Jesuits by the Tigris: Men for Others in Bahgdad
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DEVELOPMENT of EDUCATION SYSTEM in IRAQ İBRAHİM, Fadhil K
1641 DEVELOPMENT OF EDUCATION SYSTEM IN IRAQ İBRAHİM, Fadhil K. IRAK/IRAQ/ИРАК ABSTRACT It’s generally agreed that the origins of the Iraqi education systems go back to the days of Abbassid rule (750-1258). During this period, learning was based on Islamic philosophy and conducted through two main institutions: Al-kuttab and Al-madrassa. When Iraq came under Ottoman rule the Turks set up military schools. Under the British occupation the education ladders was changed, the primary level involved two types of six-year primary schools. At the time of its foundation, the Iraqi Kingdom had very little to begin with by way of education provision. In 1931, an attempt was made to reform the educational system as a whole. In order to meet the social and economic changes in Iraq, another attempt to develop the education system was made in 1952. During the period 1958-1968 further progress was achieved in relation to the growth of number of students. More details will be shown in the research . Key Words: Education, history, delopment, Iraq. INTRODUCTION Iraq is a country of various physical features. It is famous for the two rivers Tigris and Euphrates. It has a rich heritage history stretching from the ancient past to recent times. Its land witnessed the rising of the greatest and oldest civilization in the world Sumerian, Babylonian, and Assyrian. Iraqi society consists of various ethnic, language and religious groups. This variety has influenced positively the content of the existing national culture. The historical background of the country has an obvious impact on the development of education systems quantitatively and qualitatively. -
The Cost and Benefits of Education in Iraq
THE COST AND BENEFITS OF EDUCATION IN IRAQ: AN ANALYSIS OF THE EDUCATION SECTOR AND STRATEGIES TO MAXIMIZE THE BENEFITS OF EDUCATION EXECUTIVE SUMMARY There has been remarkable progress in education in Iraq. Enrolment in primary education grew tremendously over the past decade, increasing at about 4.1% per year. As of 2015-2016, 9.2 million students are enrolled across all education levels in Iraq. The total enrolment in primary education almost doubled to six million children in 2012 from 3.6 million in 2000. Girls’ enrolment grew at all levels and at faster rates than boys’ enrolment, although they are still enrolled in lower numbers than boys and tend to drop out at a higher rate. The rising number of students and recent financial crisis in Iraq pose new challenges in terms of providing sufficient education resources for the growing number of students. Unless Iraq increases its public education resources, its expanding enrolment will continue to strain existing education resources. In fact, as of 2013, 13.5% of school-aged Iraqi children (1.2 million children) did not have access to basic education.1 For those who are in school, there are large drop out and repetition rates. The quality of education and learning outcomes is decreasing, due in part to multiple-shifting of schools and dropping teacher retention rates. Government spend- ing on education infrastructure also remains low, although there is a marked increase in private schools yielding higher achievement rates. Looking at Iraq Centre and the Kurdistan Region of Iraq (KRI), this report aims to update the education situation, quantify the economic benefits of education, and identify sources of inefficiencies as well as key priority themes in the education sector with clear links to the National Education Strategy 2011-2020. -
The Struggle to Exist, Part
