, however, would Option (C): School’s brand, to make the programme an attractive The result – highly knowledgeable graduates with an build on existing power structures by advancing the option for potential service users. To make up for the accredited degree – is held in high esteem both re- skills of those already wielding influence. These cours- Startup-Based Digital lack of a competitive certification – namely, a universi- Vision Vision · gionally and internationally, recognised by employers es are aimed at key decision-makers who recognise Learning Platform ty degree – the startup would need to inspire confi- · 1 and further education institutions alike. Furthermore, that the situation in the region must change and adapt dence in course participants that the certificate 1 8 traditional degree programmes offer a clear means of to developing circumstances, but who do not know Course Content awarded at the end would be held in high esteem by 9 evaluating the success of the programme, since alumni how to do this. Our programme would equip them with As outlined earlier in the Key Findings section, initia- future employers. Reputation is key to establishing the offices can collect data on the proportion of graduates the tools necessary to implement the changes that are tives aimed at supporting students alongside their MENA Digital School as an effective global player in –> in relevant employment six months after graduation. so in demand. studies, or serving as a career add-on, have been the digital education arena. mena Digitisation must be implemented differently – mena digital The MENA DS digital school democratically, pluralistically, inclusively and school report to the benefit of more stakeholders. can have report — the following­ ­ positive impact: –> Training and connecting a critical mass of inter- disciplinary digitisation experts

–> Sensitisation of societies, states and media to the subject, considering digitisation to be a natural condition, not a threat that needs to The theory of change be impeded, prevented or used in an exclusive Policy fashion of MENA DS is simple Relevance but addresses –> An international network of digitisation experts –> MENA DS can promote certain alternative elites will be conducive to regional integration be- that understand and implement a more cooper- and complex problems: tween the states of the MENA region ative and more democratic, gender-equal style of management (also public management and Development –> Digitisation is a relatively soft topic (as opposed conflict management). This means MENA DS is The MENA DS initiators believe that the dramatic to human rights, rule of law, regional politics) also relevant in terms of mediation and national/ change entailed by the digital transformation of the and provides various entry points for soft diplo- international dialogue. world economy and communication will have a strong macy, dialogue and peace building. We jointly impact on the MENA region. The nature of this impact focus on a problem that concerns all of us. –> MENA DS can also provide professional per- will depend on social and political faultlines, and will spectives for talented people from marginalised increase the economic pressure on those who work in –> Digitisation is a joint concern. Europe has no communities (refugees, rural areas, women, the low-paid manufacturing sector. These will be the definitive answer for this challenge and can also youth) and mitigate mass migration first to be replaced by robots; in particular, women benefit from capacity-building. working in this sector will be hit by mass unemploy- –> MENA DS can be an attractive flagship and a ment. –> German and European experts can use MENA symbol of smart/science diplomacy form Ger- DS to increase their knowledge of the region many, contributing to prestige A lack of competence in addressing this transforma- and build networks tion, and an inability to exploit the opportunities that –> The MENA model can be scaled and adopted come with it in the MENA region, will exacerbate this –> Through MENA DS, a new culture of learning, to other regions (Sub-Saharan Africa, South process. At the same time, digital tools will be used to education and cooperation can be promoted America) suppress diversity, freedom and democratic drivers, since these factors are seen by certain elites and –> Germany and Europe can increase their global –> MENA DS can promote German/European edu- rulers as detrimental to their interests and to their footprint in digital transformation, in contrast cational curricula in the MENA region, including notion of stability. to the large platform economies, namely China patent and intellectual property provisions and the US Digitisation must therefore be implemented differ- –> Alumni of MENA DS can become long-term ently – democratically, pluralistically, inclusively and –> The MENA DS approach can bring together dif- partners of Germany and Europe in the region, to the benefit of more stakeholders. In short, digital ferent segments that usually have little overlap, helping to stabilise and transform the countries transformation must be addressed holistically, and such as the private sector, young talent, admin- of the region with German know-how we need digitisation experts who understand the dy- istration, security and civil society namics in economics, economy, technology, science, –> To a certain extent, MENA DS can become statehood, public administration, media and society. economically self-sustainable with a mix of Policy Policy · Only if a critical mass of people from various sectors public or private scholarships and tuition fees. · 2 have adequate training and build adequate networks Demographically, the MENA region is young 2 0 can the negative impact of digitisation be mitigated and in need of education. Elite universities 1 and the opportunities be realised. in the UK and the US are increasingly difficult to access and afford. MENA DS can be an attractive­ alternative. report school digital mena 2 2 · Excursus — Laura Ginzel — Laura East Middle the Future of Work in aFeminist Shape Automation to and Digitisation The Potential of Excursus part-time work schemes or day-care centres, at the the at centres, day-care or schemes work part-time leave, maternity paid for legislation have no tries themselves professionally. What’s more, most coun portunity to seek formal employment or advance energy and resources, while denying them the op time, their on demands high places This disabled. the and children elderly, the sick, the after looking role, women tend to disproportionately fill the caretaker workforce for women in the region. For one, Arab There are many prerequisites barring entrance to the employment prospects in the Gulf countries. higher education is associated with more promising while Tunisia, and Jordan Egypt, in case the larly particu is This peers. educated lower their than job a to score likely less even statistically are education below 25%. Remarkably, young women with higher at globe, the in rate participation market labour male fe lowest the with analysts puzzles still region the Paradox, MENA the dubbed been has what in Alas, cation to succeed in a modern skills-based economy. qualifi –apromising 2017 and 2015 between STEM in graduates female more or 50% with rankings, global lead even and Oman Algeria, Tunisia, subjects. (STEM) Mathematics and gy, Engineering Technolo Science, in students all of third one about for account now and paradigm, sciences’ natural at better are ‘boys the into buy don’t also region the in education. Unlike in Europe or the US, young women and outperformed their male counterparts in tertiary have outnumbered Africa North and East Middle the across graduates female so, or decade past the For bour market? la the in participate not do women most where gion to are bring digitisation can change much how But contribution to the economy, and society in general. active women’s have on could changes nological perts frequently point out the positive impact tech ex Revolution, Industrial Fourth the discussing When

