Arab Knowledge Report 2010/2011 Preparing Future Generations for the Knowledge Society This Report has been produced through joint sponsorship and support of the Mohammed Bin Rashid Al Maktoum Foundation (MBRF) and The United Nations Development Programme / Regional Bureau for Arab States (UNDP/RBAS)
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The analysis and policy recommendations of this 5eport do not necessarily reÁect the views of the Mohammed Bin Rashid Al Maktoum Foundation or the United Nations Development Programme, its Executive Board Members or UN Member States. The Report is the work of an independent team of authors jointly sponsored by the Regional Bureau for Arab States, UNDP, and the Mohammed Bin Rashid Al Maktoum Foundation.
This work was originally published in Arabic. In case of discrepancy, the original language shall take precedence. Foreword by the Chairman of the Board, Mohammed bin Rashid Al Maktoum Foundation
“Undoubtedly, the Arab reality is thorny and are capable of confronting challenges and problematic; this is our reality, and we know of contributing to comprehensive and it well in detail. We have no way out but to sustainable development. work through this reality, with awareness and determination to overcome obstacles, and The Àrst Arab Knowledge Report for with recognition that human’s worthiness 2009 expressed the structural relationship is not measured by the success to adapt between the triad of community, knowledge, with reality, whatever it may be, neither by and development for establishing and the skills in managing the statuesque, but supporting knowledge economy bases, rather by the ability to develop this reality and for achieving the welfare and pride of and change it for the better through serious, the Arab citizen. This involved a detailed persistent, and well thought hard work that analysis and description of the knowledge is driven by a spirit of optimism, selÁessness, scene in the Arab world, and the formulation and devotion. By this, change will happen of a road map for achieving a “knowledge and development will be achieved”. renaissance” along with identiÀcation of the relevant priorities. This is one of the fundamental basis in the vision of His Highness Sheikh Mohammed The second Arab Knowledge Report bin Rashid Al Maktoum, Vice-President and sheds light on one of the most important Prime Minister of the UAE and Ruler of recommendations of the previous Report Dubai, for achieving sustainable and fruitful by addressing the issue of preparing future Arab development through diagnosis of generations for the knowledge society which the status of knowledge in the Arab world, is considered the cornerstone for building a developing its infrastructure and improving sustainable human development. Relying its quality, in order to produce a reliable high- on updated Àeld surveys undertaken in quality cognitive outputs that correspond various Arab countries, the Report provides with the requirements of the labour market. practical solutions that can guide Arab countries in bridging the ”cognitive gap” The annual Arab Knowledge Report that was highlighted in the Àrst report. project; a joint initiative of the Mohammed bin Rashid Al Maktoum Foundation and Using a detailed methodology, the report the UNDP, provides an international Arab also reviews many pedagogic and educational index for measuring the state of knowledge theories that are related to preparing future in the Arab countries. It is also considered generations for the knowledge society, as a qualitative and accurate analysis and well as the associated problematic issues description, from several perspectives, including those related to the political, that can assist ofÀcials in evaluating the economic, and social conditions and the performance and improving developmental impact of these challenges on building the plans for building knowledge societies that desired knowledge society. Going beyond
A theories and studies concerned with In this context, I would like to extend building knowledge societies, the scope of thanks and appreciation to the UNDP/ this Report extends to the investigation and Regional 2fÀce for the Arab States, collection of data and information from especially the report team in Dubai, and their original resources by going to the to every person who contributed to the Arab streets to gather facts and conduct completion of the report, be they thinkers, comprehensive Àeld surveys using real and authors, editors or technicians. representative samples of the young Arabs, from north to south and from east to west. I am looking forward to continuing This Report, which is optimistic in nature, further fruitful cooperation between us in provides practical solutions derived from solidifying the pillars of the cognitive and the Arab reality, that are based on theories intellectual structures in the region, and in and methodologies of sustainable human consolidating the foundations of the aspired development, providing a guiding reference human development in the Arab world. for the Arab decision-maker that can assist in building the knowledge society.
Sheikh Ahmed bin Mohammed bin Rashid Al Maktoum Chairman of the Board Mohammed bin Rashid Al Maktoum Foundation
B Foreword by the Regional Director, UNDP Regional Bureau for Arab States
The partnership between the Mohammed that are consistent with the requirements bin Rashid Al Maktoum Foundation and the of the future era including cognitive, Regional Bureau for Arab States in UNDP compassionate and social skills. The Report to support the Arab and international stresses that skills alone are not enough efforts in building the knowledge society unless they are accompanied by a set of and economy, brings to fruition the Arab values that guide the youth in their work Knowledge Report for 2010-2011 which for the good of humanity and society. deals with one of the most important issues The vision of the Report emphasizes the in the preparation of the future generations importance of providing supportive and for the knowledge society. motivating enabling environments, including The second Arab Knowledge Report for the provision and protection of freedoms in 2010/2011: “Preparing Future Generations their broader sense, in order to nurture and for the Knowledge Society” builds on the maintain the value system, and embrace and main Àndings of the Àrst Arab Knowledge develop the skills of the youth in order to Report launched in 2009, which showcased optimize their investment in the processes the deÀcits and gaps in the Arab knowledge of building the knowledge society. scene and proposed ways to address these The Report is characterized by its gaps, including political will and mobilization inclusion of Àeld studies on the status of of required capabilities and resources. preparing future generations in four selected It relied on one of the most important Arab countries; the United Arab Emirates, recommendations calling for building “the Jordan, Morocco, and Yemen, as well as necessary capacity” of qualiÀed human addressing issues of preparing the future capital to lead the processes of moving generations for the knowledge society in forward the knowledge society and economy. the Arab region as a whole. The Àrst part Following these diagnoses, and based on of the Report highlights the most important the triad of “knowledge, development, and concepts and practices in the preparation freedom” which was adopted in the previous of the future generations for the knowledge Report, “the Arab Knowledge Report society in the Arab region, including an 2010/2011: Preparing Future Generations in-depth investigation on the status of for the Knowledge Society” moves to the education systems as being among the most stage of “action”. This puts us at the core signiÀcant approaches to the preparation of building the knowledge society through processes along with the overall family and preparing of the Arab society to actively societal conditions. participate in building the aspired knowledge The Report also provides an objective society and to beneÀt from its fruits; and analysis of the status of enabling environments then utilize the gains in serving the objectives for the future generation, stressing the of sustainable human development. urgent need for effective intervention According to the Report’s authors, the for the establishment of proper enabling preparation of the future generations for environments stimulating the youth and their the knowledge society requires providing preparation for the knowledge society. them with a comprehensive set of skills After a consolidated presentation of
C the outcomes of the empirical studies that most efÀcient and effective way to build the were conducted as case studies in the four knowledge society as a Àrst step towards selected Arab countries, the Àrst part of the achieving the aspired Arab renaissance. Report concludes by presenting a proposed A selection of Arab intellectuals and model for the future practices towards experts in related Àelds participated in the the preparation of the future generations. preparation of this Report to be a platform The second part of the Report contains for views and aspirations and to provide a comprehensive in-depth assessment of theoretical and practical bases for the the status of the preparation of the future establishment of the desired knowledge generations in each case study country. society. For this outstanding effort, I would The case studies are based on: the available like to extend sincere thanks to all those who research and information; outcomes of participated in the completion of this work, the surveys and Àeld activities that were including the teams of authors, writers, conducted by the Report team including coordinators, editors, and the work teams the students’ and teachers’ questionnaires; in both the UNDP and Mohammed bin workshops held with the participation of Rashid Al Maktoum Foundation. I would experts and stakeholders in each of these like also to thank all those who contributed countries; and results of tests and innovative and participated in building the tools of tools speciÀcally designed to measure the this Report, including the participants skills and orientations of students which in the workshops held in the context of were applied for the Àrst time on pioneering preparing the Report with a commendable bases in the Arab region. participation by specialists and interested The Àeld results on the conditions of parties in the countries of the four case the future generations and their readiness to studies, as well as students and teachers who access the knowledge society showed many participated in the Àeld study. gaps that must be dealt with if we really In conclusion, I have the honor to extend want to move forward towards building my deepest gratitude and appreciation to His the knowledge society. The challenge is big Highness Sheikh Mohammed bin Rashid Al and we have to face it. We hope that the Maktoum for his support to the knowledge empirical results of this Report will help the initiatives in the Arab world, which would decision makers and stakeholders in the four not have continued without His Highness’s case study countries, and in the Arab region ongoing sponsorship and patronage. We, in general, in identifying and adopting the at UNDP, are proud of the partnership required policies and solutions. We hope with Mohammed bin Rashid Al Maktoum that this Report, like its predecessor, will Foundation, and we are keen to maintain it stimulate constructive discussions on these in the best beneÀt of the knowledge society issues. Again, we do not claim ownership in the region and in enhancing the prospects or monopoly of the truth, but we aspire for sustainable human development in Arab to stimulate an Arab dialogue about the countries and in the world at large.
Amat Al Alim Alsoswa Assistant Secretary-General, Assistant Administrator and Director of the Regional Bureau for Arab States United Nations Development Programme (UNDP)
D Report Team
Readers Group Mohammed bin Rashid Al Maktoum Ahmed Al-Hadramy, Ahmed Heggi, Atef Foundation (MBRF) Obidat, Abdesselam El-Meftahi, Atef Odibat, Adel Rashed Al Shared (Vice Chairman Abdellah El-khyari, Abdalla Al-Ababneh, Ali Al and Managing Director), Sultan Ali Lootah Kaabi, Antelak Almutawakel, Abdulrahman Al (Acting Chief Executive OfÀcer), Nyaimi, Inam Bioud, Omar Al-Bizri, Kaltham Salim Ali Al-Owais, Ibrahim Mohammad Ibrahim, Al-Ghanim, Mohamed Al-Mottahar, Mohamed Ali Saif Al Shaali, Ahmed Al Shamsi, Rasha El-Tom, Miloud Habibi, Noureddine Sassi, Al Dam, Fatima Shuwaihi, Khaled Kalaji. Moza Al-Kayyal, Bashir Al-Rawasdeh. Questionnaire design/ Tools Core Team and Statistical Analysis Amna Khalifa Al Ali (UAE case study), Ahmad Najoua Fezza Ghriss (questionnaire/ Ouzzi (Morocco case study), Tayseer Al tools design and analysis review). No’ami (Jordan case study)*, Hassan el Bilawiy Hany Torky (statistical analysis). (General report), Sabria Al-Thawr (Yemen Ajman University of Science and case study), Fawaz Jaradat (Jordan case study), Technology (data entry). Najoua Fezza Ghriss (General report). ,mplementation of Àeld survey Report Director/ Coordinator o Jordan: (Jordanian development Ghaith Fariz (UNDP). institution initiatives). o UAE: (Higher Technical Colleges). Authors of Background Papers o Morocco: Serec Institution. Ahmed Hijji, Fahmi Houidi, Mohammad Malki, o Yemen: (The Centre for the Atif Kubursi, Maryam Ait Ahmad, Hussein development of young leaderships). Bahaaldin, RaÀca Hamoud, Maryam Lootah, Abdelwahab Ben Hafaiedh, Mohamed Ben Translation Fatma, Fayez Saudi, Mohamed Matar, Kamal Euro Script, Nada Abdelkhalek Abdullatif, Mustafa Abdl Samie, Mahmoud Abdulfadil, Kamal Naguib, Mohamed Zabara, Editors Nawal Al Fauri, Hassan Al Bilawi, Yusour Arabic: Fayiz Suyyagh Hassan, Munther Masri, Mona Hadidi, Adel English: Euro Script, Christina Curran Salama Sayed, Ahmad Idali, Kholoud Al Sibai’e, Abdellah El Khyari, Husein M. Alothman, Salama Cover Design Al-Rahoumi, Abdulsalam Alhakimi, Hamoud Pro Creative Concepts, Cairo, Egypt Al-Seyani, TawÀk Ahmed MikhlaÀ, Mustafa Hijazi, Enam Bioud, Abdalla Al Ababneh. Research Assistants for the Core Team Ali Ibrahim, Wesam Abdo United Nations Development Programme (UNDP) Amat Al Alim Alsoswa (Assistant Secretary- General, Assistant Administrator and Director of the Regional Bureau for Arab States, RBAS), Adel Abdellatif (Chief, Regional Programmes Division, RBAS), Ghaith Fariz (Report Director/ Coordinator), Tamara Maaita, Dima Al–Khatib, Deena Abul Fottouh, Siff Pedersen, Manal Habash, Mary Jreidini, Melissa Esteva, Hany Torky.