IRAQ The Struggle to Exist Part III: Treatment and Discrimination of Assyrians in the “Iraqi Kurdistan Region” Assyria Council of Europe Hammurabi Human Rights Organization The Struggle to Exist Part III: Treatment and discrimination of Assyrians in the “Iraqi Kurdistan Region” 2 February 2010 The Struggle to Exist Part III: Treatment and discrimination of Assyrians in the “Iraqi Kurdistan Region” Methodology... 4 Map 1: The Iraqi Kurdistan Region and Disputed Territories Claimed by the Kurdistan Regional Government... 5 Map 2: A close-up of the Iraqi Kurdistan Region showing some of the places mentioned in the text of this report... 6 The Struggle to Exist... 7 I. Treatment of Assyrians in the “Iraqi Kurdistan Region”... 9 Refuge for “Minorities”?... 9 Political Pepresentation of “Christians” and other Minorities... 12 Recognition of the KRG‟s “Support for Christians”... 13 Land Disputes... 13 Reconstructing Churches and Villages... 19 Employment and Money-Earning Opportunities... 24 Education... 27 The Media... 31 The IKR‟s constitution: Equality and safeguards for minorities?... 31 The Question of an Autonomous Region for “Christians”... 36 II. Conclusions... 39 Recommendations... 39 To the Kurdistan Regional Government... 39 To the Government of Iraq... 40 To the United States and Coalition Countries... 42 To UNAMI and International Human Rights, Humanitarian and Aid Organisations... 42 3 METHODOLOGY This report is based on a six-week fact-finding persons having been identified for interview mission in the northern Iraqi cities of Arbil, largely with the assistance of Iraqi Kirkuk and Dohuk, the regions of Barwari- nongovernmental organizations serving Bala, Sapna, Simel, Zakho and Nahla, and the Assyrian groups. -
Refugees Country Briefing
Refugees Country Briefing IRAQ This document was developed in the framework of the EU-funded project “Refugees and Recognition – Toolkit for recognition of higher education for refugees, displaced persons and persons in a refugee- like situation” by the ENIC-NARIC centres of France, Italy, the Netherlands, Norway and the United Kingdom. The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflects the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. This country briefing – specially developed to help with the evaluation of credentials of refugees, displaced persons and persons in a refugee-like situation – should give orientation on the education system in IRAQ in the light of recent political and economic developments in this country. It presents a systematised overview on its higher education system and links to the available information sources that are useful for the evaluation of qualifications of refugees coming from IRAQ, even in cases where candidates present insufficient or lack of documentation. Republic of Iraq Source: CIA World Factbook Location: Iraq is a country in Middle East, bordered by Turkey to the north, Iran to the east, Kuwait to the southeast, Saudi Arabia to the south, Jordan to the southwest, and Syria to the west. Population: 37 million Ethnic Groups: The main ethnic groups are Arabs and Kurds; others include Assyrians, Turkmen, Shabakis, Yazidis, Armenians, Mandeans, Circassians, and Kawliya. Languages: The official languages of Iraq are Arabic and Kurdish. April 2017 2 1. -
The University at War1
The University at War1 By Hugh Gusterson (George Mason University) The political scientist Mark Duffield has observed that the effect of Western intervention in Iraq has actually been to “demodernize” that country.2 This is ironic given that the military campaigns against Iraq and Afghanistan have been accompanied by narratives of the West’s obligation to modernize backward nations. Nowhere is the truth of Duffield’s observation clearer than in the story of what has happened to Iraq’s education system, especially its higher education system. Western intervention has ended up destroying Iraq’s universities, formerly among the best in the region, as functional institutions. “Up to the Early 1980s, Iraq’s educational system was considered one of the best in the Middle East. As a result of its drastic and prolonged decline since then, it is now one of the weakest,” concludes a 2008 official report.3 Iraq has a long and venerable tradition as a center of higher learning. As Eric Herring observes, “Iraqis tend to see themselves proudly as coming from a society that was the cradle of civilization in its ancient contributions to the development of writing, legal systems, libraries, mathematics, astronomy, medicine, technology and so on.”4 Mosul houses the world’s oldest known library, which dates to the seventh century. And In 832 the construction of the Byat al Hikma (house of Wisdom) established the new capital [Baghdad] as an unrivaled center of scholarship and intellectual exchange. The tradition of research there brought advances in astronomy, optics, physics and mathematics. The father of algebra, Al Khawarizmii, labored among its scrolls. -