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GEM Entrepreneurship 2018/2019 report regions (9%) found inEurope (6%)andMENA neurship Activity for women are The lowest rates ofTotal Entrepre same time lacking the infrastructure for safe trans new jobs for women. for jobs new male-dominated industries could in fact open up in roles labour-intensive of automation and placed, dis to be likely are that roles labour-intensive in are 15% women of than –less East Middle the in en wom for destroys it than opportunities more create potentially will automation why is That healthcare). pations (high-skilled) and sectors (education and occu potential automation low in are 70% women of According to consultancy firm McKinsey, more than or Manufacturing. ­Public Administration, and 7% in Mining/Quarrying or Insurance and Finance 8% in Accommodation, Trade or to 13% Wholesale/Retail in compared Work, Social and Health Human Education, in ployed em are Levant the in women working of rently, 67% female employment have further decreased. Cur for chances years, ten last the in apparatus istrative admin inflated their by downsizing spending public to cut trying have been states most Since countries. Eastern Middle in women for choice of employer the been long has sector public the costs, related the and planning family potential to their due arisk as employees female seeing sector private the With surmountable. formal employment for women can appear nearly in public transport, and the barriers to entering paid, on or workplace the in either harassment sexual experiencing of likelihood the and society in role these deep-rooted patriarchal beliefs about women’s to Add mining. as such restrictions dustry-specific sions that require working during night hours, and in profes hazardous, considered are that jobs includes limiting women’s possibilities for employment – this have legislation region the in countries the of half than Law, more and Business to Women, According betweenport home and workplace.

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Excursus report school digital mena 4 2 · Excursus sectors and occupations, putting at risk those in so in those risk at putting occupations, and sectors However, digitisation will significantly impact all from home full- or part- employedbelieve that flexible hours and working currently not are who women of 60% Nearly gion? re the in disparity gender gaping the close actually digitisation can –but work of future the in participate to skillset digital right have the they once women for future abright paint analysts and Economists sumers and technology creators. con both as involved be must girls and women vide, di gender digital To the economy. to the close tors contribu and citizens active to be women empower to necessary is literacy digital Thus, engagement. decent employment but also for cultural and political becoming prerequisites not only for the attainment of cess. Internet and digital technologies are quickly ac at end not does inclusion digital Nonetheless, modest behaviour. riers online. The internet is deemed to promote im organising, connecting and circumventing social bar from going digital, seeing the vast opportunities for women prevent actively men times at that, of top On net-ready gadgets or data packages. inter afford cannot often women advantage, dis financial to their due more, What’s men. of 98% to compared internet, to the have access women 51% of only instance, for Iraq, In employment. of search in to cities to migrate men than likely less are region, even more so in rural areas, where women broadband infrastructure in various countries in the adequate of to alack due partly is This gions. re world other in than states Arab across larger is rate penetration to internet respect with women communication Union, the gap between men and in the region. According to the International Tele surprise that this disproportionately affects women no as comes It literate. digitally not are who ciety