*Dr. Tayseer Al No’ami was the author of Jordan’s case study until 9/2/2011 when he was appointed as the Minister of Eduation in Jordan. Dr. Fawaz Jaradat completed Jordan case study after that date. E
ARAB KNOWLEDGE REPORT 2010/2011 Part I: The General Report
FUTURE GENERATIONS AND THE ARAB KNOWLEDGE SOCIETY: ANALYTICAL VIEW AND CASE STUDIES SUMMARY
CONTENTS
PREAMBLE
Introduction 1 Methodology, concepts and structure of the report 3 Generations preparation and the knowledge - freedom - development triad 3 Vision: Building generations and the triad of skills, values and enabling Triad of skills, values and enabling 4 Skills and competencies 4 Values system 5 Enabling environments 6 Cognitive, conative and social values 7 GENERAL REPORT General methodology of the report 7 Structure of the report 8
CHAPTER 1: THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATIC 13
Introduction 13 The knowledge society: The concept and its relation to the preparation of the future generations 13 Knowledge and technology and communication revolution 15 Problematic of accessing to the knowledge society 18 The problematic of cultural development in the Arab world 18 The problematic of the inherent contradiction in the knowledge society and knowledge economy 21 Burning stages problematic 22 The change in education systems problematic 23
CHAPTER 2: EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 27
Quantitative analysis of the Arab education system 27 Illiteracy among the Arab youth 27 Care and education in early childhood 28 Status of education in the primary stages 30 Secondary education for the Arab youth 31 Secondary technical education 33 Quality of Arab education 33 Acquisition indicators in the Arab education systems 34 Teachers 37 Cognitive and social structures of education systems in Arab countries 38 Infrastructure and school equipment 39 The curriculum in the traditional context of the Arab education 39 Spending on education 40 The legal structure of education 40 Policies of educational reform in Arab countries 41 Towards a new education for the Arab region 42
CONTENTS I Knowledge and skills necessary for the knowledge society 42 The quaternary of education development 43 Updating the knowledge structure 43 Organisational structure 44 Technological structure 45 Global Context 46
CHAPTER 3: SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 47
Cognitive upbringing triangle 49 Family and cognitive upbringing for the future Arab generations 49 The elite segment 50 The privileged segment 51 Sub-middle segment and the pursuit of social ascension 51 The marginalised or shadow youth 52 The media and cognitive upbringing in the Arab region 52 Societal culture and knowledge society 54 Religion 54 Arabic language and reaching the knowledge society 56 Citizenship and identity, and the requirements of youth’s integration in the knowledge society 59
CHAPTER 4: ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS IN THE KNOWLEDGE SOCIETY 61
Governance and youth preparation 62 Governance and civil society organisations 64 Fundamental freedoms and political conditions 64 Women’s enabling 65 Economic and social environments 67 Economic reform policies and their impact 68 Inequality in income distribution 68 Poverty and hunger 69 Unemployment 70 The challenges of population pressures and youthfulness 72 Health security challenges 72 Prosperity Index 72 Arab countries in difÀcult circumstances 73 Knowledge enabling environments (Knowledge Economy Index) 76
CHAPTER 5: FIELD RESEARCH ON THE READINESS OF THE YOUNG TO ACCESS THE KNOWLEDGE SOCIETY: PROCEDURES AND FINDINGS 79
Introduction 79 Section I: Methodologies 80 Research tools 80 Test of student skills 80 The basic principles of the test design process 80
J ARAB KNOWLEDGE REPORT 2010/2011 Methodology adopted in the formulation of test items 81 Student values scale 84 Questionnaire on student perceptions of enabling environments 85 Questionnaire on teachers’ perceptions on enabling environments 86 Basic principles for the selection of items 87 Aspects measured in the teacher’s questionnaire 87 Research samples 87 Student sample 87 Teacher sample 88 Limits of the study 88 Section II: Display of research results 89 Study of students’ skills 90 Cognitive skills 90 Collective cognitive skills 90 GENERAL REPORT Detailed cognitive skills 91 Analysis of differences between the average performances in cognitive skills 94 Readiness of students in terms of cognitive skills 95 Conative skills 97 Collective conative skills 97 Detailed conative skills 98 Analysis of differences between average performance scores in conative skills 100 The readiness of students in terms of conative skills 101 Social skills 102 Collective social skills 102 Detailed social skills 103 Analysis of differences between average performance scores in social skills 105 The readiness of students in terms of social skills to access the knowledge society 105 Examining students’ values 107 Collective values 107 Detailed values 107 Differential analysis of the average scores for values 110 The readiness of students in terms of values 110 Teachers’ opinions on values 112 Studying enabling environments 114 Enabling environments from students’ perspective 114 Teachers’ perspectives of enabling environments 116 Analysis of factors affecting students’ performance in skills and values 126 Analysis of results in light of the enabling factors 128 Some conclusions and general recommendations 129
CHAPTER 6: THE SYSTEM OF ACTION FOR PREPARING THE YOUNG TO ACCESS THE KNOWLEDGE SOCIETY 133
Quaternary of action 133 The willingness to act 134 The ability to act 136 Historical stage factor 136 Country situational variations factor 136 Challenges facing the Arab region 137
CONTENTS K How to act 138 Action steps 139 Requirements of preparing young people for the knowledge society 140 Work axes for building the renaissance and knowledge society 144 Action expected outcomes 148 Securing action requirements 148 Conclusion 148
REFERENCES & BACKGROUND PAPERS 155
ANNEXES 169 Annex 1: Field survey results 171 Student responses 171 Teachers responses 173 Annex 2: Statistical annex 179 General indicators 179 Education 184 Information and Communications Technology (ICT) 190
LIST OF BOXES: Box 1-1: Development of European modernisation 19 Box 1-2: Cultural reform in the Alexandria Document 19 Box 1-3: The absence of political and social dimensions from economic growth-Egypt case 21 Box 1-4: Equality and the knowledge society 22 Box 2-1: Vital pillars of investing in early childhood care 29 Box 2-2: Curricula development in Malaysia 39 Box 2-3: Arab education between ofÀcial discourse and actual practice 40 Box 2-4: Basic skills for the knowledge society/EU 42 Box 2-5: Turkey and the global context 46 Box 3-1: Arab media and Youth-social upbringing 54 Box 3-2: Human rights and citizenship in the system of education and formation in Morocco 56 Box 3-3: Educational and cultural institutions and the development of social upbringing 57 Box 3-4: Identity and the problematic issue of history in the Arab world 60 Box 4-1: Integration of women: in which development? 67 Box 4-2: The failure of economic reform policies 68 Box 4-3: Conditions of real development 70 Box 4-4: Overview of millennium development goals achieved in the Arab region 72 Box 4-5: Science and technology in Japan 77 Box 4-6: The weakness of Arab enabling environments 78 Box 6-1: Characteristics of the youth required for the knowledge society 138 Box 6-2: India’s experience in accessing the knowledge society 142 Box 6-3: The Àve pillars of building the knowledge society 147 Box 6-4: Malaysia experience in accessing the knowledge society 149
LIST OF TABLES: Table 2-1: The monetary yield of the early childhood development 29 Table 2-2: Progress in net enrolment rate in primary education and continuity in study 31 Table 2-3: Results of Arab participation in PISA 2009 30 Table 4-1: Gini coefÀcient in some Arab countries according to the last available data 69 Table 4-2: Poverty rates according to national poverty lines 69
L ARAB KNOWLEDGE REPORT 2010/2011 Table 4-3: Prosperity index for Arab countries 73 Table 4-4: Access to information and communications technology 77 Table 5-1: Cognitive skills 81 Table 5-2: Conative skills 82 Table 5-3: Social skills 83 Table 5-4: Values distribution 84 Table 5-5: Examples of major focus for cognitive enabling 85 Table 5-6: Examples of major focus for conative enabling 86 Table 5-7: Examples for societal enabling 86 Table 5-8: Distribution of respondents by country and gender variables 88 Table 5-9: Descriptive measures for collective cognitive skills 90 Table 5-10: Descriptive measures for searching and processing information skill 91 Table 5-11: Descriptive measures for written communication skill 93 Table 5-12: Descriptive measures for problem solving skill 93 GENERAL REPORT Table 5-13: Descriptive measures for the skill of using technology 94 Table 5-14: Levels of readiness for the information processing skill (%) 96 Table 5-15: Levels of readiness for the skill of using technology (%) 96 Table 5-16: Levels for readiness for the written communication skill (%) 97 Table 5-17: Levels for readiness for the problem solving skill (%) 97 Table 5-18: Descriptive measures for conative skill 97 Table 5-19: Descriptive measures for the skill of self-knowledge and self-esteem 98 Table 5-20: Descriptive measures for the skill of promoting learning motivation 99 Table 5-21: Descriptive measures for the skill of planning for the future (%) 100 Table 5-22: Levels of readiness for the skill of self-knowledge and self-esteem (%) 102 Table 5-23: Levels of readiness for the skill of promoting learning motivation (%) 102 Table 5-24: Levels of readiness for the skill of planning for the future (%) 102 Table 5-25: Descriptive measures for collective social skills Table 5-26: Descriptive measures for the skill of direct communication 103 with others (Total score ranging from 0 to 25) 103 Table 5-27: Descriptive measures for the teamwork skill 104 Table 5-28: Descriptive measures for the skill of participating in public life 104 Table 5-29: Levels for readiness for the skill of direct communication with others (%) 106 Table 5-30: Levels for readiness for the skill of teamwork (%) 106 Table 5-31: Levels for readiness for the skill of participating in public life (%) 106 Table 5-32: Descriptive measures for cognitive values 107 Table 5-33: Descriptive measures for collective values 108 Table 5-34: Descriptive measures for conative values 108 Table 5-35: Descriptive measures for collective values 108 Table 5-36: Descriptive measures for social values 109 Table 5-37: Levels of readiness in cognitive values 111 Table 5-38: Levels of readiness in cognitive values 112 Table 5-39: Levels of readiness in social values 112 Table 5-40: Levels of readiness in universal values 112 Table 5-41: Comparison between values in terms of their importance from the viewpoint of teachers 113 Table 5-42: Comparison between students’ possession of values from teachers’ perspective 113 Table 5-43: Students’ opinions on the school and their relationship with its components 114 Table 5-44: Students’ opinions on health enabling environment 115 Table 5-45: Teachers’ opinions on the teaching profession and their relation to it 118 Table 5-46: Teachers’ opinions on preparation for the teaching profession 119 Table 5-47: Teachers’ opinions on the equipment available at schools and its condition 119
CONTENTS M Table 5-48: Teachers’ opinions on available support 121 Table 5-49: Teachers’ opinions on support provided to students 122 Table 5-50: Teachers’ opinion on the importance of education practices 123 Table 5-51: Types of activities practiced by teachers and the time speciÀed for each 124 Table 5-52: Teachers’ assessment of their abilities to enable students to acquire various necessary skills 124 Table 5-53: Purposes of teachers’ use of technology 125 Table 5-54: Comparison of students’ performance averages in cognitive skills by gender 126 Table 5-55: Comparison of students’ performance averages in conative skills by gender 127 Table 5-56: Comparison of students’ performance averages in social skills by gender 127 Table 5-57: Comparison of students’ performance averages in values by gender 127
LIST OF FIGURES: Figure 1-1: Triad of skills, values and enabling 7 Figure 2-1: Illiteracy rates among youth 2000-2007 28 Figure 2-2: Gross enrolment rates in pre-primary education 30 Figure 2-3: Mastery of scientiÀc cultural in the 15-year-old category in some Arab countries according to the international comparison 35 Figure 2-4: Ability to scientiÀcally explain the phenomena in relation to the 15-year-old category in selected Arab countries 36 Figure 2-5: The quaternary of education development 43 Figure 4-1: Governance indicators in the Arab states 63 Figure 4-2: Corruption perceptions index 63 Figure 4-3: Youth unemployment rate and percentage of labour force 71 Figure 4-4: World Bank KEI comparing most recent scores with the year 2000 76 Figure 5-1: General environment for students 79 Figure 5-2: Levels of collective cognitive skills 79 Figure 5-3: Views of participants in workshops on the status of skills in the countries participating in research 92 Figure 5-4: Comparison of cognitive skills in the participating countries 95 Figure 5-5: Levels of cognitive readiness in the participating countries (%) 95 Figure 5-6: Levels of collective conative skills 98 Figure 5-7: Results of conative skills in the participating countries 101 Figure 5-8: Levels of conative readiness in the participating countries (%) 101 Figure 5-9: Levels of collective social skills 103 Figure 5-10: Results of skills in the participating counties 105 Figure 5-11: Levels of social readiness in the countries participating in the research 105 Figure 5-12: Levels of collective values 107 Figure 5-13: Views of workshop participants on the status of values in the countries participating in the research 109 Figure 5-14: Results of values in the participating countries 110 Figure 5-15: Levels of values readiness in participating countries 111 Figure 5-16: Workshop participants’ opinions on environments status in the case study countries 120 Figure 6-1: Quaternary of action for the preparation of future generations for the knowledge society 133 Figure 6-2: Moving towards preparing the young for the knowledge 140 Figure 6-3: IT, development drive (Malaysia experience) 149
N ARAB KNOWLEDGE REPORT 2010/2011 PREAMBLE METHODOLOGY, CONCEPTS AND STRUCTURE OF THE REPORT
INTRODUCTION and technologies, the provision of enabling environments and employing them in the The Arab citizen lies at the heart of the process of service of human development. Emphasis building the desired knowledge society. The Arab is put on the principles of this movement GENERAL REPORT Knowledge Report 2010/2011, is a step towards which include freedom, integration with laying the foundations for the knowledge society by the development needs of the society, and developing principles to deal with methodologies openness and intercommunication in all and mechanisms of preparing future generations areas including scientiÀc technology and to actively participate in building the knowledge humanities. society and access its vast domains. This task puts The Arab Knowledge Report 2009, us right in the midst of the processes of preparing also stressed that the ‘building’ of the The Arab citizen and rehabilitating Arab citizens to enhance their Arab citizen was a cornerstone of creating lies at the heart of skills; instilling values which control and direct the desired knowledge society. The status the processes of their decisions and activities. We can also identify of the Arab knowledge capital created and make use of methods and mechanisms that through education in the Arab region was building the desired empower them in a way that maximises their also discussed. Moreover, innovation issues knowledge society chances for active participation in building the were addressed, through identifying both knowledge society and reaping its beneÀts. These the relevant limiting and stimulating factors. gains will be employed within the broader context The report expressed the need to of the ultimate goal to achieve sustainable human build ‘a critical mass’ of qualiÀed human development to support and retain the pride and capital that was intellectually able to move dignity of the Arab people. the processes of building the knowledge The Arab Knowledge Report 2010/2011, society and economy forward. It explained ‘Preparing Future Generations for the that the opportunities to form the required Knowledge Society,’ is built on the main mass are greatest for the future generations. Àndings of the Arab Knowledge Report, Based on these fundamental results, 2009, which highlighted a knowledge gap the Arab Knowledge Report 2010/2011, and low levels of cognitive performance moves on to deal in detail with the issue among Arabs in knowledge-related arenas. of preparing the coming Arab generations Considering knowledge is key to achieving to integrate into the knowledge society. sustainable human development, the report This issue, which focuses on caring for the illustrated that it would be possible to young, represents the central question in deal with and bridge this gap in the Arab the report according to a set of elements region, provided the existence of political which, in turn, help frame the topic and will and the mobilisation of resources and identify its basic features. capabilities to build the desired knowledge In order to bridge the complex society. knowledge gap, we need to take care of The axes of action towards building future generations; to start from the ground the knowledge society were identiÀed as up, by developing a plan aimed at building the transfer and acquisition of knowledge a new base of knowledge for children and
GENERAL REPORT - METHODOLOGY, CONCEPTS AND STRUCTURES OF THE REPORT 1 the youth, and laying foundations that can concerning the economical, social and renew society’s knowledge base, enabling political conditions exposed by the Arab it to respond in a positive and creative way youth in general, is that after the completion to the rapidly accumulating knowledge in of Àeld studies and during the writing of our time and to the expanded options it the report particularly in late 2010 and early offers to humans. It is also necessary to 2011, witnessed the eruption of a wave of develop opportunities to satisfy the ‘hunger’ popular protests in most parts of the Arab for knowledge among the youth without region in which the youth was the main prejudice to their values, cultural identity, and element, calling for change and political intellectual and moral references, and move reform, democracy and social justice and the them from a state of reception of culture Àght against corruption. and knowledge to transmission. This is Despite the differences among Arab done by preparing them for fair competition countries in terms of social and political with other nations to create civilisational conditions the initial observations of these achievements (Kaltham Al Ghanim, Member revolutions and popular protests shows of the Readers Committee). Furthermore, they share a common element. On the educating and preparing young generations one hand, the motivating factor behind calls for a joint effort, such as the involvement these revolutions and protests is the youth of other age groups within society, so that this entity of the middle -class and some of the preparation does not occur at the expense of upper- class who have used information other groups. It also requires implementation and communication technology effectively The Arab plans for the inclusion of these generations to mobalise energies and they have been Knowledge Report (Kamal Abdul-Latif, background paper of subsequently joined by groups from other 2010/2011, is the report). classes, thus turning these movements The Arab Knowledge Report 2010/2011, into popular revolutions and protests. based on a broad is based on a broad conception of the These movements beneÀted from conception of knowledge society that adopts the triad of modern information and communications the knowledge skills, values and enabling environments. The technology, especially the social media sites society that adopts report, in its six chapters and four case studies, on the internet, such as Facebook, Twitter the triad of skills, highlights the inability of Arab enabling and others. These technological means environments to provide the necessary and tools have contributed to the creation values and enabling conditions to equip new generations with of political momentum and socio- political environments the intellectual characteristics required to approaches among various youth groups in access the knowledge society. The report more than one Arab country, noting that clearly illustrates the shortcomings of these most of them have similarities with respect environments in most Arab countries to the principles, convictions and concerns which are represented by weak corporate about social and political problems in their governance, high rates of corruption, local reality. On the other hand, the means weak indicators of freedom, an absence of and mechanisms of the modern age, democracy, increasing rates of poverty and including information and communication unemployment, restrictions on women’s technology, have been largely used by the freedom, and the failure of economic youth to live the events going on in the larger reform policies to achieve social justice and world surrounding them, where globalism provide employment opportunities for the has played a role in spreading the revolution youth. The report, through its analyses and of democracy and human rights in the studies, shows what the Arab Youth suffers whole world. There is another important from with respect to existing political and factor represented in the globalization of social conditions. the principles of participation, citizenship What adds to the importance of the and civil society. This factor is considered a description mentioned in the report strong active element either hypothetically,