The 2003 Iraq War: Operations, Causes, and Consequences
IOSR Journal Of Humanities And Social Science (JHSS) ISSN: 2279-0837, ISBN: 2279-0845. Volume 4, Issue 5 (Nov. - Dec. 2012), PP 29-47 www.Iosrjournals.Org The 2003 Iraq War: Operations, Causes, and Consequences Youssef Bassil LACSC – Lebanese Association for Computational Sciences Registered under No. 957, 2011, Beirut, Lebanon Abstract: The Iraq war is the Third Gulf War that was initiated with the military invasion of Iraq on March 2003 by the United States of American and its allies to put an end to the Baath Party of Saddam Hussein, the fifth President of Iraq and a prominent leader of the Baath party in the Iraqi region. The chief cause of this war was the Global War on Terrorism (GWOT) that George W. Bush declared in response to the attacks of September 11. The events of this war were both brutal and severe on both parties as it resulted in the defeat of the Iraqi army and the depose and execution of Saddam Hussein, in addition to thousands of causalities and billionsof dollars expenses.This paperdiscusses the overt as well as the covert reasons behind the Iraqi war, in addition to its different objectives. It alsodiscusses the course of the war and its aftermath. This would shed the light on the consequences of the war on the political, economic, social, and humanitarian levels. Finally, the true intentions of the war are speculated. Keywords –Political Science, Warfare, Iraq War 2003, Global War on Terrorism I. INTRODUCTION The Iraq war, sometimes known as the Third Gulf War, began on March 20, 2003 with the invasion of Iraq known as "Iraqi Freedom Operation" by the alliance led by the United States against the Baath Party of Saddam Hussein. -
Christians and Yazidis in Iraq: Current Situation and Prospects
OTMAR OEHRING CHRISTIANS AND YAZIDIS IN IRAQ: CURRENT SITUATION AND PROSPECTS OTMAR OEHRING CHRISTIANS AND YAZIDIS IN IRAQ: CURRENT SITUATION AND PROSPECTS Published by the Konrad Adenauer Foundation Cover photo: © Ibrahim Shaba Lallo, Qaraqosh (currently Ashti Camp, Ankawa, Autonomous Region of Kurdistan) Caption of cover photo: Vertically: We work together Horizontally: We are proud Diagonally: We love, we forgive .(nun), stand for Nazara (Christ) ن The three Arabic characters, starting with The black IS flag bears the words: There is no God but Allah Allah Prophet Mohammed Islamic State in Iraq and As-Sham (i.e. Syria) Published by: Konrad Adenauer Foundation 2017, Sankt Augustin and Berlin, Germany This publication has been licensed under the terms and conditions of Creative Commons Attribution ShareAlike 3.0 Germany (CC BY-SA 3.0 DE), website: https://creativecommons.org/licenses/by-sa/3.0/de/deed.en Design: SWITSCH Kommunikationsdesign, Cologne, Germany Typesetting: Janine Höhle, Communications Department, Konrad Adenauer Foundation Printed by: Bonifatius GmbH, Paderborn, Germany Printed in Germany Printed with financial support from the German Federal Government ISBN 978-3-95721-328-0 CONTENTS 1. Introduction 2. Legal Framework 2.1 International law 2.2 National law 3. Reduced scope for non-Muslim minorities after 2003 3.1 Drastic decline in the non-Muslim minorities’ share of the population 3.2 Changes in Baghdad’s religious power structure 4. Crucial for the future of Iraq: the recapture of Mosul 4.1 Capture of Mosul by the IS in June 2014 4.2 Capture of Yazidi settlements in Sinjar District by the IS in August 2014 4.3 Capture of Christian settlements in the Nineveh Plains by the IS in August 2014 4.4 Classification of the IS attacks on religious minorities as genocide 4.5 Campaign to retake Mosul 5. -
Education and Development in Iraq : with Emphasis on Higher Education