­time – which going digital can

------lack of social security. Moreover, encouraging wom financial instability due to temporary contracts and a ties, women work double shifts while suffering from du rearing child and work care to reduce ability the without burden: their my. increases However, also it tion for the challenges of the digital economy. digital the of challenges the for tion changes, to empower and prepare the local popula about policy, legislative, educational and social bring and forces to join need society civil and sector the job market. Therefore, governments, the private women are discriminated against on multiple levels in employees in automation-prone industries are men, most While digitisation. and automation of side ing los the on potentially are East Middle the across en wom and men both predisposition, current the With specific needs of women. ti-dimensional, tailored strategies considering the Industrial Revolution, countries must develop mul Fourth the for population the prepare and inequality forts continue at the current pace. To reduce gender ef if 140 years another for parity gender attain not rum’s Global Gender Gap Report 2020, the region will gender-neutral. According to the World Economic Fo be cannot Revolution Industrial Fourth the master to attempts meaningful any that evident hence is It entering the labour market. currently hindering two thirds of MENA women from lieve that digital literacy will break down all barriers to be short-sighted is it problems; equality gender Digitisation in itself is thus no cure-all for the region’s the house. come generation could increase their confinement to in and education for solutions digital to harness en World Bank regionin the isawoman One inthree entrepreneurs start-up to position themselves successfully in the gig econo and flexible working hours can enable some women this scenario is short- however, that argue, Feminists by Accenture. study to a according work, find them help –would enable ­sighted. Working from home

------workforces at higher rates than those run by men. run those than rates higher at workforces their growing are businesses women-led Egypt, and workers in general: In Jordan, Palestine, Saudi Arabia women in managerial roles, but are also hiring more more employ only not firms female-owned that show sible, including breaking gender norms. Numbers pos as viewed is everything where few spaces the of one is technology that believe region the in women as field, tech the in are companies these of Many woman. start-up entrepreneurs in the region right now is a three in one that fact the in hope of ashimmer is There pire to meaningful careers in different fields. to as women and girls young allow and models role female leadership teams, companies create positive building By executives. and talent female of pipeline future their to build companies sector by private ic mentoring and female leadership programmes run specif are sector, as private the in employment male changing. Affirmative action is needed to boost fe ever is environment technological the –as uously contin and –autonomously to learn learning for tude aptability, creativity and, more importantly, an apti ad as such skills to acquire has generation new The limiting women’s economic and social possibilities. textbooks also perpetuate traditional gender roles adequate skills for employment, but through biased Currently, most school curricula not only provide in needed. also is policy educational in shift A major places. going even or abusiness running sets, strictions on women pursuing business, acquiring as re legal have to lift urgently also States policy. fiscal through equality to promote budgeting gender and balance work-life of promotion the as well as tems, childcare policies and stronger social security sys innovative parents), both (for leave parental paid for to push need they Furthermore, areas. rural in those ble, affordable internet for all their citizens, including in infrastructure and facilitate provision of fast, relia invest must region the across governments To start, MENAregioninthe willneedto becreatedNumber ofjobsthat 300 million

------gender identities in the region. ­ specific the excludes therefore and female) and male (i.e., gender of view ­binary a takes article this data, available to limited *Due Candid Foundation. the at aFellow is Ginzel Sport. and Interior the for ­Violent Extremism at the Berlin Senate Department Laura Ginzel — www.weforum.org Report World EconomicForum (WEF) 2020:GenderGap blogs.worldbank.org World BankBlog2019: Fewer Female Stem Graduates documents1.worldbank.org Region World Bank2018:ANew Economy for MENA the www.mckinsey.com Middle East andCompanyMcKinsey 2020:Women atwork inthe www.gemconsortium.org ­Report 2019:WomensGEM Consortium Entrepreneurship 2025. by economy region’s to the trillion $2.7 estimated an add could bour market – after all, women in the workforce specific needs and further exclude them from the la eye to their ablind to turn economies for mental detri be would it women, of power market the Given women, is indispensable for states in the region. restrictions on opening businesses, especially for by 2050, driving entrepreneurship and lifting current jobs million 300 than more to create needs region MENA the that estimates Bank World the that Seeing region’sthe economy add anestimated $2.7 trillionto Women workforce inthe could 2.7 trillion is a Specialist for the Prevention of Prevention the for aSpecialist is

experiences of other other of experiences

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Excursus mena mena digital digital school school report report