2 ARAB KNOWLEDGE REPORT 2010/2011 through the transfer of the principles and Latif, background paper for the report). culture of human rights. Or as a social Preparing young generations to build reality. That is, the spread of these principles the knowledge society is difficult and has resulted in the appearance of political easy at the same time. It is difÀcult and social activists in human rights, women because it needs, by and large, a and the environment acting as strong arms cognitively-ready society at the economic in social and political movements before (infrastructure and material resources), and during the outbreak of protests in many political (freedoms and legislation) and Arab countries. communal (customs and prevailing culture In light of the rapid changes giving birth in the upbringing of the young) levels. to the Arab revolutions that have adopted However, we Ànd that the preparation of the demands for urgent change in business the youth for the knowledge society may management and government to achieve be easier if we look at their characteristics. justice, prosperity, freedom and progress They have many characteristics that are GENERAL REPORT and conÀrmation of their existence in front compatible with possessing knowledge, of other nations, a better tomorrow has such as curiosity, enthusiasm and free become possible and within reach. However, thinking. They are more able to accept new achieving the goals of progress only begins concepts, which could help change some In addressing the with adopting policies targeting the Arab of the crippling cultural and social legacies, issue of building citizen and preparing the youth according in order to move towards the knowledge future generations, to the triad of knowledge, freedom and society. In this regard, there may be a we consider development in all their comprehensive number of challenges and responsibilities the process a political, social, and economic dimensions. closely related to values and rights, especially the rights of future generations step on the way GENERATION PREPARATION and our duties towards them. towards possessing AND THE KNOWLEDGE- Dealing with this issue involves knowledge, FREEDOM-DEVELOPMENT great responsibility and a number of which requires TRIAD philosophical polemics, such as those relating to the rights of future generations an atmosphere In addressing the issue of building future to acquire knowledge and skills and the of freedom generations, we consider the process values required to actively contribute to for supporting a step on the way towards possessing building knowledge societies and beneÀting development knowledge, which requires an atmosphere from them. This means securing what is options and of freedom for supporting development needed and preparing for the productive options and strengthening the status of involvement of the future generations in strengthening people in society. This concept, summarised building the knowledge society. the status of in these three elements, highlights the people in society connection between them in the context VISION: BUILDING of the targets of this report. Building GENERATIONS AND THE new Arab generations for the knowledge TRIAD OF SKILLS, VALUES society is inseparable from the demands AND ENABLING for expanding freedom, strengthening the foundations of knowledge and realising The compound concept ‘building comprehensive development. This means generations’ is considered the cornerstone that action faces several challenges in of the Arab Knowledge Report 2010/2011. which the political, economic and cognitive It involves multiple areas of knowledge, aspects along with the mechanisms of due to its signiÀcance in the report, building new generations, overlap with which includes sociology, psychology, each other, reÁecting in turn on education, and education and training. This concept rehabilitation and formation (Kamal Abdul- is not only a meeting point but also has
GENERAL REPORT - METHODOLOGY, CONCEPTS AND STRUCTURES OF THE REPORT 3 positive signiÀcance enabling it to generate hope to conduct in the next reports. and create other concepts. This, in turn, expands the circles of communication THE TRIAD OF SKILLS, VALUES and involvement of our community with AND ENABLING respect to the knowledge gains in our time (Kamal Abdul-Latif, background paper for The vision proposed for preparing future the report). generations to build a knowledge society The concept of ‘building generations’ is based on the tight correlation between includes the age-related signiÀcance of the triad of skills, values and enabling; the the concept of ‘generation’, which enables overall process of upbringing which is us to identify some aspects of building a fundamental step in reconstructing and training. In addition, attention is communities without which a society given to the issue of reconstruction cannot visualise the goals and objectives it and rehabilitation in light of the rapid sets for itself. changes and revolutions in the cognitive Upbringing is considered a continuous domain as well as in the technologies building process based on the rules associated with media. Hence, the phrase of cognitive enabling, which includes ‘future generations’ or ‘young’ has been securing freedoms, strengthening the deÀned to cover those aged under 18. By regulatory and responsible institutions targeting this age group, the report covers and providing the necessary resources. The concept all stages of schooling and preparation Moreover, thinking about upbringing from pre-primary to primary and then may lead to addressing the means of of ‘building to secondary education; the stages of preparing and developing to acquire generations’ childhood, adolescence and early youth. and implant knowledge; all in order includes the age- All these stages can be inÁuenced through to accomplish effective and creative related significance general rehabilitation, education and cognitive upbringing. This should be of the concept learning programmes. Childhood, from done without losing sight of the links 0-18 years, is divided into early childhood, between existing and possible upbringing of ‘generation’, 0-8 years old, children, 9-14 years old and enabling inÁuences. which enables us and teenagers, 15-18 years old. This age to identify some framework is consistent with international SKILLS AND COMPETENCIES aspects of building classiÀcations as in UNESCO (15 years and above - adults, and 15-24 years - The upbringing process involves equipping and training youth), UNICEF (5-14 years - children, the young generation with the skills required and 15 years and above - adults), and to build the desired knowledge society the International Labour Organisation and keep up with cognitive, technological (5-14 years - children, and 15-18 years - and scientiÀc developments and thinking teenagers). patterns internationally. In this regard By virtue of the previous deÀnition, educational and psychological glossaries this age group does not include the youth and various literatures differentiate at university education. That is, young between the terms ‘abilities’, ‘skills’ and people during university education have ‘competencies’. This helps to induce that their own special psychological and social ‘ability’ is a potent force and a hypothetical characteristics and conditions. Because this formation enabling an individual to category consists of those engaging in the perform a physical or mental action which labour market or who are in the Ànal stages can be observed as an outward behaviour, leading up to it, this group of productive thus allowing its existence to be deduced youth acquires particular importance in and quantiÀed, such as the ability to learn, the building of a knowledge society. This perceive, induce, innovate. group needs a specialised study which we In fact, abilities are important in our
4 ARAB KNOWLEDGE REPORT 2010/2011 educational, social and professional lives, way, there is a need to build special skills. and they receive attention from specialists. These skills should be identiÀed or there We seek to discover abilities in order to should at least be established methods to provide the appropriate environmental help identify them in a dynamic way to and educational atmosphere required to interact with variables in our societies. develop them to manage with scientiÀc ‘Competencies’ represent a relatively and technological changes and with the recent concept which refers to the sum of demands of the knowledge society. knowledge, abilities and skills as well The ‘skills’ refer to performing actions as integrated and interrelated attitudes quickly, easily, accurately and proÀciently acquired by the individual through training with minimal effort. They develop as a or teaching. Some view ‘competency’ as result of learning and teaching. We can an invisible inner potential or readiness. distinguish cognitive skills, such as reading Others would argue that ‘competency’ does comprehension, expressive writing, not differ much from some of the other GENERAL REPORT information processing, analytical/critical concepts, such as experience, skill, good thinking, crisis management, problem performance or ability. But aside from solving and decision-making, and self- theoretical differences or the numerous education and continuous learning; usages of competencies or skills, this report conative/personal skills, such as self- will use the term ‘skills’ in its broadest and awareness, self-appreciation and learning most comprehensive sense which includes ‘Competencies’ motivation; social skills, such as team work a number of cognitive, conative and social represent a and communication skills; and others. dimensions. relatively recent Some skills are clear. These include critical and analytical thinking, building VALUES SYSTEM concept which a culture of learning and seeking refers to the sum information instead of simple reception It should be noted that skills alone cannot of knowledge, which is prevalent in the traditional yield the desired results unless they are abilities, skills as dictated education system, and the skills of accompanied by a precise system of values conÁict resolution and crisis management. that govern and shape the convictions, well as integrated However, there are some questions still and thus the practices, that harness and and interrelated open about the details of this process: direct skills along the desired paths. Today attitudes acquired What are the skills that we need to build we are experiencing major cognitive by the individual in particular? What are the skills that may shifts, triggered by new technologies in through training be required by the labour markets in the communication and information, and we future, taking into account that we are recognise the importance of rebuilding or teaching working with young generations that will the systems of education, formation, and engage in the labour markets after 5-20 social and cultural upbringing in order years? What are the speciÀc skills required to keep up with these changes and take for establishing a knowledge society and advantage of their gains. In this regard, the economy? Perhaps this will necessitate values primarily relate to the general and working on a number of topics that may relative criteria associated with these areas, involve theoretical and Àeld extrapolations given that values are the basis of thinking concerning present and future labour in the means embraced by the processes of markets, within the general framework and education, formation and rehabilitation. overall objective of building the desired The concept of values puts us before knowledge society. In order to train and a system of principles and standards prepare the Arab youth to deal with an which correspond with Arab aspirations ever-changing society in which competition to catch up with the knowledge society revolves around how to cope with such and to create pathways to sustainable change and inÁuence it in a productive development. The reforms anticipated
GENERAL REPORT - METHODOLOGY, CONCEPTS AND STRUCTURES OF THE REPORT 5 in this section consider building the new skills in the various political, social and generations as society’s main concern with economic areas. Therefore, enabling is the its various components, which include key to the processes of preparing future decision-makers, families, schools, women, generations for the knowledge society. In men, children, the youth, adults, and other words, it represents the framework entrepreneurs. that allows the coming Arab generations to The identiÀcation of these values and the obtain the skills to enable them to embody methods of instilling them in young children new values and build the abilities to overcome and the youth, and the suitable conditions the internal and external challenges they face for this, represent another major goal of the today. As for the conditions of enabling, current report. There are many fundamental they include freedoms, understanding the values such as communal commitment and exigencies of the present time, and building civic participation, the values of openness institutions and networks. Enabling is and communication with, and respect a condition of establishment. Whereas for others and attempting to implement building skills requires a perspective of The required cooperation for progress. Other values a value, for example a general criteria- enabling processes relate to learning methodologies such as oriented vision, it requires at the same time can vary between perseverance, respect for time, diligence, an appropriate environment. those directly self-esteem, as well as other general human The required enabling processes can values. We can also use this issue to explore vary between those directly related to related to future prevailing values and cultures which inhibit future generations to engage in the generations to efforts to build a knowledge society, such knowledge society, and those related to engage in the as the culture of shame and preference the reality of Arab societies themselves, knowledge society, for administrative and ofÀce work over enabling them to embrace the building productive vocational work, values and preparation processes of the young and those related to glorifying knowledge and learning and and supporting them to establish the the reality of Arab which encourage implanting knowledge desired society. Within this perspective, societies themselves, rather than importing its products; as well the evaluation of enabling environments enabling them as the consumer values that prevail in a may involve several issues related to policy, to embrace the number of Arab countries. development, education and rehabilitation plans; freedoms and political reform; the building and ENABLING ENVIRONMENTS provision of infrastructure for information preparation networks and facilitation to access them; the processes of The concept of enabling has a compound provision of a type of education which the young and signiÀcance. This report focuses on enabling enables the youth to participate in the environments, which are represented in knowledge society and not only be fulÀlled supporting them different forms of fostering and supportive with realising quantitative achievements; to establish the conditions and in various structures, which and the provision of an enabling economic desired society aim to create an environment that raises environment by Àghting poverty, providing the youth in a way that facilitates their access to Ànance for SMEs, and providing involvement in the knowledge society. health care and comfortable housing for the This cannot be achieved without actions young. This takes us back to the close link that prepare a foundation for localisation between knowledge and development. A of knowledge. On the one hand, enabling discussion on enabling environments would refers to the process by and through which include dealing with relevant regulatory and the individual acquires the potential to do supportive legislation, laws and rules, and something more efÀciently, in terms of building institutions which support and abilities, skills and knowledge. On the other shape the process of preparing the young hand, it refers to the environments fostering to access the desired knowledge society and the process of building these abilities and contribute to its building and development.
6 ARAB KNOWLEDGE REPORT 2010/2011 COGNITIVE, CONATIVE AND Arab countries to investigate the situation SOCIAL DIMENSIONS and readiness as well as the opportunities, gaps and requirements required to facilitate The report maintains that the required the access of future generations to the skills, values and enabling environments knowledge society. cover three main dimensions: ‘cognitive,’ The action methodology related to ‘conative’ and ‘social’, which control the the case studies depends on two key processes of preparing and equipping the points: The Àrst relates to the studies and young for the knowledge society. Through research, including educational, social and identifying the required skills, values and developmental theories and frameworks enabling and the interactive relations as well as the global experiences and among them, the main elements of our ideas in this Àeld. The second relates to vision are now complete with respect to the information and Àeld data obtained the nature of the younger generation we from specialised Àeld surveys targeted at GENERAL REPORT aspire to prepare and qualify for active the related segments. In this round of the contribution to building the desired series of Arab Knowledge Reports, Àeld knowledge society. research was conducted only in the major cities of four Arab countries that were the THE GENERAL subjects of the case studies, Jordan, the The report METHODOLOGY OF THE UAE, Morocco and Yemen, to represent maintains that REPORT the different areas in the Arab region; the required skills, the Arab Mashreq region (Jordan) values and enabling The Arab Knowledge Report for the year the Arab Maghreb region (Morocco), environments 2010/2011 tackles the issue of building the Gulf (the UAE) and countries future generations in the Arab region by demanding more growth (Yemen). cover three main depending on two main elements: The For logistical limitations, Àeld surveys dimensions: Àrst element involves the methodological were completed on pilot principles in ‘cognitive,’ studies that are based on the information the major cities of these four countries ‘conative’ and available on the subject matter and on (Amman, Rabat, Sana’a, Dubai and Abu ‘social’, which global experiences and ideas in this area. Dhabi). This was achieved by adopting control the The second element involves conducting various assessment and investigative tools processes of ‘case studies’ for a number of selected developed speciÀcally for this purpose. preparing and equipping the FIGURE 1-1 young for the Triad of skills, values and enabling knowledge society
Skills Values
Enabling
GENERAL REPORT - METHODOLOGY, CONCEPTS AND STRUCTURES OF THE REPORT 7 The Àndings of these surveys can be built simultaneously measured, for the Àrst on to conduct similar studies in other Arab time in the Arab region, the skills, values areas and cities in later stages. and enabling environments for the youth. This exploratory study aims to identify Hopefully, this will make it possible in the the status of the triad of skills, values and future to develop standardised tools and enabling among a sample of young Arabs in methodologies to measure the readiness the four countries. Due to the importance of the young to access the knowledge of the teacher’s role in shaping the minds society, which can be used extensively in and consciences of the young, and since the future studies both in the Arab region and quality of any educational system cannot, in in other countries worldwide. general, exceed the quality of its teachers, it was necessary to survey the opinions of STRUCTURE OF THE REPORT a sample of teachers on the educational process they practice, the environments The Arab Knowledge Report for the year surrounding them, and how these 2010/2011 consists of two main parts. The study comes environments help or hinder them from The Àrst part is the ‘General report’ which in light of the performing the role assigned to them. focuses on preparing the young for the pressing need in Moreover, consultative meetings were knowledge society in the Arab region as organised through workshops held during a whole according to the triad of skills, the Arab region the second half of 2010 in all case countries, values and political, economic and for accurate and where participants included about two social enabling environments. This standardised tools hundred specialists and concerned parties section also includes a synthesis of the and methodologies from different areas of the public sector results of Àeld research conducted in which allow (education, planning and development), the four Arab countries on the status of private sector (investors), concerned civil preparing young people for the knowledge measuring the society organisations, religious Àgures, society. The second part of the report learning outcomes specialists and experts in areas related contains the four case studies (Jordan, and the pace of to knowledge and social and economic the UAE, Morocco and Yemen), which their development development, as well as representatives were featured in Àve major cities in of the youth. These workshops aimed to these countries. These studies included a scientifically and deliberate on the important issues related comprehensive assessment of the enabling objectively to the rehabilitation and preparation of environments in light of the requirements the Arab youth for the knowledge society of the knowledge society, in addition to a in order to collate the various views and detailed presentation of the results of the attitudes, including the most signiÀcant Àeld surveys in each of them. deÀciencies that they see and the ways they The General report consists of six main propose to deal with them. As such, the chapters in addition to the introductory methodology of preparing the case studies chapter, as well as a list of references achieves the principle of participation. The and basic statistics on development and Arab Knowledge Report 2010/2011 has knowledge in the Arab region. been prepared by Arab societies and for In a conceptual/substantive analysis, them. the Àrst chapter, ‘The knowledge The study comes in light of the society: concept and problematics’, pressing need in the Arab region for tackles the issues of deÀning the concept accurate and standardised tools and and meaning of the knowledge society, methodologies which allow measuring the attempting to evoke its connotations that learning outcomes and the pace of their must be identiÀed in the Arab region and development scientiÀcally and objectively. linking them with the topic of preparing Remarkably, the methodology and tools the young. The knowledge society is used in the preparation of this report holistic and comprehensive and involves