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1974 Education and development in Iraq : with emphasis on higher education. Falih A. Al-Shaikhly University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Al-Shaikhly, Falih A., "Education and development in Iraq : with emphasis on higher education." (1974). Doctoral Dissertations 1896 - February 2014. 2084. https://scholarworks.umass.edu/dissertations_1/2084 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. 1 3 E b b bi3L( cj five college DEPOSITORY EDUCATION AND DEVELOPMENT IN IRAQ, WITH EMPHASIS ON HIGHER EDUCATION A Dissertation Presented By Falih A. AL-Shaikhly Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION April 1974 Major Subject: International Education © 1974 FALIH A. AL-SHAIKHLY ALL RIGHTS RESERVED 11 EDUCATION AND DEVELOPMENT IN IRAQ, WITH EMPHASIS ON HIGHER EDUCATION A Dissertation Ry Falih A. Al-Shaikhly Appr^Thd as to style and content by: l Dr„ David R. Evans, Chairman mv ffurfl * y Dr. Thomas L. Bernard, Member Dr. Robert L. Sinclair, Member Dr. George E. Urch, Member April 1974 iii DEDICATION To my parents, Amina and Abdul Karim Al-Shaikhly, my first teachers, for their immeasurable love and devotion. PREFACE As a native Iraqi, the writer has familiarity with Iraq’s educational system having been educated in the primary and intermediate schools and the secondary school of commerce and having graduated from the College of Commerce and Economics of the University of Baghdad in 1962. -
Assyrians and the Turkey-PKK Conflict in Iraq Every Assyrian in Barwar Knows the Difference Between the Sound of Fighter Jets and the Sound of Civilian Planes.”
Caught in the Crossfire: Assyrians and the Turkey-PKK Conflict in Iraq Every Assyrian in Barwar knows the difference between the sound of fighter jets and the sound of civilian planes.” Assyrian eyewitness interviewed by the Assyrian Policy Institute ABOUT ASSYRIANS An estimated 3.5 million people globally comprise a distinct, indigenous ethnic group. Tracing their heritage to ancient Assyria, Assyrians speak an ancient language referred to as Assyrian, Syriac, Aramaic, or Neo-Aramaic. The contiguous territory that forms the traditional Assyrian homeland includes parts of southern and south- eastern Turkey, northwestern Iran, northern Iraq, and northeastern Syria. The Assyrian population in Iraq, estimated at approximately 200,000, constitutes the largest remaining concentration of the ethnic group in the Middle East. The majority of these reside in their ancestral homeland located in the Nineveh Plain and within today’s Kurdistan Region of Iraq. Assyrians are predominantly Christian. Some ethnic Assyrians self-identify as Chaldeans or Syriacs, depending on church denomination. Assyrians have founded five Eastern Churches at different points during their long history: the Ancient Church of the East, the Assyrian Church of the East, the Chaldean Catholic Church, the Syriac Catholic Church, and the Syriac Orthodox Church. The majority of Assyrians who remain in Iraq today belong to the Chaldean and Syriac churches. Assyrians represent one of the most consistently persecuted communities in Iraq and the wider Middle East. ABOUT THE ASSYRIAN POLICY INSTITUTE Founded in May 2018, the Assyrian Policy Institute works to support Assyrians as they struggle to maintain their rights to the lands they have inhabited for thousands of years, their ancient language, equal opportunities in education and employment, and to full participation in public life. -
2017 Findings on the Worst Forms of Child Labor: Iraq
Iraq MINIMAL ADVANCEMENT – EFFORTS MADE BUT CONTINUED PRACTICE THAT DELAYED ADVANCEMENT In 2017, Iraq made a minimal advancement in efforts to eliminate the worst forms of child labor. Iraq is receiving this assessment because it continued practices that delayed advancement in eliminating the worst forms of child labor, specifically the recruitment of child soldiers. In 2017, armed groups engaged in combat against ISIS, including units of the Popular Mobilization Forces (PMF), which were affiliated with the Iraqi security services, recruited and used children. The government supported the reopening of 100 schools in west Mosul, serving 75,000 students, and provided additional educational opportunities for Syrian refugee children, as a result of which the number of out-of-school Syrian children dropped