Dr Bassma Kodmani Academic and Director of Arab Reform Initiative Prof Dr Ada Pellert Rector of FernUniversität in Hagen Wiciok Volker Credit:

Digitisation is challenging our societies, needs new learning – that’s why the innova- since the way we communicate, learn, inter- tive approaches of MENA DS are so impor- act and work is changed. MENA DS will con- tant. Only by learning about the deeper di- tribute by teaching and showing how we can mensions of digitisation will we turn it into a Credit: Hussam Alrefaie Credit: use this challenge to modernise our business success model for our societies – economi- models and ways of new work. New work cally, ecologically and personally. The main question is how you situate the thought: There is very little modern knowl- MENA Digital School in comparison with uni- edge content available in . This cre- versity curricula. Arab students everywhere ates a dual society where the English-speak- want a degree from a recognised university, ing individuals are able to perform, while a even when you try to offer professional/ broad category lags behind. practical training and learning. Another

Dr Jad Kawtharani Credit: Kawtharani, Doha Institute Credit: Director of Quality Assurance at Doha Institute for Graduate Rania Reda Studies AR Expert and Founder

Indeed, there is a dire gap in similar educa- failures, manifesting in failed states in sever- tional provision in the region, specifically one al Arab countries and melting economies in The need for digital knowledge is very obvi- that is able to deal with, respond to and ena- many others. Transformational learning ous when you look at the MENA region in ble transformation of major challenges hap- which enables individuals to realise the im- comparison to other geographical areas. The pening in our societies. Conventional educa- pact within their own specific areas of work potential is huge, and the human resources tion (i.e., traditional university degrees) has and specialisation is critical to a global eagerness to know, learn and grow is also Private Credit: proved unable to respond to the complex change in the current systems of thinking highly remarkable. However, the awareness and sometimes devastating changes taking and operation. of the importance of digital transformation Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials · place. A case in point is the post-Arab Spring among local organisations and corporates in · 2 the region is still minimal. 2 6 7

–> mena mena digital digital school school report report Credit: Private Private Credit: Dr Michael Köhler Deputy Director-General – ­ European Commission Directorate-General ­European Civil Protection and Humanitarian Aid Operations Dr Amel Karboul

Credit: EU Credit: Director, Education Outcomes Fund, Former Tunisian minister, Education is a mirror of society. Digital acad- cult to integrate political and social issues founder of the Maghreb Eco- emies should not only convey technical into curricula. However, for example, natural knowledge. They should – above all – teach sciences can also help to promote independ- nomic Forum Tunis didactic methods that promote creativity. In ent and creative thinking. In the MENA region, young people need up often challenging political climates, it is diffi- to seven years to find jobs, and 80% of jobs are not advertised. Therefore, placement and retention are as important as skill train- ing. You need certificates; you don’t neces- sarily need diplomas.

Ramon Blecua Spanish Ambassador Omid Nouripour on Special Mission for Member of German Mediation and Intercultural ­Parliament, Alliance 90/ Dialogue, Former EU The Greens Party Spokes- Ambassador to Iraq person on Foreign Affairs Credit: Nouripour: The Greens Credit:

Diaspora communities naturally have other process. In this respect, it’s crucial to involve Casas Ramon Blecua Credit: contact points into the MENA region. Devel- people from the MENA region and the dias- opment cooperation is successful if all sides pora together. The whole approach of the MENA Digital Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials · feel that they are genuinely reflected in the School is really relevant and fills a gap. It’s · 2 attractive for students and easy to scale up. 2 8 9