8 ARAB KNOWLEDGE REPORT 2010/2011 a quantum leap in the paradigm of expansion of collective participation and knowledge, culture, politics and sociology. development of follow-up and evaluation It is associated with a global culture of systems, and (c) the link to the labour human rights, citizenship and governance market and the preparation of the young systems. The report’s vision focuses on for global competition. The chapter ends humankind as a central pillar and goal with a comprehensive proposal for for building a knowledge society. This making a quantum leap in education that chapter also addresses four problematic provides young Arabs with the skills and issues: Cultural development in the Arab values needed to acquire the properties of region, the inherent contradiction in the knowledge society members. the knowledge society and knowledge The third chapter, ‘Social upbringing economies, the burning of stages and the and the preparation for the knowledge change in education systems. society’, emphasises that despite the The second chapter, ‘Education and importance of family as the primary GENERAL REPORT preparation of future generations for institution of upbringing, it is no longer the the knowledge society’, tackles education only source of transferring values and raising as the main natural key for preparing new generations. It is difÀcult to talk about The knowledge young Arabs and equipping them with the family as the only means of enabling for society is holistic the knowledge, skills and values that the knowledge society, as the media occupies and comprehensive would enable these future generations to an important place in the era of knowledge and involves a contribute in building the knowledge in which it has expanded its concepts and society and global competitiveness. diversiÀed its tools, mechanisms and work quantum leap The essence of the knowledge society methodologies. Moreover, the issue of in the paradigm is creativity, innovation and invention, the cultural environment in society comes of knowledge, hence new Arab generations must possess under a broader framework of upbringing. culture, politics these qualities through the provision In this respect, the chapter stresses several of enabling as well as conducive and important issues. First, it calls for an and sociology. It supportive environments. This chapter enlightened religious discourse. That is, is associated with also highlights the problem of illiteracy of religion plays a key role in preparing new a global culture around one-third of the Arab population, generations to work, persevere and gain of human rights, most of which are women. It also addresses moral characteristics, to reach what they the vulnerability of care and education in aspire to be in the world of scientiÀc and citizenship and early childhood. The chapter stresses the technological advancement which represents governance systems importance of primary education and the the main feature of the knowledge society. expansion of preparatory and secondary The second issue is the call to promote the technical education, expressing the need Arabic language as the main tool to achieve to make a quantum leap in education. social integration and communication Moreover, the chapter shows that among the young. The third issue is about efforts at educational reform in the Arab citizenship and identity with emphasis on region have focused on the quantitative human rights in freedom, justice, equality element and improvement of buildings, and belonging. The development of facilities and curricula. However, such identity among the young is the product of efforts have ignored the preparation of the work, progress and participation among the youth for the knowledge society, as they people of one nation within the framework have not taken into consideration three of communication with the national culture main elements: (a) material, moral and as well as openness to a global culture. career incentive systems for teachers, and The fourth chapter, ‘Enabling the emphasis on productivity, achievements environments and preparation of the and outcomes of education and learning, young for the knowledge society’, focuses (b) accountability systems including the on identifying the enabling environments in
GENERAL REPORT - METHODOLOGY, CONCEPTS AND STRUCTURES OF THE REPORT 9 the Arab world which can prepare, empower light of the report and its mission represented and stimulate the new Arab generations to in ‘providing the young with the skills and access the knowledge society. No matter values and providing enabling environments what success we achieve in building the to prepare them to access the knowledge institutions of preparation and formation society and actively participate in its building (e.g. in education, family, media and cultural and development.’ environment), there is still a need for The Àndings revealed low scores in fostering and enabling environments that a surveyed sample of pupils in terms of stimulate the march of progress, support cognitive skills (e.g. information seeking the preparation of the youth and enable and processing, written communication, them to achieve their goals in founding the problem solving, and the use of technology) knowledge society. Therefore, the fourth compared to social skills (e.g. communication chapter deals with governance, freedoms, with others, teamwork and participation political and social development governing in public life) and conative skills (e.g. self- people’s lives, women’s enabling, economic esteem, motivation to learn, and planning and social environments and the underlying for the future). For values, the results problems of poverty and unemployment, as indicated that students possess the values well as the cognitive enabling environments that qualify them for the knowledge society. The analysis of which foster culture as one of the important Also, the comparison by gender showed results shows a factors in building the knowledge society. that in general females surpassed males. positive impact of These enabling environments have been With regard to the enabling environments, addressed in the context of their suitability as depicted by students and their teachers, some components to empower the youth with respect to they seemed to lack a number of basic of the enabling transferring, indigenising and employing components required to prepare the young environments, knowledge under the triad of skills, values for the knowledge society. The analysis of particularly the role and enabling. results shows a positive impact of some The Àfth chapter, ‘Field research on components of the enabling environments, of the family, on the readiness of future generations to particularly the role of the family, on preparing the young access the knowledge society’, presents preparing the young. The chapter concludes the aggregate results of the survey conducted with a set of recommendations concerning in the selected four Arab countries. the development of curricula quality, school The Àrst part of the chapter begins by lifestyle and teachers to interact to achieve presenting clariÀcations related to building the objective of preparing the young for the the tools and the relevant experimentation desired knowledge society. process. These clariÀcations show the basic The general report concludes, in the principles on which the process of designing sixth chapter, by presenting a vision of tools depends, and the methodological and a dynamic action system proposed technical conditions taken into account in to prepare the future generations for the formulation and organisation of items the knowledge society. This system and paragraphs. They also describe the includes four main elements intersecting reliability and credibility indicators of tools with each other to address the key issues in the experimentation process. Moreover, in the preparation of the young: ‘The these methodological clariÀcations include willingness to act’, the ‘ability to act’ the deÀnition of samples and methods through identifying the barriers and of selection. The Àrst part concludes by determinants, ‘how to act’, which covers mentioning the theoretical, methodological methods of building skills, and ‘securing and contextual limits of the study. action requirements.’ The cycle of this The second part of the chapter focuses system is completed by identifying the on presenting the various statistical indicators means of securing the requirements of revealed by the survey and analysing them in action and guaranteeing its continuity. Thus,
10 ARAB KNOWLEDGE REPORT 2010/2011 the Arab Knowledge Report for the year 2010/2011 provides a detailed analysis of the processes of preparing young Arabs for the knowledge society by building on the global theories and Àeld studies of Arab countries in order to suggest a model for action which we hope to be a milestone in preparing the youth to access the knowledge society. GENERAL REPORT
GENERAL REPORT - METHODOLOGY, CONCEPTS AND STRUCTURES OF THE REPORT 11 12 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER ONE THE KNOWLEDGE SOCIETY: CONCEPT AND PROBLEMATICS
INTRODUCTION today and the entities towards which societies have been moving since the end The theoretical framework of the Arab Knowledge of the 20th Century and the beginning Report for the year 2010/2011 is determined of the 21st Century. The most important through addressing the central concept, which the of these include the ‘information society’, GENERAL REPORT GENERAL REPORT report aims to highlight and discuss thoroughly. ‘network society’, ‘knowledge economy’, This central concept is represented in ‘preparing and ‘knowledge society’. These terms can the young Arab generations for the knowledge be used interchangeably, even though society’ as an objective and a means to achieve the each term emphasises some aspects, and desired Arab renaissance. This chapter addresses excludes others, of the transformational the concept of the knowledge society in relation phenomenon we are experiencing (Judith to the preparation of the young along with a Sachs, in English, 2008). The Arab Human number of signiÀcant problematic issues relating Development Report for 2003 considered to the Arab renaissance and involvement in the that knowledge was a tool to expand the The concept of knowledge society: Cultural development in the options and abilities of human beings, preparing future Arab region, the inherent contradiction in the and it was the main key to achieving knowledge society and knowledge economies, the comprehensive development. It also generations for burning of stages and the change in education deÀned the knowledge society as one based tomorrow is related systems. on the dissemination and production of to the concept The concept of preparing the future generations knowledge, employing it efÀciently in all of building the for tomorrow is related to the concept of building areas of community activity, economy, civil knowledge society the knowledge society as a whole. In short, most society and politics, as well as in private of the starting points, requirements and elements life where knowledge has increasingly as a whole requested in the Arab Knowledge Report for become a powerful engine for economic 2009 for the establishment of a knowledge society and social transformations (UNDP, 2003). in the Arab region are revisited: To expand the The UNESCO Report issued in 2005 area of freedom, education reform, consolidate IT adopted the concept of the knowledge infrastructure, and creativity stimulation. To that society and used it in the plural form, end, a window should be opened to communicate ‘knowledge societies,’ considering it most with ourselves and the world to bridge the consistent with the transformations taking knowledge gap which will increase daily and place in a world in which the technological become more difÀcult to remedy if ignored. dimension represents the cornerstone of society and in which the new economy and THE KNOWLEDGE SOCIETY: communication networks represent the THE CONCEPT AND main features of its general structure. ITS RELATION TO THE The Àrst Arab Knowledge Report for PREPARATION OF THE 2009 elaborated on the signiÀcance of the FUTURE GENERATIONS term ‘knowledge’ in the concept of the ‘knowledge society’ to include cultural and There are many terms that describe the civilisational dimensions, not restricting it enormous changes we are living through to scientiÀc and technological dimensions
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 13 as in the fulcrums and indicators of the technology, which has emerged since the knowledge economy stated in some 1970s: the scientiÀc revolution associated literature, such as the World Bank’s reports. with a new global awareness influenced The Arab Knowledge Report stresses by the communications revolution, and that the knowledge society, which some the knowledge revolution (or ‘post- call the ‘digital society,’ is a society project modernism’ as it is called in the West). and is larger than its tools and internet All these revolutions spawned coherent networks. Thus, it was possible for the contexts composing of new emerging Arab Knowledge Report to adequately paradigm which are called by different express that the ‘knowledge society’ is a names - as mentioned above - but the one step ahead of the ‘information society’ we have settled on is the term or paradigm as agreed upon now by many experts of the ‘knowledge society’. who hold the view that information Since we are involved in studying the and communication technology has led processes of preparing the young for the to the realisation that ‘knowledge’ has knowledge society, we must point to the become the principle and driving force pivotal role of increased investment in for all dimensions of economic, social, rehabilitation, formation and education political and cultural changes taking place in order to develop the human resources The Arab around us in today’s world (the UNDP suited to this quantum leap in the economy Knowledge Report and Mohammed bin Rashid Al Maktoum and knowledge society. Researchers have stresses that the Foundation, 2009). In this sense this predicted what is happening in the world knowledge society, report emphasises, with respect to the regarding the radical shift in these aspects which some call preparation of the young, that the Arab of society and the movement of the ‘digital society,’ vision of the knowledge society must take production to a new stage. They stressed a comprehensive course. It tends towards that cooperation between people and is a society project building a society where knowledge countries was the result of disparity in and is larger becomes the product of combining the knowledge and skills and that investment than its tools and cultures of information, experience and in education would reduce the gap not only internet networks ability to govern, in order to rationalise between people but between countries resources, mobilise and use the available as well (Bell, in English, 1973). That idea means to reach the renaissance and enjoy enjoyed considerable support, particularly the gains of human development. at the beginning of the 1990s, because In the context of attempting to the basis of growth in economic wealth understand and explain the new global involved knowledge workers. However, changes, including the cultural, political, the main wealth-producing activities will social and educational aspects around not be in the use of raw materials, capital us, an Arab researcher (Al-Sayyid Yasin, or labour; rather, the added value will be in Arabic, 2000) adopted a general produced through innovation and creativity concept that has spread through social and through the application of knowledge science circles in recent years. This concept, at work. The value of products will be or ‘paradigm,’ coined by Thomas Kuhn in determined in the ‘knowledge’ retained his noted book ‘The Structure of ScientiÀc in the Ànal product (Druker, in English, Revolutions’, can be translated into Arabic 1994). as ‘The Complete Theoretical Model’. The Another researcher (Tuomi, in English, researcher’s observation conÀrmed that the 2001) attempts to monitor the development old paradigm, which had prevailed before, of the information and knowledge revolution had fallen along with its political, value and and its growth in three waves. He argues that cognitive meaning, and that a new paradigm the Àrst wave - roughly from the beginning was being created with the ascendance of of the 1970s to the beginning of the the new revolution in communications 1990s - was associated with an anticipated
14 ARAB KNOWLEDGE REPORT 2010/2011 ICT revolution, which was expected to and implement appropriate technology lead to, and did lead to, the convergence policies in isolation. Technology policies of television and telecommunications. and social policies have to be developed This led to a focus on deregulation and in a complementary way and strive for network infrastructure and to technology complementary objectives. It is necessary, development initiatives, especially in if we want the ‘society’ in information Japan, Europe and the United States. The society to be more than a rhetorical second wave started at the beginning device, to develop a more sophisticated of the 1990s of the previous century appreciation of these social issues” and focused on global competitiveness, (Ducatel, in English, 2000). economic growth, protection of privacy, and intellectual property rights. Its key KNOWLEDGE AND difference from the Àrst wave was the TECHNOLOGY AND emerging concern about the haves and COMMUNICATION GENERAL REPORT GENERAL REPORT have-nots, i.e., the ‘digital gap’, within the REVOLUTION same country and between countries in the The emergence of world, as well as the stress on the concept The knowledge society has been based of globalisation due to the expansion of on multiple revolutions in information the so-called ‘digital networks and progressive accumulation and communications technology, and the gap within the of information technology. The second accompanying revolutions in thought, same country and wave spread rapidly around the world, and values and culture, as well as in all aspects between nations quickly found itself surÀng an even bigger of social and political life. Knowledge has wave, the internet. What distinguished become the basis for the production and in the world’ is the information and telecommunication the main driver of economic and social the result of the technologies in the Àrst and second waves development, resulting in a knowledge- widespread use was the emergence and spread of the intensive production with a surplus of the internet internet and personal computers (PCs). value arising from science, knowledge and PCs clustered The emergence of the so-called ‘digital and creativity in the production process gap within the same country and between and design. In plain words, the value of between segments nations in the world’ is the result of the products in the knowledge society does of society and widespread use of the internet and PCs not lie in the used raw material, nor in the between countries clustered between segments of society and labour force, nor in the spent capital, but between countries (Omar Bizri, Member rather in the knowledge retained in the of the Readers Committee). Ànal product. The escalation of these revolutions, Knowledge has characteristics different and the changes they brought to the world from those of capital. In the Àrst place, in all aspects of life, culminated in the knowledge is difÀcult to measure and it ‘third wave’ that has emerged since the easily crosses borders and nations, lighting end of 1990s and the early years of this up the lives of people everywhere. Once it century. The dimensions of this wave can is produced, it can be easily reproduced or be described as follows: “The relationship copied. In this regard, knowledge transfer between technological change and social is cheap. Hence, developed countries pay transformation is now acknowledged attention to the laws that protect intellectual to be a complex one, and the simple property rights, patents, the internet, data notion of technological changes having banks, and all other sources of knowledge. social effects, which in turn can be Furthermore, knowledge produces more simply controlled by appropriate policies, knowledge, so the critical mass of has now been shown to be false. This knowledge-makers is very important in brings an added complexity to policy achieving the production of knowledge making; it is not enough to develop and building a knowledge economy. This,
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 15 consequently, sheds light on the importance there is only one thing that has not been, and of preparing the young so that we can build cannot become, a commodity; namely, the this critical mass required to cross into human imagination (Friedman, in English, the desired knowledge society in the Arab 2005). Therefore, encouraging positive region. In the world today, we can see some imagination among the new generations factors which reÁect this idea in terms of becomes a key issue facing educational labour and infrastructure as represented in systems and upbringing and political Silicon Valley in California, the Electronic institutions. It urges them to encourage Belt in Germany, the Hsinchu region of the people more than ever before to think Taiwan, and the Multimedia Super Corridor seriously and focus on the results beneÀcial (MSC) in Malaysia. These are all examples to humanity and which can bring about of the idea of critical mass which leads the progress and unite human civilisation. process of producing knowledge. (Harris, Today’s knowledge society provides a in English, 1998). wider space to evoke positive imagination If the evolution in information and (i.e., creativity and innovation), exchanging communications technology is the Àrst and disseminating it without limits. Searching pillar of the knowledge society, globalism is the internet, for example, has become one the second pillar. Globalism is the increasing of the most important and strongest factors spread of information and knowledge for enabling individuals in a way that is among people across the world, increasing unprecedented. It is contrary to everything similarity between groups, communities and humans have ever experienced or learned. institutions, removing barriers and distances It enables the individual to do all that he/ If the evolution in between states and dissolving them into one she believes to be true in dealing with the information and global arrangement rising above everything, information he/she wants. Moreover, social including geographical boundaries, and networking sites on the internet have grown communications bringing them together under one global and have become, thanks to ‘Facebook’, technology is the entity. ‘Twitter’ and others, a communication tool first pillar of the Most analysts conÀrm these dramatic not only from one to many but also from knowledge society, changes that have taken place in our world many to many. Such communication has globalism is the today, making it, in spite of differences created what is called the ‘Virtual Mass and existing borders, a ‘small village’ in Society’. Yet, this virtual society may become second pillar the Àgurative sense. An analyst sees that a social reality especially in the event of the technology and communications have availability of the conditions of economic, placed all the people of the world in touch social and political pressure. Social with each other, and provided the Áuidity communication sites played a distinct role in of ‘knowledge’ for everyone (i.e., the rapid mobilizing the crowd around a certain idea spread of knowledge and its circulation or political position. among all), to the extent that China and An emerging mass of youth has formed India have gained an increasing wealth in the Arab region as a whole, among the which will represent a challenge to the upper-middle class, which has managed United States unless it quickly develops to to embrace digital technologies and open maintain its powerful position in the world. for itself extended horizons under the In this connected world, we Ànd that many ‘Digital Domain’ and the practice of of the cooperation mechanisms, such as ‘Digital Citizenship,’ or the practice of knowledge, imagination, and information citizenship through the internet with its and communication technology, have various techniques, which announces the become commodities within everyone’s birth of ‘Network Citizenship’ (Netizen), reach. There are many people today who so to speak. Those youths have created possess the capacity and potential to create a general view for the emerging mass of their own contexts (i.e. lives). However, youth, becoming a ‘digital front and a