by over 50,000. Moreover, the government adopted a new policy to address child labor, including through educational and social services, and re-opened a shelter for victims of human trafficking. Despite these efforts, children in Iraq engage in other worst forms of child labor, including forced begging and commercial sexual exploitation, each sometimes as a result of human trafficking. Labor law enforcement suffers from an insufficient number of labor inspectors and a lack of funding for inspections, authority to assess penalties, and labor inspector training. The government also continues to lack programs that focus on assisting children involved in the worst forms of child labor. I. PREVALENCE AND SECTORAL DISTRIBUTION OF CHILD LABOR Children in Iraq engage in the worst forms of child labor, including in armed conflict and commercial sexual exploitation, each sometimes as a result of human trafficking. -
The American Age, Iraq
THE AMERICAN AGE, IRAQ Anthony Shadid courtesy anthony shadid aghdad collage welcome you, the sign reads along a street Bthat is ordinary, but only if you live in Baghdad. Nothing really escapes the detritus of death in this wreck of a city. Certainly not the cement barriers along this wayward street, painted yellow and white but more distinguished by the chisel of wear, tear and bombings. The date trees are unharvested, fruit shrivelled by the sun falling into a pyre of overgrown weeds. A dusty black banner mourning two Iraqi soldiers killed ‘in the line of duty’ stretches along its kerb ploughed with bottles of Tuborg beer, plastic bags – some of them snared in barbed wire – and empty packages of Foster Clark’s Corn Flour. Unlike Beirut or, closer to home, Fallujah, Baghdad was never destroyed by its war. The city here feels more like an eclipsed imperial capital, abandoned, neglected and dominated by the ageing fortifications of its futile defence against the forces that had overwhelmed it. Think of medieval Rome. An acquaintance once described all this refuse of war as athar, Arabic for artefacts, and I thought of the word as I drove down the road to Baghdad College, past piles of charred trash, to see a teacher there. It was a sweltering day. Alaa Hussein welcomed me with coffee and we sat in the high school’s dusty Internet room, next to computers that had no Internet. The red trash can was full, even though there were no students during summer to fill it. He squinted his grey eyes, magnified by thick lenses, and delivered a judgement that I have heard often in Baghdad. -
Iraq's Universities and Female Students in the Midst Of
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE VESTIGES OF GLORY: IRAQ’S UNIVERSITIES AND FEMALE STUDENTS IN THE MIDST OF TYRANNY, SANCTIONS AND WAR A Dissertation SUBMITTED TO THE GRADUATE COLLEGE in partial fulfillment of the requirements for the degree of Doctor of Philosophy By ERIN TAYLOR WEATHERS Norman, Oklahoma 2006 UMI Number: 3237517 UMI Microform 3237517 Copyright 2007 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 VESTIGES OF GLORY: IRAQ’S UNIVERSITIES AND FEMALE STUDENTS IN THE MIDST OF TYRANNY, SANCTIONS AND WAR A Dissertation APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY _________________________________ Dr. Rosa Cintron, Chair _________________________________ Dr. Jerome C. Weber _________________________________ Dr. David L. Tan _________________________________ Dr. J. Thomas Owens, Jr. _________________________________ Dr. Muna Naash © Copyright by ERIN TAYLOR WEATHERS 2006 All Rights Reserved. iv ACKNOWLEDGEMENTS Acknowledgements are difficult to compose as such brief words hardly encompass the gratitude one feels. The following persons merit special distinction. Dr. Rosa Cintron nurtured my professional development with keenness and generosity, often recognizing my potential before I did. Dr. J. Thomas Owens, Jr. was instrumental in my studies of comparative higher education and granted me the amazing opportunity to work at the Al Sharaka Program for Higher Education in Iraq. Dr. Jerome C. Weber and Dr. David Tan demonstrated unflagging patience with my evolving research interests. And Dr. Muna Naash, as well as her husband Dr.