–> –> mena mena digital digital school school report report

Prof Dr Verena Sawsan Chebli Metze-Mangold Plenipotentiary of the State of Intercultural Communications Berlin to the Federal Government Expert and Political Scientist, and State Secretary for Civic En- Daniel Biskup Credit: and former President of the gagement and International Affairs German UNESCO Commission Credit: Andreas Frommknecht Andreas Credit:

Berlin is a suitable location for a digitisation tion, there is the growing importance of Ger- academy for people from the Middle East and many and Berlin in international politics. Monopolies in the digital sphere must be the Arab world. The German capital has ­Today, more than ever before, Berlin stands prevented. Globalisation has led to monopoly steadily expanded its international partner- for intercultural networking, dialogue and structures, which has not been in the inter- ships in recent years. Start-ups and interna- peaceful efforts to resolve conflicts peace- est of the people. Diversity matters. And the tional digital know-how have also been at- fully. I imagine that the students of such an MENA Digital School can make a contribution tracted to the city because Berlin offers good academy can work together in a goal-orient- to this. working conditions and a creative, innovative ed and productive way even if they come environment. The diaspora from many coun- from countries and societies that are in con- tries in the MENA region also contributes to flict with each other. Berlin creates a unique this, as many young people of Arab descent space for this, has the necessary educational are now working in technological professions infrastructure and is attractive as a living en- or are active founders themselves. In addi- vironment.

Bijan Djir-Sarai Member of the German Bundestag and Committee Omnia Eteyari on Foreign Affairs Founder and Business Advisor Credit: Private Credit:

The idea of a MENA DS is good and up to sector – most recently in Doha and Abu Dha- Most people in decision making are passive date. It also corresponds to our demand that bi. In particular, the topics of climate protec- and comfortable. What we need is a mindset Germany become more involved in digital tion and digitisation are mentioned. The Bun- Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials Credit: Private Credit: transformation in the MENA region. foreign policy. During my trips to the MENA destag’s Foreign Affairs and Budget · 3 region, I notice time and again that there is Committees will also take up the topic with 3 0 great interest in cooperation in the digital interest. 1

–> –> mena mena digital digital school school report report Dr Fathallah Sijilmassi Diplomat, Consultant and Former Secretary General of the Union for the Mediterranean Irene Weinz Senior Project Manager Robert-Bosch­ Stiftung Credit: RobertCredit: Bosch Stiftung

Don’t build sector-specific silos. Public serv- combine know-how and power by building Private Credit: ants could fit into this programme as well as tandems between young digital natives and managers or recent graduates. Middle man- officials or managers. This could be a cultur- Community building is an important aspect gional perspective, this could even reinforce agement and public servants do not have too al and generational shock – but probably a because you prepare the future for the entire regional integration and Mediterranean co- much access to the topic, but you could positive one! region. You develop the skills and the net- operation. works for life. If we look at this from a re-

Dr Frank-Dieter Freiling Head of International ­Relations at ZDF Television

Dr Carsten Siebert Chancellor Barenboim- Said Akademie Copyright: ZDF Copyright:

An institution like a MENA Digital School, with we see in the MENA region in recent years the goal of training people from the MENA is an artificial shortage of media resources. region to become experts on digital transfor- Concerning a successful, more inclusive, mation, should include journalists and media democratic and pluralistic digital transforma- Credit: Private Credit: professionals. Without the media on board, a tion, the region is caught in a vicious trian- successful digital transformation cannot gle: lack of political will, lack of economic Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials · The concept of the MENA Digital School ad- ties which are not sufficiently available in the happen. While journalists should not become ­resources for independent media, lack of · 3 dresses two key issues at once: It offers the home countries. And it helps prepare the activists of the digital transformation, they ­capacity to develop. We need to break this 3 2 younger generation in the Middle East addi- ­region for digital transformation in the busi- need to be informed about it. However, what triangle. 3 tional, internationally integrated educational ness world and in society as a whole. and certification opportunities. Opportuni- –> –> mena mena digital digital school school report report

Dr Abdulbari Al-Mudarris Louisa Mammeri Member of the Iraqi Network Organiser, BMW ­Parliament and Head Foundation Responsible of the Presidential Leaders Network in ­Western Committee for National Asia and Northern Africa Unity Credit:t Private Credit:t