16 ARAB KNOWLEDGE REPORT 2010/2011 nucleus of a soft power, which identiÀes communication technologies. Therefore, we issues, trends and mottos, and movements Ànd that the institutions of the knowledge followed by the larger public mass’ (Samir society seek to attract knowledge-makers Murqus, in Arabic, 2011). and information and communication The eruption of the knowledge technology users and specialists. This has revolution has increased the chances of created huge competition in attracting freedom and democracy for the people. these kinds of knowledge workers and In this respect, human rights movements information technology specialists (Evers, around the world have made progress, in English, 2001). Time and place are no emphasising people’s rights to freedom, longer necessary for the establishment of an expression, belief, a dignified life, and institutional organisation, as communication employment opportunities where they can can be achieved through communication realise their humanity, defend women’s networks, and meetings and conferences rights and equality, Àght poverty and can be held virtually. This has resulted in GENERAL REPORT GENERAL REPORT marginalisation, and confront bullying reducing costs and saving time and effort and all forms of tyranny. Thus, globalism in project management, decision-making, in its positive side, has been associated agreement execution and follow-up. with the prevalence of key governing Perhaps among all these global changes concepts stressing democracy, pluralism there may be some elements that can and respect for human rights. On the facilitate the way for Arab communities other hand, totalitarianism has declined. to prepare the Arab youth to access the All of these have become the new pillars knowledge society. All these changes have Globalism has been of a renaissance of communities from penetrated, challenged and inÁuenced the the inside, as well as rules for dealing school systems, and rebuilt the structure associated with with other countries. It has become clear of school organisation (Wilber, in English, the prevalence that the knowledge society is based on 1993). In this respect, the relations in the of key governing comprehensive sustainable development, new social organisations of schools, in the concepts stressing as well as the creation of conditions of knowledge society we seek, are no longer freedom, growth, and human-supporting based on a bureaucratic hierarchic structure; democracy, values. Moreover, the knowledge revolution instead, they have become horizontal and pluralism and has been associated with new concepts in face-to-face relations through technology. respect for development, population, and environment, Also, the teacher is no longer the only human rights and attention has been brought to issues source of information, but has become surrounding women and children (Olson, a learning facilitator undertaking his/her in English, 2004). original role in raising generations, not The introduction of information and only as a conduit for knowledge (Beare and communications technology to industrial Slaughter, in English, 1993). Additionally, production alters the structure of an the relationship inside the classroom has institution’s social organisation and culture. become ‘from many to many,’ where all, This has resulted in replacing semi-skilled teacher and students, interact together in or unskilled workers with skilled technical an all-in-one learning situation. workers capable of dealing with information Furthermore, universities in the and communications technology and high- knowledge society are no longer restricted to tech devices for managing the institution. The producing the basic knowledge. What used relations in the structure of the institution’s to be called the triad of scientiÀc research, social organisation based on bureaucratic and industry and university, referring to the personal contact are no longer appropriate production of knowledge, is now conducted for the new pattern of management. That in multi-functional institutions. Knowledge pattern has been replaced with a virtual networks are set up to connect these world managed through the internet and institutions, where the industrial institutions
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 17 and labour and production organisations excellent education, neither of which can have become intelligent organisations run be achieved without full care and education by high-salaried intelligent management. in early childhood up to post-university Similarly, universities are no longer the sole education (Hussein Kamel Bahaa El-Din, driver for progress science and technology, background paper for the Report). and thus, inevitably they have become In this context, the Arab Knowledge intelligent organisations managed by a Report for the year 2009 showed that highly qualiÀed labour force, and connected it would be possible to make up for to research and development networks and the historical Arab delay in the Àeld of production and service centres. knowledge. It also showed that it would be Thus, the knowledge society has possible to deal with the knowledge gaps in tremendous opportunities and potentials the Arab region; if there was the political will which enable us to transcend history to overcome them and put knowledge in the The knowledge towards creating a more welcoming future service of development; and if energies are society has in which we can achieve renaissance and mobilised and harnessed and the necessary progress to let the Arab region access the resources allocated, if efforts are made for tremendous knowledge society through democratic building the enabling environments for the opportunities and and economic progress. A researcher desired knowledge society. That way, the potential which conÀrms (Mourad Wahba, in Arabic, 2011) acquired, indigenising, employed, produced enable us to that Egypt, for example, can establish and innovated knowledge would become transcend history democracy now thanks to the information a tool and an end for society as a whole, and knowledge revolution, which took four reaching all categories equally and all Àelds towards creating a centuries for Europe to achieve. Certainly, of knowledge, including the scientiÀc, more welcoming the scientiÀc and technological revolution technical, cultural and heritage areas as well future in which in the twentieth century produced two main as the accumulated communal experiences, we can achieve phenomena: ‘mass’ and ‘electronic’. The thus realising the knowledge, freedom and term ‘mass’ has evolved to include, ‘mass development triad. renaissance and production,’ ‘mass society,’ ‘mass media’ or progress to let the ‘mass communication,’ and ‘mass culture’. PROBLEMATICS OF ACCESSING Arab region access As for the electronic revolution, the internet TO THE KNOWLEDGE SOCIETY 1 the knowledge and e-commerce, they gave birth to two phenomena, the Àrst being the ‘death of The term ‘problematic’ involves an inherent society through distance’ in time and space, and the second contradiction in the issue or matter democratic and is ‘Facebook,’ in addition to other sites of addressed (Mourad Wahba, in Arabic, 1996). economic progress social communication on the internet. With In this part, we present a critical analysis of the death of distance, time can be saved; Àve important problematic issues that should for example, the four centuries it took for be tackled when thinking about building various countries across Europe to achieve the Arab Renaissance and preparing future democracy can be saved. (Mourad Wahba, generations to access the knowledge in Arabic, 2011). society: Cultural development, the inherent Economic progress is also possible. contradiction between the knowledge society To illustrate, there is a new option and knowledge economy, the burning of made possible by the transition from stages and the change in education systems. traditional production to knowledge- intensive production as demonstrated by THE PROBLEMATIC OF South Korea, Malaysia, and Singapore. CULTURAL DEVELOPMENT IN This option would condense centuries of THE ARAB WORLD progress into only 15-20 years. This would also need a work force enjoying a high Despite the multiple deÀnitions of culture, it level of intelligence and knowledge, and is, from the practical perspective consistent
18 ARAB KNOWLEDGE REPORT 2010/2011 BOX 1-1 Development of European modernisation Modernisation, along with its achievements of scientific and which paved the way for religious reform. The third reform was technological renaissance, was formed through interactive waves represented in ‘Enlightenment’. The term Enlightenment refers of major reforms. The first of those reforms was the wave of to the totality of the ideas that expressed people’s imagination in religious reform which recognised the freedom of religion and a the eighteenth century. Enlightenment was a reaction against the person’s ability to know religion, without an intermediary or religious authoritative dogmas and archaic traditions as well as the domination authority. It overthrew religious authoritarianism imposed on social of the ideas of the past over the production of science and and political life, and even in religious life itself. The second reform knowledge. Confidence in humans and the mind were the factors was the political and social movement that embraced the call to the behind the tendency towards Enlightenment. Namely, the mind is ‘Social Contract’. The idea of the social contract was a reaction able to acknowledge the existence of humans and social life through against absolute political power. It established the principle that scientific methods and research. It is also able to reform social, people would be the source of powers and promoted individual political and economic institutions to promote life and achieve direct and social freedom (liberalism), human rights, tolerance, relativism well-being. In this context, the idea of natural law and natural life in and pluralism. The social contract was founded on secularism politics and society emerged.
Source: (Mohsen Ziyadah, 1988 and Butts, 1995). GENERAL REPORT GENERAL REPORT with the objectives of this report, all the involve ideologies, i.e. systems of values experiences, skills, and system of values and beliefs, which distort people’s awareness and attitudes that have accumulated and and implant regressive attitudes as a result are rooted in society which uses it to of a long cultural legacy of oppression, shape its world and satisfy its needs, and occupation and tyrannical power. Also, the produce the means for this satisfaction, inherited old traditions may result in some thus generating structures, relationships ideologies nurturing regression, dependency, and achievements (Mahmoud Qamber, historicism, formalism and superstition. in Arabic, 1989). Therefore, culture must This raises the problem of the ability of be at the heart of efforts of renaissance, the initiators of the renaissance project change and development. However, the to develop new cognitive and perceptive heart of a society’s culture itself may models, new values and ethics of public
BOX 1-2 Cultural reform in the Alexandria Document The Alexandria Document issued by the Conference on ‘Arab and modern requirements. Doing so would remove the harmful Reform Issues,’ held at the Bibliotheca Alexandria from March 12 contradiction between the freedom of thought and creativity and to 14, 2004, stated a number of ways of reforming culture within the commandments imposed by some in the name of religion a comprehensive vision of other paths of reform. There are five which, in fact, calls for argument in a way that is best and does key recommendations for cultural reform we mention due to their not impose intellectual terrorism on those adopting different importance for the present report. They are listed as follows: opinions. Work on establishing the principles of rational and scientific Proceed with the liberation of women to achieve equality between thinking by promoting the institutions of scientific research, men and women in education and employment, stressing the through providing the required funding, and releasing the effectiveness of social participation in all its senses. freedoms of civil society to develop them. Meanwhile, the sources Create a cultural atmosphere to promote democratic development of religious extremism, whose residue still exists in the curricula, and peaceful transfer of power through working to confront the mosque sermons, and formal and informal media, should be rigid traditions and cumulative effects of corrupt political methods eliminated. and conditions preventing any effective political participation. Such Encourage further renewal of religious discourse in order confrontation will change the political and social look of women to reflect the enlightening cultural nature of religion, which and stress their cultural contribution, scientific achievement, and necessitates the releasing of intellectual freedom, opening the necessary role in development, taking into account that cultural gates of ijtihad (i.e. intellectual reasoning) wide for scientists and development is the basis of any development. The first step for researchers with respect to societal issues to benefit both the any radical reform cannot succeed without spreading the culture individual and society, and confronting all forms of extremism and of democracy in the educational curricula and media. rigid literalism in understanding religious texts which take them Confirm that science is a key component of culture and an away from their purposes and comprehensive principles. This established path for a future vision which implants in the public’s requires that the reform of religious discourse should proceed in cultural awareness the need for the knowledge society, which is the a direction consistent with the spirit of science, the rule of reason, best way to realise progress in each area.
Source: Alexandria Document, 2004.
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 19 awareness, and new cultural structures of a knowledge society. Nonetheless, pushing the efforts of development and attempts by Arab societies to nurture change and meeting the requirements and science have been limited to the pragmatic objectives of renaissance. utilitarian use of science and the attempt Among the main elements of the cultural to import the products of technological structure are the knowledge models by which science without the science itself; thus, people understand the world around them, Arab societies have become consumers of or what is called by one of the researchers science and technology as commodities “building a new Arab view of the world”. to be used, not indigenised, employed and This vision includes three basic approaches produced (Samir Abu Zeid, in Arabic, 2009). to discovering the world: Experimental, Perhaps the inability of Arab societies to rational and logical consistency, and religion. indigenise, employ and produce science lies They are intended to work in three key in the absence of cognitive and perceptive areas of knowledge: experimental science, models coping with ‘modernity’ from the philosophy or intellectual thinking, and structure of Arab culture and knowledge. religion. Because reality is more complicated, One Arab researcher has attempted these three key areas do not have clear Àxed to monitor the Arab Renaissance, trying Among the main limits but they overlap and interact in reality. to diagnose regressive attitudes using Such overlapping and interaction produce the works of a considerable number of elements of the an integrated world view changing from one experts concerned with the Renaissance cultural structure place to another according to the resulting and through identifying two key trends: are the knowledge cultural interactions. In addition, there is no religious reform and the liberal trend models by which possible dissemination of scientiÀc culture dominated largely by secularism. These people understand from one society to another, through two trends were found to have several translation, transfer by scientists or others, common denominators. The Àrst, the the world around without a cultural atmosphere possessing conviction of the importance of science them, or what is a suitable world view which absorbs and the need to rely on rationality and called ‘building science and scientiÀc methodology and reason. The second common denominator a new Arab view calls for following the practical traditions was the call for openness to the world and in theoretical and technical research (Samir conditional borrowing from the West. The of the world’ Abu Zeid, 2009). Hence, many Western third, was the adoption of the principles experts called at the end of the last decade of freedom, justice, equality and the rule of for ‘a fresh mind for a new world,’ so that law, and the conviction that reform, change the West could access the 21st Century, the or modernisation must be done gradually. era of information and knowledge society It should not be applied from above, but it (Ornstein and Ehrlich, in English, 2000. should have a comprehensive communal Translated by Ahmed Mustajir). quality, covering the political system, The so-called ‘scientiÀc facts’ are only women’s conditions, issues of language human exertions that change constantly; and education, and people’s lifestyles and both reality and knowledge are relative. morals (Al-Sayyid Yassin, in Arabic, 2010). However, science involves a continuous Many Arab intellectuals have attributed discovery of reality in terms of what happens the failure of the spirit prevailing during and how it evolves. ScientiÀc activity is an the Arab Renaissance to the intellectual integral part of the intellectual and cultural rupture in the Arab culture of tolerance, structure. That is, science is just one, not openness, freedom, enlightment, pluralism, all, of the patterns of human knowledge. relative truth, and the importance of cultural Yet it needs a fostering cultural structure. interaction, which were all present in the Simultaneously, science is the main driver climate of the Arab Renaissance project. of economic and social development in any Instead, other trends characterised by country pursuing progress and achievement closure, intolerance, unilateralism, clinging
20 ARAB KNOWLEDGE REPORT 2010/2011 to absolute ownership of truth and public freedom, freedom of expression, scepticism about the other, (previous and freedom of religion and belief, along reference) thus Enlightenment relapsed and with another set of rights such as equality the march of Arab modernisation stopped and social justice, the right to knowledge (Mourad Wahba, in Arabic, 2011). and work, and the right for all citizens to The solution to the contradiction lead a decent life. Meanwhile, the prevailing between a culture we aspire to; embracing neoliberalism stresses a set of rights in science and depending on relativity and contradiction with the mentioned rights, rationality and the common culture, with respect to individual ownership, which embracing trends based on intolerance gives legitimacy to capitalism through the and claiming absolute ownership of right to proÀt and ownership. These rights truth, cannot be solved except through a involve inequality. Put differently, the right renaissance project that achieves cultural to ownership is available to those who ‘have’ development, sponsoring a new mind the means according to their capacity and GENERAL REPORT GENERAL REPORT aimed at building a new society. efÀciency, but also result in its opposite, because of course there are those who ‘have’ THE PROBLEMATIC OF THE and those who ‘have not’. INHERENT CONTRADICTION This contradiction between the principle IN THE KNOWLEDGE SOCIETY of the right of ownership and its independence AND KNOWLEDGE ECONOMY for all, and the principle of equality and social Knowledge societies well-being, or what can be expressed as ‘the constitute the Knowledge societies constitute the economic inherent contradiction between economic heart of society, and they involve, like other freedom and social justice in the capitalist economic heart capitalist economies, contradiction. The system,’ has highlighted a need forchange in of society, and knowledge economies evoke the forces of the capitalist system through social policies they involve, like growth and welfare, but they seek, at the which have not achieved their desired results, other capitalist same time, to reap the greatest proÀt and especially in many developing countries, economies, self-interest, which tears at and disturbs including some Arab countries, and has order in society, serves to widen the gap caused the foundations of social and political contradiction between rich and poor, sparks terrorism and stability in these countries to shake. The crime, and undermines the pillars of security question remains open about the possibility and stability in the world (Hargreaves, in of the coexistence of ‘Civil Equality’ with English, 2003). ‘Economic Inequality’. There is a fundamental contradiction If we move from the level of in the issue of knowledge society and theoretical analysis to the procedural economy. To explain, the neoliberalism level, this problematic issue, or rather this dominating contemporary global capitalist contradiction, is seen particularly clearly in thinking emphasises a set of rights sponsored developing societies that aspire to progress under the banner of democracy, including towards the knowledge society. That is, the
BOX 1-3 The absence of political and social dimensions from economic growth - Egypt case New economic experiences, which focused unemployment and aggravating inequality at home. on economic growth as a single factor in the All this led to social problems, and soon it became development process while neglecting the political, clear that this economic growth itself was not economic and cultural factors, cost their countries homogeneous, thus its impact was not felt by the a very heavy price in terms of poverty, increasing broad masses.
(Source: Carnegie Endowment website, www.carnegieendowment.org, February 23, 2011).
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 21 knowledge economies are, by deÀnition, in the ability of the countries seeking to based on intensive knowledge, unlike the catch up with the knowledge society to traditional industry economies which are follow development policies that achieve based on intensive labour. Additionally, balance between society’s need to grow the knowledge-intensive economies attract and progress towards the knowledge a small segment of knowledge workers society, and society’s need to employ who possess knowledge, skills, and high all its members, eradicate poverty and potentials. This segment contains those with unemployment, and achieve justice, this high incomes and those who beneÀt from can be achieved through the promotion knowledge economies. The majority of those of productive development and service belonging to this segment are professionals projects in agriculture and industry, at the who raise the prices of the services they level of large and small enterprises. offer in the knowledge economy, resulting in Sustainable development based on their achieving substantial economic returns. the establishment of knowledge societies In return, the other segments with lower requires removing the contradiction levels of knowledge and skills are excluded, between the ‘knowledge economy’ and giving rise to what can be called a ‘digital the ‘knowledge society’. The knowledge gap’, which is in essence a social gap between economy is a capitalist economy serving the relatively small segment that possesses the private interest and promoting the knowledge, culture and skills required for proÀt motive and mechanisms unleashing …the knowledge the knowledge economy and other social market freedom. However, the knowledge economies are, segments that do not possess them. While society is a comprehensive social process in by definition, the Àrst segment grows richer, the second political, social and cultural development, based on intensive grows poorer and more desperate. targeting public interest (Hargreaves, in In fact, the aspects of social and English, 2002). Herein lays the importance knowledge, unlike economic inequality do not only lead to of directing social systems and institutions, the traditional undermining social harmony and political including educational systems, to work to industry economies stability, but they also contradict the spirit of serve both goals, ‘private interest’ and based on democracy itself and encourage corruption ‘public interest’, under integrated policies. intensive labour and favouritism, which are among the factors that cripple development. Whereas BOX 1-4 economic globalism, when set loose without control, may increase the intensity of Equality and the Knowledge Society inequality, poverty and exclusion, managing it Knowledge economy is likely to be achieved wisely (including the adoption of legislation under capitalist conditions within the framework of a capitalist society in which the rates of poverty and motivating and responsible procedures) and unemployment are kept within ‘acceptable’ is a necessary prerequisite to promote the limits along with ‘palliative prescriptions’ similar individual’s economic and social rights. to those we see in capitalist societies today. In summary, the knowledge society is not, in This sharp division, in societies seeking to principle, a utopian society involving all forms access knowledge economies, between the of equality. Rather, there is a need for various elite controlling the information economy changes at many levels in order to achieve the desired equality and access to the ‘fair’ knowledge (about 20%) and the poor majority in the society. information economy (about 80%) results in increased unemployment, poverty and Source: Omar Bizri, Member of the Readers Committee marginalisation, a decline in workers’ rights, and a deterioration in the state of social BURNING STAGES welfare (Hijazi, Mustafa, background paper PROBLEMATIC for the report). The contradiction involved in the Under the waves of global evolution problematic issue we are dealing with lies from the industrial to the knowledge
22 ARAB KNOWLEDGE REPORT 2010/2011 society, the Arab, like other developing factor is represented in the accelerating rate societies, witnesses the transition, without of the spread of digital knowledge in many introduction, from agricultural settings Arab countries. The third factor is that a and the oral or semi-oral cultures to the number of Arab countries have launched digital knowledge (Bin Hafeez, Abdel serious initiatives in their educational Wahhab, background paper for the report). systems, even though these have not been Consequently, the developing societies, generalised or assessed yet, to activate and witnessing a rapid Áow of revolutionary indiginise knowledge with the construction knowledge, contains generations that have of infrastructure for information and not yet changed and many who still live in communication technologies necessary for the darkness of past stages since they have the success of these initiatives, and support been left behind by the developed world. for research and development. The fourth Arab societies are still preoccupied factor revolves around the capacity of the with many key foundational issues such as Arab renaissance movement in building GENERAL REPORT GENERAL REPORT literacy and the building of modern states an enlighted political will to overcome the following independence, which require the culture problematic and achieve cultural provision of infrastructure, knowledge development through which a new Arabic Arab societies are and skills. “For example, we Ànd the child mind appears. These four factors constitute or young person in the countries of the a strong motive for Arab societies to still preoccupied developed North opening their eyes every become engaged without delay in the with many key morning to see a computer and life in a intense knowledge revolutions covering all foundational family or social environment relatively sectors of life at the same time, to be able issues such as well versed in information, while the Arab to remove the contradiction underlying the child or young person opens their eyes in issue of burning past the stages. literacy and the an atmosphere that has not yet reached the building of modern degree of satisfaction in initial knowledge” THE CHANGE IN EDUCATION states following (Bin Hafeez, Abdel Wahhab, background SYSTEMS PROBLEMATIC independence, paper for the report). Thus, if building which require a knowledge society in the West, as Perhaps the issue of the change in explained earlier, was based on knowledge education systems is one of the problematic the provision of revolutions, in successive stages of history, issues most relevant to the processes of infrastructure, is there a chance for Arab societies to burn preparing the youth for the knowledge knowledge past these stages and work simultaneously, society. This is because education is and skills intensively and comprehensively to fulÀl the a system existing in the context of a requirements of this historic achievement society which political, social and cultural and participate in the knowledge society? characteristics and conditions are already The possibility of burning these determined. Education inÁuences, and is stages for Arab societies still exists. This inÁuenced by, society at the same time in a possibility lies in a number of factors. The strong dialectical relationship. Àrst is realised thanks to the nature of the It is one of the most important Áow of knowledge and its rapid spread foundations of economic growth; but it transcending time and space by means of is also its major determinant. Education advanced information and communications derives its resources and inputs from the technologies. This knowledge Áow, which economic and cultural growth of society. should be utilised to reduce the knowledge Education is a cause and an effect at the gap and organise development projects, same time. The key problematic issue with is now directly identifying the areas of respect to the question lies in its starting social behaviour and shaping relations and point: Should we start from the educational management patterns in a boundless space system and its input, governance and where borders have dissolved. The second processes to get learning output that is
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 23 able to achieve democracy and social determined only on building an appropriate and economic progress and engage in market in terms of preconditions, laws the era of knowledge? Or should it be and institutions necessary to preserve from the society and its economic, social that market’s independence and allow the and cultural contexts, which build the exercise of economic freedom. educational system, provide its resources In contrast to the human capital and shape its educational environment so theory, the efforts of critical sociologists society can get the desired output from grew in the 1960s and 1970s and were the human elements supporting access to reÁected in very important experimental the knowledge age? This problematic issue Àeld surveys. There was, for example, has been reÁected in sharp intellectual research in the 1960s (Coleman, in debate between the proponents of human English, 1966) that emphasised that the capital theories, and social critical theories school as an independent factor had (Hassan Al-Bilawi, in Arabic, 1986). little impact on the students’ academic As all agree, the logic of the human acquirement. Other studies conÀrmed capital theory is based on the principle that the impact of factors outside the that education is an investment in people, school (e.g. the level of poverty and and when successful individuals acquire social class) were much stronger on the knowledge and skills, they become human academic achievement of students with As all agree, capital. The educational process, according respect to determining the individual the logic of the to the theory of human capital, is an activity level of educational outcome (Jencks, in which grows with the individual’s human English, 1972). Thus, we should focus human capital experience. In this regard, educational on achieving equity and social justice theory is based achievement is governed by the individual’s rather than focusing on achieving social on the principle efforts. Therefore, this concept introduces a activity. According to these experts, the that education model outside the inÁuence of social class, role of the school in achieving social is an investment race and gender. Here, school is a neutral justice and progress and preparing young mechanism whose quality guarantees ‘equal generations for the knowledge society in people, and opportunity’ for all. Equal opportunity is remains marginal, unless it exists within when successful the focus of social justice. School, according a framework of fair social policies and individuals acquire to this theory, is the place where the human a just economy. In the four case studies knowledge and capital is efÀciently and fairly developed. included in the report, a questionnaire To put it another way, justice is learned and was conducted in the context of that skills, they become implemented in school. study among the Arab youth. It showed human capital The classical liberalism, or social that 52% of students decisively agreed liberalism, sought to resolve the contradiction on the idea that ‘he who has the money between the individual’s pursuit of his/ has a better opportunity to get a better her own interest, and society’s interest, on education,’ while 23.1% of students the basis of determining the state’s role partially agreed. This result is consistent in the care of public interests (in defence, with the thought of the proponents of education and law) and the building of the critical school.2 policies to create stability (which ensure the The experimental Àeld research helped public interest and public services, address social critical theories in education to grow the disadvantages or failure of the market, in popularity, such as the theory of political and mediate between the competing economy (Bowles S., and Gintis H., in groups). While we Ànd that neoliberalism, English, 1976), the theory of cultural capital advocated by the neo-conservatives heavily (Bourdieu and Passeron, in English, 1970), dominating the knowledge economies in and the critical theory in education (Giroux, the West, offers a concept which is contrary 1981 and Apple 1982, in English). These to the role of the state and which is theories are similar in their analysis of the
24 ARAB KNOWLEDGE REPORT 2010/2011 environment of social organisation that show that the school and the prevailing culture represent the mechanism for reproducing the capitalist system and the dominant culture in society (Hassan Al-Bilawi, in Arabic, 1986). Based on the above, the elimination of the contradiction in the problematic relationship between education and building human capital, within the overall framework of preparing the young for the knowledge society, lies in adopting comprehensive and complete policies of educational reform and economic and social development, and making educational reform an integral part of comprehensive development plans in the context of freedom and democracy in society led by a strong political will and supported by an active communal will. The understanding of reform would change the general view by seeing that the preparation of ‘human capital’ is not only limited to the preparation of the means of production but also relates to the preparation of ‘human competence capital’ through the cognitive capital. Moreover, school should be viewed as a comprehensive system of goals and incentives, information systems, technology, Áexible management and GENERAL REPORT GENERAL REPORT distinguished leadership. Therefore, education will become a transformative factor able to prepare a new generation, in a new society, that can deal with a new world. It should be fulÀlled within the knowledge, freedom and development triad.
GENERAL REPORT - THE KNOWLEDGE SOCIETY: CONCEPTS AND PROBLEMATICS 25 26 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER TWO EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY
INTRODUCTION QUANTITATIVE ANALYSIS
OF THE ARAB EDUCATION GENERAL REPORT GENERAL REPORT The demographic situation of the youth in the SYSTEM Arab region indicates that the future of Arab societies depends on the attitude and performance ILLITERACY AMONG THE of this generation, particularly with regard to the ARAB YOUTH objectives of the transition towards the knowledge The development society. Arab countries have a huge balance of Illiteracy is one of the main obstacles that of cognitive human youth that must be invested in and empowered threaten Arab societies with respect to capital must be through education to participate and progress engagement in the knowledge society and a top priority of towards the knowledge society. Young people in the Ànal eradication of illiteracy, especially development in the Arab countries constitute a large proportion of among children and youth. It is one of the population, and the percentage of children the important measures for programmes Arab region, given in the age group less than 15 years is more than designed to promote Arab societies and that human capital 45% of the total population while the percentage prepare them to access the knowledge is the essential of young people between 15-24 years is about society. foundation for 21% (World Bank, 2007). Unless there is Despite the remarkable improvements a plan to invest in this human capital to form achieved in most Arab societies in moving forward the cornerstone of development by enabling it to eradicating illiteracy, literacy rates have towards building acquire the requisite knowledge, skills and values, remained relatively low in many Arab the knowledge it will be a burden on the economy, which suffers countries among poor and disadvantaged society and already from several problems. Unemployment and children and youth, especially females. poverty rates will also increase. This will become According to recent statistics (UNESCO, strengthening the a constant condition that negates all the efforts 2010) the estimated illiteracy rate among competitiveness of made to overcome the dilemma of development in the Arab population aged 15 years and the Arab region some Arab societies and provide elements for its above was 29% in 2007, i.e., 58.36 million sustainability in others. Therefore, the development people who do not possess the skills of of cognitive human capital must be a top priority reading and writing required for daily of development in the Arab region, given that life, compared to 16% globally, 20% in human capital is the essential foundation for developing countries, 9% in Latin American moving forward towards building the knowledge countries, and 7% in East Asia. Egypt is society and strengthening the competitiveness of the among the top ten countries in the world Arab region. Hence, the Arab region must review in terms of the number of illiterate adults, its education policy in order to enhance the sector amounting to 17 million, i.e., one-third and develop it qualitatively, allowing young Arab of the adult population. The number of generations to become a human force able to build, illiterate adults in Algeria, Morocco, Sudan renew and actively participate in a comprehensive and Yemen ranges between 5 and 10 million development process. people. The reading rate among adults is
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 27 less than 60% in Mauritania, Morocco, lives. (Kamal Naguib, background paper Sudan and Yemen, but it is much more than for the report). this (approximately 90%) in most countries of the Arabian Gulf, as well as in Jordan, CARE AND EDUCATION IN Lebanon, and the Occupied Palestinian EARLY CHILDHOOD Territories. Despite the signiÀcance of this problem and its impact on social and Early childhood care aims to focus on economic development, and with current investing in the early years of children. literacy efforts in Arab countries, UNESCO Several studies show that early education expects that the number of illiterate males paves the way for education in all its stages, and females in 2015 will reach about 55.78 and that children who have early education million people. will reach levels much higher than those One of the main challenges facing youth deprived of it. They also indicate that the enabling in Arab countries is the number of golden Àrst six years of the child’s life illiterate males and females, with a rate of form the basis of all progress in the rest 13% of the total number of Arab youth. of his/her existence. A good education in Most of them are female from the rural early childhood is holistic and integrated One of the main areas and poor neighbourhoods in cities; education which develops capacity, challenges facing illiterate young males in the whole Arab coordinates between knowledge and skills, youth enabling region represent 9% while females represent includes practical and motivational training, 18% (UNESCO, in English, 2010b). and involves exploration and interaction. in Arab countries Therefore we are facing large numbers Early education has a high economic is the number of of illiterate male and female adults and impact on both the individual and society. illiterate male and youth for whom the education system in Table 2.1 shows the high monetary yield females, with a Arab societies has failed in providing the for childhood development projects rate of 13% of minimum level of knowledge necessary compared to some service, agricultural and to live a life within its threshold levels industrial projects, according to studies the total number whether in their private or professional conducted by the International Institute of Arab youth FIGURE 2-1 Illiteracy rates among youth 2000-2007 (As a percentage of the 15-24 years age group)
40 35 30 25 20 15 10 5 0
Iraq UAE Syria Libya Qatar Egypt Oman Sudan Jordan Tunisia Sahara Yemen Kuwait Lebanon Morocco Mauritania Saudi Arabia Latin America Arab Region Africa south of the East Asia and Pacific Developed Countries Developing Countries Occupied Palestine Territories Source: UNESCO, in English,2010b.