There will be a lot of interest in Iraq in a whether the authorities would send their Beckmann Marc Copyright: Beckmann / Marc Credit: MENA DS that teaches and supports people senior officials to MENA DS courses or in dealing with digital transformation. As a teaching opportunities: it is always a ques- Two target groups should be particularly tar- can streamline digital transformation; 2). member of parliament, I am constantly bring- tion of concept and cost. But in principle, I geted: 1). The public sector, as they have the People in rural areas and refugees who do ing the topic of digitisation into our debates – think the Iraqi ministries would be willing to leverage to impact profound change. Civil not have access to the digital space and are even if it is simply to say that we are wasting do that. When we talk about role models in servants with a holistic understanding disconnected from the world around them. too much paper, and therefore valuable time. the region in terms of digitisation, the talk I want universities to become digital and for tends to be about the UAE and Qatar. A lot is digitisation to be taught in concrete terms as being implemented there that we could look well.And with regard to the question of to adopt.

Aurélien Krejbich Executive Director of CIVICA – Nizar Maarouf The European University of Social Global Health Expert and Sciences. Former Director of the Healthcare Manager Centre for Europe in the Sciences Po International Affairs Division Credit: Private Credit:

Based on the brief presented, the idea of a students and also full digital players. Howev- MENA Digital School sounds very innovative, er, I see a tendency among the major Euro- but also very specific. One option could be pean institutions to not go exclusively online. that such an initiative should either partner Presence and classroom teaching remain im- with an established academic institution or portant, since the community experience, plug into its already existing educational of- the direct interactions with professors and

Credit: Studio Urbschat Berlin GmbH Credit: fering as an academic programme. Long-­ fellow students, are a very important added lasting reputation and validity of academic value of any academic education. Presence An academy aimed at training digital trans- Healthcare is interlinked with the economy, degrees is what you owe the students who and personal exchange should also be con- formation professionals in the MENA region logistics, public administration and security. enrol in your programme and potentially pay sidered at MENA DS, even if the focus of the could be very beneficial to the healthcare What is needed here are experts who have a fees. Sustainable quality and excellent curriculum remains the digital sphere. Dis- Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials · sector. Medicine, medical technology and holistic approach when it comes to under- placement are the most important assets in tinction should also be clearly made between · 3 healthcare are innovation drivers for digitisa- standing problems and identifying solutions. the educational field. As far as digital learn- graduate study opportunities and executive 3 4 tion, and at the same time areas in which My experience from the Arab world, espe- ing is concerned, to my understanding this education (young or middle-­experience 5 new jobs are being created in the Middle cially from the Gulf states, is that the region has become a highly competitive market, managers). East and North Africa. Digital transformation is particularly interested in cooperating with with many top-ranking institutions seeking –> know-how is in high demand in this sector. Germany in this area. –> mena mena digital digital school school report Aline Abboud report TV News Anchor & Journalist

An unprecedented, innovative idea in the MENA region that supports talents and moti- vates them to do greater things? Of course I support this project! I like that the MENA Amel Saidane ­Digital School takes into account gender-­ President TunisianStartups, specific aspects of digitisation and automa- Credit: Private Credit: Co-Founder and CEO Betacube tion, and follows an intersectional approach. Credit: Private Credit:

Technical skills are sufficiently covered, but gap in terms of what the technical implica- where there is still a major gap is the link be- tions are in terms of enterprise strategy, pri- Sima Abd Rbbo tween these technical skills and the ethical, orities, positioning, business model and how social and political aspects. There is a major it should be serving its market. Consultant

Dr Peter Ramsauer Dr Naseef Naeem Former Federal German Legal Scholar ­Minister, Member of German Private Credit: Bundestag, Chairman of the Inclusion through education is key to integra- Committee on Economic Co- tion and the digital form provides immense operation and Development potential. Thanks to digital forms of instruc- tion, refugees may have a better chance to receive quality education with minimal costs in comparison with traditional methods. Digi- tal education may succeed in fighting refu- Credit: Ramsauer/CSU Credit: gee unemployment and a better chance of cultural integration in addition to psycho/so- Digitisation shapes our everyday life and man of the Committee on Economic Cooper- cial support. work. It increasingly defines how knowledge ation and Development, I am convinced that is generated, conveyed and applied and sustainable development always requires places new demands on employees and en- economic development. With its progressive Marisa ReichertCredit: Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials · trepreneurs. Qualification and investment in industry and technology, its internationally · 3 new technologies and contents is therefore recognized educational system and specific Many people in the MENA region are much the know-how. A lot of things run intuitively. 3 6 essential, both in Germany and in the MENA training and qualification programs such as more at home in virtual realities than we Eu- A MENA Digital School could provide stu- 7 countries with their large number of young the MENA Digital School Project, Germany ropeans are. Young people in particular dents with the skill sets necessary to strive people looking for sustainable jobs. As chair- can be a reliable partner in this regard. want to do everything digitally, but they lack in the digital economy. –> –> mena mena digital digital school school report report