28 ARAB KNOWLEDGE REPORT 2010/2011 Table 2-1 The monetary yield of the early childhood development Project Monetary yield on each US Dollar Irrigation project in the Philippines 1.48 Livestock breeding project in Uruguay 1.59 Cement Project in Estonia 2.27 Early Childhood Development Project in the USA 7.16
Source: Hussein Kamel Bahaa El-Din, background paper for the report
BOX 2-1 Vital pillars of investing in early childhood care (The density of nervous cells at different ages) GENERAL REPORT GENERAL REPORT A baby is born with 100 trillion synapses in the brain. The the neurons are not assigned primarily to a particular function, formation of synapses begins in the second the trimester of the but they are ready to take on new specific functions. Programming foetal stage and continues throughout life. It reaches its highest rate and assignment of these cells to specific functions are done by at 6-8 years of age, with up to (1000 trillion synapses). The number continuous stimulation, new experiences, and practice. At the age begins to decline upon reaching puberty. At birth, the majority of of six, the neurons and synapses, which have not been used nor neurons that will be in the brain are already present; however, the assigned a particular function, begin to be destroyed in a process brain continues to grow in size for a few years after birth, and over called ‘pruning’, and therefore, we need to ensure full utilisation of time, new neurons are produced from stem cells in two places: The all cells and neurons available up to the peak age of six - the golden Olfactory Bulb and Hippocampus. first six years of the child’s age - in order not to waste any neurons Some neurons perform specific functions such as breathing afterwards. and regulating heartbeat, temperature and reactions. The rest of
Source: Hussein Kamel Bahaa El-Din, background paper for the report for Development (Hussein Kamel Bahaa the rates of most other Arab countries El-Din, background paper for the report). are below the global average, particularly In 2010, the rate of comprehensive in Djibouti, Iraq, Libya, Mauritania, Saudi coverage for children aged between Arabia, Syria and Yemen. 0-6 years in public childcare centres The indicators of child well-being, The indicators of throughout the Arab region reached about health status and mortality rates in the child well-being, 19%, compared to 41% of the global Arab region stand far below the levels rate. Undoubtedly, the high percentage achieved by developed countries in the health status and of children constitutes a signiÀcant same areas. The rate of child mortality mortality rates in burden which most Arab countries cannot in Arab countries is an average of 54 the Arab region handle through absorbing large numbers children in every thousand before the stand far below the of children into national childcare and age of Àve; about eight times the rate in early education programmes, in addition North America and Western Europe, levels achieved by to the high rate of the rural population, but less than half that in the countries developed countries limiting the ability of these programmes of Sub-Saharan Africa. While the rate in in the same areas to reach the children of these populations Djibouti, Iraq and Mauritania is more than (UNESCO, 2010c). one hundred per thousand, we Ànd it very Children’s rates of enrolment in pre- low in several Arab countries where it is primary education programmes (e.g., up to 22 per thousand (in Jordan, Saudi kindergarten programme 4-5 years) vary Arabia and Tunisia) which is comparable between one Arab country and another; to the rate in Central and Eastern Europe the rates in Kuwait and the United Arab (21 per thousand). We Ànd this rate close Emirates are close to the rate of some to 7 per thousand in North America and developed countries. At the same time, Western Europe, and up to 9 per thousand
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 29 FIGURE 2-2 Gross enrolment rates in pre-primary education (%) 90 80 70 60 50 40 30 1999 20 10 2007 0
Iraq UAE Syria Libya Qatar Egypt Oman Jordan Sudan Kuwait Tunisia Algeria Yemen Bahrain Djibouti Lebanon Morocco Occupied Mauritania
Saudi Arabia
Palestinian territories Source: UNESCO, 2010 b. Educational opportunities, in the UAE and 10 per thousand in Kuwait primary education (UNESCO, 2010b). expressed in the (UNESCO, 2010c) The Education for All Global Monitoring rates of enrolment Report (UNESCO, 2010) indicates the net and participation in STATUS OF EDUCATION AT enrolment rate in primary education is an THE PRIMARY STAGE essential indicator in assessing progress in primary education, achieving comprehensive primary education are extremely Educational opportunities, expressed in and providing opportunities to start important to the the rates of enrolment and participation in forming the cognitive human capital preparation of primary education, are extremely important required for the knowledge society to the the youth for the for the preparation of the youth for the largest possible number of children. The knowledge society. Enrolment in primary signiÀcance of this indicator is clear in knowledge society education and its completion is the key to highlighting the magnitude of the problem literacy and the acquisition of mental skills, of absorbing children at the age for primary values and attitudes necessary to prepare the education and achieving comprehensive youth for the knowledge society. They are education in this stage. This report shows also the only key for admission to preparatory that the average net enrolment rate education (intermediate) and secondary increased from 78% in 1999 to 84% in education to gain more knowledge capital 2007. The average net enrolment rate in (Kamal Naguib, background paper for the the Arab countries ranges between 45% report). in Djibouti and 98% in Bahrain (Kamal, In this regard Arab countries have made Naguib, background paper for the report). signiÀcant progress since 1999 in reducing Based on the EFA Global Monitoring the number of children not enrolled in Report, the data reveals the following: school, whose rate has dropped to 28% - SigniÀcant progress has been achieved compared to their rate in 1999, i.e., by between the years 1999 and 2007 in about 2.2 million children, as the number of Morocco, UAE, Yemen, Algeria, Iraq, children who did not have places in schools Djibouti, and Mauritania. The net enrolment in 2007 reached about 5.8 million children rates in some of these countries exceeded at the primary school age (6-12 years). This 90%. Also, Bahrain, Egypt, Kuwait, Qatar, represents 8% of the total children of the and Tunisia achieved progress during that world who did not get the chance to receive period. However, the most important
30 ARAB KNOWLEDGE REPORT 2010/2011 Table 2-2 Progress in net enrolment rate in primary education and continuity in study The rates of children out of primary school (1999 - 2007) Net Enrolment Rate Number of children out of Country NER % primary schools (in thousands) 1999 2007 Arab Countries 78 84 752.5 Developing Countries 80 86 638.68 World 82 87 791.71 Source: UNESCO, 2010b, in English. observation lies in the reduction of the net from attending school after the age of enrolment rates during that period in Jordan, puberty, must be changed as well. In this GENERAL REPORT GENERAL REPORT Lebanon, and Oman. Palestinians suffers respect, the factors of gender, income and from a serious educational crisis as the net place of residence may interact with other enrolment rate in the Palestinian territories constraints, such as disability, to create dropped from 97% to 73% between 1999 barriers before boys and girls join school, and 2007 as a result of adverse conditions but girls are still the most vulnerable to and difÀcult circumstances (UNESCO, in marginalisation. Secondary English, 2010 A). Undoubtedly, the weakness of many education occupies - The repetition rate at the level of Arab countries in achieving comprehensive Arab countries is 3.2% (3.4% for males, primary education and gender parity, not a crucial pivotal 2.9% for females). This general Arab to mention the high rates of repetition position within the average obscures signiÀcant differences and drop-outs in most education systems education system between the Arab countries, as the lowest in the region, are all factors that call for in terms of its percentage is only 1.1% in Jordan while the considering the restructuring of primary highest percentage is 11.9% in Morocco. education and providing the will for action structure and the Generally, the Maghreb countries (i.e., in order to prepare our children for what we quality of students Algeria, Morocco and Tunisia) as well as aspire and seek to achieve inorder to reach Djibouti, Iraq, and Syria, record the highest the knowledge society. repetition rates in the Arab region. - The rate of primary education SECONDARY EDUCATION FOR completion is 94%. But the countries that THE ARAB YOUTH3 achieved signiÀcant progress with regard to enrolment in primary schools could not Secondary education (with its two sections: deal with the large Áows of new students preparatory and secondary) occupies a until the completion of primary school. crucial pivotal position within the education - The expansion of the primary system in terms of its structure (between education domain was accompanied by primary and university stages) and the slow progress towards gender parity. The quality of students (between childhood and gender parity index in gross enrolment was adulthood). This stage is more important 90% in 2007, compared to 87% in 1999, for the preparation of young people for the and only nine Arab countries achieved knowledge society. gender parity in primary education. The studies covered in the World Bank’s If there is a desire to progress steadily Report for 2005 on Secondary Education towards achieving gender parity, attitudes under the title ‘Expanding Opportunities towards the education of girls must be and Building Competencies for the Youth: changed and the inherited image linking ‘A New Agenda for the Future’ conÀrmed girls to household work, preventing them that investment in secondary education has
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 31 a high economic return on the individual of Àve, due to the increase of secondary and society; secondary education, with education among females (Hassan Al Bilawi its emphasis on the skills of systematic and Ghada Gholam, in Arabic, 2006). thinking, problem Ànding and solving skills, According to data from the UNESCO as well as the appropriate professional Institute for Statistics,4 about 27.5 million content, is able to prepare citizens equipped students were enrolled in secondary with advanced and high skills and knowledge education in the Arab region during that transcend economy and country to a the academic year 2006/2007, i.e., global level. approximately 65% of young people in The impact of secondary education this age bracket, and girls represented 47% is evident in the process of technology of this number. The total enrolment rate transfer and indigenisation. It is known of females is less than males by about 5%. that the transfer and indigenisation From the perspective of enabling processes require skills that may not be young people to participate in the available in the Developing World unless knowledge society, these indicators there is an educated base of youth who reÁect a severe decline in secondary poses such skills. Secondary education education opportunities available for the should provide an important base in younth, as about 35%, or possibly more, There is evidence this respect, as it will provide the skills of pupils at this stage did not receive from many studies required for technological expansion in this opportunity. It is not reasonable to showing that a large numbers, creating an environment empower young people and provide them low rate of child that attracts international investments with the knowledge, skills and values related to advanced technologies. In this needed to endure the future personal and mortality under context, many researchers indicated that social burdens in the knowledge society, the age of five the difference in the magnitude of the with an education that ends, for a large is linked to the spread of computers and information number of our children and youth, at the increase in the technology, excelled in by East Asian primary or middle (preparatory) stage; countries - Asian Tigers - compared to as it is considered the end stage of basic rate of secondary Latin American countries, can only be education (Naguib, Kamal, background education among attributed to the huge volume of trade paper for the report). females exchange between East Asian countries In any case, general secondary education and the major industrial countries, as well in Arab countries dominates other types as the degree of expansion in secondary of technical secondary education, where education in East Asian countries (World the number of students enrolled is about Bank, 2005). 14% of the total students in secondary In social terms, the expansion of education, with the exception of some secondary education would broaden the Arab countries, where technical education utilisation base of the poor segments of dominates over general secondary education society, and therefore serious policies must as the case in Egypt. However, even in seek to move from elite private secondary Egypt, the outputs of technical education education to public secondary education. have not led to the desired or expected Studies have indicated that an increase by impact on economy. This is due to the fact 10% in girl’s enrolment in primary school that the available training was not needed would lead to reducing child mortality rate in the labour market, in addition to the to 4.1 per thousand births. Further, the inability to provide projects attracting such secondary education of 10% of girls is labour for many reasons related to the type linked to the reduction of child mortality and volume of investments and Ànancial rate to 6.5 per thousand births. There is and administrative corruption, which evidence from many studies showing an contributed to the scarcity of economic increase in child mortality rate under the age opportunities, thus increasing the rates of
32 ARAB KNOWLEDGE REPORT 2010/2011 unemployment and poverty. interaction with the requirements of this Data from the Regional Report on Arab society. This is because it is the main Countries published by the UNESCO educational channel assigned to provide indicates that secondary education is still the young with basic work skills to achieve less prevalent than primary education, economic superiority and social justice in and we Ànd clear, signiÀcant differences the new global knowledge economy. between the percentage of total enrolment The high rates of unemployment in in both stages, which refers to weak transfer the Arab world have made governments rates, especially in Mauritania and Iraq, in the region regard the failure to develop and lesser rates in Algeria, Morocco, and education policies as the underlying Yemen. However, we Ànd parity between cause, thus causing a wave of interest in the rates of total enrolment in primary and technical education as a solution for the secondary schools in Saudi Arabia, Libya growing problem of unemployment. Yet, and Qatar, with a similar participation in the issue is more complicated than that. GENERAL REPORT GENERAL REPORT the two stages. It is also important to note To illustrate, the signiÀcance of high rates that the number of young people in the of unemployment among young people Arab region at the age of the lowest stage is something that goes beyond the limits The development of of secondary education (i.e., preparatory of the failure of technical education. The or middle school), who do not have unemployment crisis in the region is, in fact, technical education the opportunity to enrol in secondary the result of development policies that have and training to school, was about 18% of the age group failed to achieve economic development prepare new of preparatory education (UNESCO, which generates employment opportunities, generations for 2010 a). and cultural and political development, As for the net enrolment rates for which re-constructs the political and cultural the labour market secondary education, it reached 57% life towards a comprehensive renaissance. built on knowledge in 2007 in all Arab countries. The rates The development of technical education economies requires ranged between 17% in Mauritania to 93% and training to prepare new generations new policies and in both Qatar and Bahrain. The failure rate for the labour market built on knowledge modern visions that in secondary education in general was 7% economies requires new policies and modern in most Arab countries: It ranges from 1% visions that cope with what is happening in cope with what is in Jordan to 27% in Iraq (UNESCO, in the world (World Bank, 2005). In this respect, happening in the English, 2010b). we need to pay more attention to developing world in this regard national qualiÀcation frameworks, such as SECONDARY TECHNICAL those used in the European Community, EDUCATION which help link the levels of skills required in different areas of work, and the levels Technical education can be clearly seen of skills acquired in teaching and learning in labour-exporting countries. While we programmes in schools and scientiÀc Ànd a high enrolment rate in a country institutes. like Egypt, where it reaches about 67%, we Ànd weak rates in most of the oil QUALITY OF ARAB producing Gulf countries. EDUCATION While the knowledge capital and learning of advanced cognitive, professional and Usually, the quality of the education system social skills are the gateway and foundation is monitored or determined through of the economic and social structure of the two indicators. The Àrst is represented knowledge society, good and appropriate by a learner’s acquisition of the system technical and vocational education meeting of knowledge and concepts about the the knowledge society’s requirements can universe, humankind and life, as well as represent an essential axis of constructive the extent of development achieved by the
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 33 learner through this knowledge. The second achievement average of 475, thus winning one is the system of values the learner Àrst place on the Arab level and 26th on the possesses after going through the education international level, out of 46 participating experience. It is clear that the Àrst indicator countries, with an achievement average is easy to quantify while it is difÀcult to almost equal to the international average. measure the second one. The important and Lebanese students came last on the Arab agreed-upon acquisition indicators measure level and 42nd on the international level, the quality of the education system. In with an achievement average mark of any case, reports and studies show that 393. In mathematics, Lebanese students education systems in Arab regimes are came Àrst place on the Arab level and traditional and are of poor quality. Reform the 32nd on the international level, with of these systems is called for so they can an achievement average mark of 433. become strong enabling environments Saudi students came last on the Arab capable of equipping new generations with level and 44th on the international level, the knowledge, skills and values needed with an achievement average of 332 to achieve a renaissance and establish the marks. The results of TIMSS 2007 for knowledge society (Mattar, Mohammed, students in the eighth grade showed that The results of TIMSS background paper for the report). In this none of the participating Arab countries section, we highlight a set of indicators reached the international achievement 2007 for students of the quality of education systems in the level of the study: 500 marks in science in the eighth Arab Region: Acquisition, the teacher, the and mathematics. The rates of Arab grade showed cognitive and social structure of education, countries in science ranged between 319 that none of the the school environment, school curriculum, marks (Qatar) to 482 marks (Jordan) and participating Arab spending on education, and legislative and in mathematics between 307 marks (Qatar) legal structures. to 449 marks (Lebanon). countries reached In the TIMSS 4th grade sample, Arab the international ACQUISITION INDICATORS student achievement was even lower. Three achievement level IN THE ARAB EDUCATION Arab countries participated in TIMMS 2003 of the study SYSTEMS while seven Arab countries participated in the TIMMS 2007. The results were The Àndings of the TIMSS study5 are disappointing with respect to the quality considered one of the most important of educational outcomes in the early stage indicators adopted by many international of a student’s life (the Àrst ten years); it is organisations to monitor the progress or a crucial age phase, in which attempts are decline in pupils’ level of achievement made to improve student’s numerical and in mathematics and science. It is a study written literacy. conducted every four years on fourth It is worth mentioning that TIMSS and eighth grades students.6 Ten Arab measures mathematics and science skills countries participated in TIMSS 2003, this in three areas: knowledge, applying and number rose to 14 countries in addition to reasoning. The results of these tests the Emirate of Dubai in TIMSS 2007. A showed that the average achievement total of 16 Arab countries participated in of Arab students in science was almost TIMSS 2011.7 equal in the three areas of knowledge, The TIMSS 2003 for the 8th grade and lower with a difference of 75 points revealed low results for the group of on the TIMSS scale. The case did not Arab countries participating in the differ in mathematics. These are serious study compared to the international indicators of the decline of Arab students’ average in science and mathematics. skills, not only in reasoning, which is the Jordanian students were superior to their most complex, but also in knowledge, Arab counterparts in science with an which involves simple abilities such as
34 ARAB KNOWLEDGE REPORT 2010/2011 remembering and recalling. This calls for raises many questions about the quality of a review of the curricula and teaching the school curricula. and evaluation methods in order to rectify The PISA study identiÀed a range these problems. (Mattar, Mohammad, of performance levels in each area (six background paper for the report). levels, the Àrst of which is the lowest). The students’ results did not differ The results generally showed low levels signiÀcantly in other international tests. of performance for the Arab countries An example of other studies was the participating in the study, compared to PISA study8 which is designed to measure the countries of the Organisation for students’ possession, at the age of 15, of Economic Cooperation and Development. basic skills in mathematics, science, and In reading, 23% of the Jordanian students, reading literacy. The PISA study differs 61% of the Qatari students, and 32% of from TIMSS in that the Àrst does not rely the Tunisian students were at the lowest heavily on mastering the school curriculum levels. In mathematics, the rates were GENERAL REPORT GENERAL REPORT but it focuses on understanding the 37%, 72% and 49% of the students in The UNESCO principles, mastering skills and the ability Jordan, Qatar and Tunisia, respectively. reports attributed to employ them in different situations in In science, the rates were 16%, 48% and each of the areas covered by the study. 28% of the students in Jordan, Qatar the students’ The number of countries that and Tunisia, respectively. These Àndings weak educational participated in the study in the third raised questions about the success of Arab achievement round in 2006 (which focused on science) education systems in equipping young in Arab and was 56, including 3 Arab countries: people with the knowledge required to Jordan, Tunisia and Qatar. The Àndings access the knowledge society (Mattar, developing (as indicated by TIMSS) showed a decline Mohammad, background paper for the countries to some in students’ reading, mathematics and Report). The results of the international significant factors, science skills at the age of 15, which achievement test revealed the low level including reduced teaching time, FIGURE 2-3 the shortage of Mastery of scientiÀc culture in the 15-year-old category in some Arab countries according to the international comparison textbooks, and (countries degrees were compared on the basis of an average equal 500 degree) the weakness of the possibility of China 600 benefiting from the
Qatar 500 Korea learning materials 400 300 200 Tunisia 100 Bologna 0
Indonesia Slovak Republic
Jordan Turkey
Abdel Wahhab Bin Hafeez - Background Paper.