Dr Nils Schmid Clara Gruitrooy Member of German Secretary General, ­Bundestag, SPD Party of Euro-Mediterranean- Spokesperson­ for Arab Association Foreign Affairs Credit: EMA Credit:

Women are key to economic development and progress. Female start-up founders and Credit: Susie Knoll / SPD-Fraktion Susie Knoll / Credit: businesswomen are drivers for innovation and digital transformation not only in North Both as the SPD Spokesman on Foreign Af- administration is concerned, I recommend Africa and the Middle East, but everywhere. fairs in the German Bundestag and in my also looking at other European examples, Advancing their networks and promoting previous activity as Minister of Economics of such as Estonia. We mostly look at the IT their careers also means to foster increased the Federal State of Baden-Württemberg I sector and digital economy as drivers of social and political participation, education, travelled extensively in the MENA region. economic growth. Small economies like Be- as well as change and peace. There, I encountered high demand for Euro- larus have invested in the IT sector, and this pean and German know-how and support in is reflected in the country’s GDP. However, the field of corporate digital transformation, the IT sector can also be seen as a potential specifically for the manufacturing industry. driver of social change. At least, it is not per The demand for know-how and qualifica- se at the service of authoritarian regimes. tions in digital transformation in public ad- For instance, the IT sector seems to be very ministration was less audible. Germany can active in the Belarussian protest movement provide a lot of support and best-practice at the moment. examples in the private sector. As far as the Christian-Peter Hanelt Senior Expert Europe, Neighbourhood and the Middle East at the Bertelsmann Foundation Abdarahman Al-Dalaq Entrepreneur Credit: Kai Uwe Oesterhelweg/Bertelsmann Stiftung Kai Uwe Credit:

Personal meetings are important to build When it comes to e-learning, content trust, especially in the MENA region. I would Testimonials & Expert Assessments Testimonials & Expert Assessments Testimonials · means everything. If the content is not advise against a solely digital approach to · masterfully designed, everything will go teaching. A hybrid model of teaching will

3 Private Credit: 3 8 down the drain. work best. 9

–> mena mena digital digital school Digitisation MENA DS — school report and Content report Education and Structure

–> The dramatic change that the digital transfor- –> Two main target groups have been identified: –> Adding to this practical element of studies at Conclusions mation entails will have a strong impact on the young graduates and upper management/ civil the MENA Digital School, experts find that the MENA region. Traditional industries will increas- servants, each with distinctive attributes and re- concept of projects being the core of high- & Recommen- ingly need to adopt automation, and the wage quirements. However, synergies are possible and ly personalised learning paths should be an factor will become less important in the global meaningful, such as master’s courses that mix important consideration for future courses. This dations economy. When new technology-based indus- young and experienced students. Special em- project-based curriculum is a unique part of the tries begin to thrive, they initially will not create phasis should be given to making the MENA Digi- MENA Digital School, as it ensures that gradu- enough new jobs to compensate for losses in tal School also a hub for women empowerment. ates are guided in the application of theory to the traditional sector. A certain number of places could be reserved for real-life situations, and are ready for implemen- applicants hailing from refugee communities. tation following expert mentorship during their –> While the younger generation is often as- studies. Individual mentor assignments give sumed to learn necessary skills ‘by themselves’, –> Digital transformation is a comprehensive students access to personalised advice and resorting to an ever-increasing global offering process, and the curriculum will need to include guidance, increasing the chances of post-gradu- of online learning content, the majority of the technical skills, management and leadership ation success. working population, including management and skills, political and social sciences, and legal public sector decision-makers, are not being aspects of digitisation. –> Another crucial element of the MENA Digital supported by adequate learning offerings. School’s structure is the emphasis placed on –> The MENA Digital School’s structure and cur- community building among students and alumni, –> While the Arab region is an attractive and sub- riculum needs to be a combination of traditional forming a truly global, multi-generational and stantial market for international learning offerings, and digital content delivery, giving students the interdisciplinary diaspora community. In en- foreign universities often do not translate their flexibility of online learning for certain elements couraging exchange between current students content into the MENA context. The MENA non- of the course but maintaining the face-to-face and alumni, the MENA Digital School will work Gulf area is furthermore almost completely left out contact which is essential for the effective towards forging professional relationships and of the view of major Western prestige institutions. teaching of students from the MENA region and networks for past, present and future students. beyond. –> Local new providers scrambling for the new –> In this context, a secure and open space for market for digital economy content often cannot –> Internationally recognised certifications (though debate and interaction is necessary; providing provide the necessary curriculum, while tradi- not necessarily university degrees) continue to a place for networking and exchange of views is tional institutions are slow to adapt. be seen as crucial for acceptance in the MENA essential for a community to grow. region, although the global educational trend to- –> Europe and the MENA region are neighbours – wards badges and micro-certificates is reaching –> The demand for an institution that offers specific they are historically, economically and politically the region. The degrees awarded by the MENA MENA content for the digital transformation, deeply intertwined. Many of the challenges DS will need to reflect this. and yet is strongly connected to international posed by digitisation and dominant US and universities and tech companies, is significant Chinese platforms are very similar for both. –> Similarly, fostering cooperation with Germany and urgent. If solutions like MENA DS are not put Thus, the benefits of a mutual exchange of and other European companies is perceived into action, one assumes that international play- Conclusions Conclusions · experiences, solutions and policies are obvious as important by the experts interviewed, who ers will seize the opportunity – and in doing so, · 4 and pressing. Used to leap-frogging and finding see this external cooperation as key to offering shape the region in a way that might not reflect 4 0 solutions in dire and difficult circumstances, students an essential insight into working with its options and potential. There is always the 1 Arab digital entrepreneurs can provide substan- global corporations. possibility of the Arab world becoming a mere tial solutions to this debate and to the develop- supplier of global platforms, with the negative ment of learning contents and delivery models. consequences of such a subordinate role. mena mena digital digital school school report report Credit: Al Ani / Welters Al Ani / Credit: zenith Credit:

Prof Dr Dr Ayad Al-Ani Daniel Gerlach is the Professor for Change Management and Con- is a German Middle East expert and the Director Gen- sulting at the Einstein Center Digital Future (ECDF). eral of the Candid Foundation gGmbH in Berlin. He is He is a professor extraordinary at the School of Pub- also the editor in chief of zenith Magazine, a special lic Leadership, Stellenbosch University, South Africa, interest periodical on Middle Eastern and North African and Reader for Digital Culture at University of Basel. affairs. Gerlach holds degrees in History and Middle Professor Al-Ani has over 20 years of experience Eastern Studies from the universities of Hamburg and in business consultancy and has served as presi- Paris IV Sorbonne. He is also the co-founder of the dent of the ESCP Business School, Berlin, where he consultancy unit ZENITH COUNCIL and of the German also taught. His research focuses on organisational publishing company Deutscher Levante Verlag. Previ- change, as well as transformations in the fields of ously, Gerlach worked as a television documentary society, economics and education. He served as the filmmaker and journalist. He is the author of several research director of the MENA Digital School report. books on the MENA region and was awarded with the national German Television Award in 2013. His activi- ties encompass dialogue and mediation initiatives in the Arab world. He participated in the MENA DS report in the role of deputy research director.

Leo Wigger Dina Khadum is the Project Manager of the MENA Digital School at is a Project Assistant at the MENA Digital School Pro- the Candid Foundation. A political scientist by training, ject. A recent graduate of German and Arabic Studies he has a master’s degree from SOAS, University of at the University of Oxford, she has been carrying out London. Over the past five years he has worked on research on Iraqi current affairs and has experience global dimensions of the digital transformation and working with local community initiatives in Germany Authors Thank You · political and religious movements, migration and secu- and the Middle East. Her key focuses are migration, · 4 rity in the MENA region, as well as South and Central diaspora and civil society values. supported by 4 2 Asia. Wigger is a regular contributor to zenith maga- 3 zine and previously worked as a trainee speechwriter for the President of the European Parliament.