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 35 FIGURE 2-4 Ability to scientiÀcally explain the phenomena in relation to the 15-year-old category in selected Arab countries. (countries degrees were compared on the basis of an average equal 500 degree)
China 600 Qatar 500 Slovakia 400 300 200 Jordan Indonesia 100 International 0 organisations and reports concerned Mexico Korea with education recommend that Tunisia Turkey primary schools Source: Abdel Wahhab Bin Hafeez - background paper for the report. should work for a period ranging of students’ education in Arab countries inability to capitalise on scientiÀc facts to from 850 to 1,000 - according to the results of countries that solve the problems of reality and improve hours each year participated in the PISA test - in terms it. If we add to that the delay in the ability of mastery of the scientiÀc culture as to understand written information and well as weakness in their ability to explain process written information (through phenomena in a scientiÀc way. understanding, analysis and assessment), The results of Arab participation in as evidenced by the results of 2009, we PISA-2009 were similar to those in 2006; if Ànd ourselves recognising the failure we consider scientiÀc thinking as the basis of the Arab educational system as well of possessing and producing knowledge, as the necessity to develop it to enable we then realise the extent of the dangers the students, the future generation, to threatening young Arabs in terms of possess the tools to acquire sciences backwardness, failure to understand the and communicate interactively with the surrounding phenomena and facts, and an knowledge society.
Table 2-3 Results of Arab participation in PISA 2009
Understanding Identify Incorporate Think Connected Disconnected Mathematical Scientific written Deduce Interpret Assess texts texts culture culture text
International 493 495 493 494 494 493 496 501 Rate Dubai 459 458 457 466 461 460 453 466 Jordan 405 393 410 407 417 387 387 415 Tunisia 404 393 393 427 408 393 371 401 Qatar 372 354 379 376 375 361 368 379
Source: Osaid, in English, 2010.
36 ARAB KNOWLEDGE REPORT 2010/2011 The UNESCO reports attributed the context of preparing this report and which students’ weak educational achievement have attempted to investigate the status of in Arab and developing countries to some skills, values and enabling environments for signiÀcant factors, including reduced students in case study countries, support teaching time, the shortage of textbooks, the reality of the poor quality of education and the weakness of the possibility of in the Arab region. Plainly speaking, the beneÀting from the learning materials results showed a clear lack in cognitive (Osaid, in English, 2010). skills, and identiÀed other relevant gaps (See In this context, international organisations Chapter 5). and reports concerned with education recommend that primary schools should TEACHERS work for a period ranging from 850 to 1,000 hours each year, i.e. about 200 days, Àve days a The number of teachers working in Arab week. They indicate that the average teaching countries is about 169,000 in pre-primary GENERAL REPORT GENERAL REPORT time ofÀcially speciÀed in Arab countries is education, about 1,959,000 in primary only about 789 hours per year, during the education, and 1,913,000 in secondary Àrst six years of basic education. On average, education (UNESCO, in English, 2010b). this is less than the time recommended by UNESCO expects that all Arab countries international organisations and reports need to employ 1.8 million new teachers Improving the (UNESCO, 2008). in primary schools by 2015, and provide quality of education We should not confuse this with training opportunities suitable for them the teaching time speciÀed in ofÀcial (UNESCO, 2008). is a fundamental regulations and legislation and the actual QualiÀed teachers in primary education challenge to Arab number of teaching hours received by in the UAE, Kuwait, Mauritania, Morocco countries which children. Some reports estimate that and Palestine represent the vast majority seek to establish the actual learning time in several Arab working in this educational stage (close to countries is less than the average by at least 100%). This percentage reaches 99% in a renaissance 30%, because of the absence of teachers Algeria, and goes down to 69% in Qatar and access the or their in-service training, or the use of and 59% in Sudan. As for Lebanon, this knowledge society schools as polling or exam sites (Naguib, percentage reduces even further, as only Kamal, Background Paper of the report). 13% of primary school teachers have Of course, the decrease in study hours and the necessary qualifications to teach. days in Arab countries or the inefÀcient In secondary education, the percentage use of study time reÁects the poor quality of trained teachers is 100% in Kuwait, of education, resulting in adverse effects Mauritania, Oman and Palestine, but it on the learning outcomes. goes down to 80% in Sudan, 68% in Qatar, In light of the results of measuring and 46% in the UAE (UNESCO, 2010b). learning outcomes on both the Arab It should be noted that these Àgures and international levels, and the results depend on how each country deÀnes a conÀrmed by specialised studies, it seems qualiÀed teacher and his/her qualiÀcation that the quality of public education in Arab levels. The problem of low rates of countries is very weak. This means that the qualiÀed teachers in Arab countries is provision of educational opportunities is exacerbated by the fact that some of these not accompanied by directing great countries have, since the 1990s, resorted attention to education quality. Consequently, to employing contract teachers, often with improving the quality of education is a less training and experience, for less pay fundamental challenge to Arab countries than that received by teachers appointed which seek to establish a renaissance and on a permanent basis by the Ministry of access the knowledge society. Perhaps the Education (Naguib, Kamal, background results of Àeld studies, conducted in the paper for the report).
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 37 Undoubtedly, teachers’ morale and existing between the teacher and his/ material state is one of the important factors her colleagues, between the teacher and inÁuencing the quality of performance. his/her students, between students and This issue is severe in many Arab countries their peers, between school management where a teacher’s income is very low, thus and students, and between students and making him/her reluctant to exert any their knowledge production, academic effort at self-education, taking courses or achievement and books and other sources acquiring additional qualiÀcations. Instead, of knowledge. The overlap between the teacher is forced (often not by choice) to the knowledge structure and the social take on private tutoring, one of the reasons structure is essential; each of their patterns for the deterioration of educational quality, requires its corresponding pattern. To or to practice other activities that adversely explain, the cognitive structure, where affect his/her professionalism as a teacher a solid ready and previously prepared (see the results of teachers Àeld survey, in pattern of knowledge conveyed to students the case studies, in Part II of the report). prevails, necessarily requires a social structure The social structure The reports and studies indicate that with an authoritarian pattern between the can be seen in the the numbers of students per teacher are teacher and student, as the teacher has the ‘social environment’ considered appropriate in the Arab world. (ready) knowledge and the student has to The average rate in 2007 was 20 students negatively receive it in a state of obedience that prevails in the per teacher in pre-primary education and silence as is the case in all Arab Arab education and 22 students per teacher in primary educational systems. (Al-Bilawi, Hassan, systems in schools education. These rates were recorded background paper for the report). and which reflects in fifteen countries with the exception The social structure can be seen in the of Mauritania where the rate reached 43 ‘social environment’ that prevails in the the style and students per teacher (UNESCO, 2010b). Arab education systems in schools and nature of the social Moreover, studies show that these averages which reÁects the style and nature of the relations network sometimes hide wide disparities between social relations network that exists between that exists between urban and rural areas, and between the the elements of the educational process: the elements of rich, poor and remote regions, as is the teachers, students and school management. case for Morocco and Egypt (Naguib, This environment lacks democracy in many the educational Kamal, background paper for the report). aspects and is characterised, as a whole, by process: teachers, a hierarchy and centralisation of authority students and school COGNITIVE AND SOCIAL and a dependence on formal rules and laws. management STRUCTURE OF EDUCATION The Arab youth learn a great deal of non- SYSTEMS IN ARAB COUNTRIES democratic criteria, values and attitudes through living in this social environment The cognitive structure and social structure with its rigid and bureaucratic relations in education systems are intertwined in the school and classroom. Thus, they concepts. By the concept ‘Cognitive have a sense of helplessness and alienation Structure’ we mean the epistemological from their human potential, energies and bases on which teaching and learning rely, abilities. These are relations that create the pattern of the nature of knowledge objective conditions for the growth of that forms the educational content, and feelings of alienation among young Arabs. how this knowledge is imparted as cultural (Hijazi, Mustafa, background paper for the capital inside the classroom. The ‘Social report). Structure’ in any education system refers What can be said about the cognitive to all the social educational conditions environment in Arab educational systems with and through which the educational also applies to the social structure; both process is carried out, including, most play dangerous roles in the reproduction importantly, the pattern of social relations of cultural and social backwardness and
38 ARAB KNOWLEDGE REPORT 2010/2011 BOX 2-2 Curricula development in Malaysia The most prominent changes in the revised, Malay and English, thinking and creative criticism integrated curricula of basic and secondary skills, future studies, and family health. education in developing curricula in Malaysia Use of information and communication include: technology on a large scale in learning and teaching. The identification of three levels for learning Addition of new optional subjects at outcomes to indicate progress and sustainability the secondary level to give students a greater that all students are expected to acquire from the opportunity to choose what suits their abilities and first level. interests. These new subjects are characterised by Gradual addition of new academic topics in being offered (i.e. professional subjects) in terms of schools: innovation, information technology and teaching and assessment and they include different music education. sectors (e.g., construction, manufacturing, home Use of effective learning and teaching economics, agriculture technology, and computer methodology in which the student becomes applications).
the centre of the educational process, such as Provision of optional courses in foreign GENERAL REPORT GENERAL REPORT Constructivism, Multiple Intelligences, Contextual languages, such as Spanish, French, Arabic, Japanese Learning and Mastery Learning, and German, in addition to the use of English Addition of new elements within school instead of Malay in teaching mathematics, science subjects, such as literary elements in the teaching of and technology.9 Source: Sukriah, Muhammad Bassam, 2005 Arab countries the establishment of the conditions that and sizes, and sometimes lack potable have sought to prevail in the educational systems. These are water, especially in rural areas. This is in provide adequate dangerous roles that are directly opposite to addition to the shortage of classrooms school buildings, the efforts of social and educational reform and furniture compared to the number equipping them towards democracy, Arab renaissance, of students, leading to overcrowding in and equipping new generations with the classes, with some students sitting on the with the necessary skills and values of the knowledge society Áoor or receiving lessons under trees or facilities to aspired to by Arab countries. in tents, not to mention the shortage of accommodate facilities, equipment, water sources and students and INFRASTRUCTURE AND sanitation. Due to the shortage of school SCHOOL EQUIPMENT buildings, some countries resort to renting reduce the residential buildings, organising several congestion of A safe, attractive and healthy school consecutive periods of study and using the classrooms environment containing the necessary same building for more than a single group facilities and services that contribute of students in one day (RaÀqa Hammoud, the process of learning and teaching is in Arabic, 2008). considered an important indicator of education quality. Arab countries have THE CURRICULUM IN THE sought to provide adequate school buildings, TRADITIONAL CONTEXT OF equipping them with the necessary facilities THE ARAB EDUCATION to accommodate students and reduce the congestion of classrooms. Some When examining the reality of curricula countries managed to provide schools with in Arab education systems, the report’s centres, learning resources and advanced reference studies have shown the following educational equipment, making it an facts: interesting and attractive environment for A decline in the percentage of human students. However, the school environment conative education curricula (conative in a number of Arab countries is still below refers to the arts, such as music, the required level. In some, a signiÀcant drawing, sculpture, theatre, poetry and proportion of school buildings are still literature) and their absence from the inadequate with respect to their locations map of present curricula distribution,
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 39 or some with only a small number of SPENDING ON EDUCATION hours allocated to them. Lack of attention to the curricula In the last four decades, Arab countries of physical education and health spent about 5% of their gross domestic sciences, as well as lessons concerned product and 20% of their budgets on with practical activities, real life, and education. There were large variations equipping students with daily life skills. between the countries. The rates of Gross Arab constitutions Limitation - if not absence of curricula National Income (GNI) allocated to set forth, in varying - with some disparities among countries education ranged from 1.6% in the UAE to concerned with legal awareness, human 7.8% in Djibouti in 2007. These rates have degrees with rights, citizenship rights, and lack of not changed much since 1999 in most of respect to details attention to citizenship in general. the seven countries for which data has been and scrutiny, the Weak interest in science and mathematics, available for the years in question (i.e. 2007 overall principles and old-fashioned curricula and teaching and 1999), except for Lebanon where the that allow citizens techniques of these subjects, leading to rate increased from 2.0% to 2.7%. These poor results in the TIMSS and PISA amounts and rates of spending may seem to benefit from tests. high, but the widening gap in education education on Knowledge, information and theories and knowledge in most Arab countries the basis of are often presented as indisputable facts, calls for the allocation of more resources to equality and equal creating a mentality that underestimates improve education and expand its umbrella reality and experimentation, feeding on to cover all sections of society. That is, the opportunities premises that do not accept dialogue or increased spending requires many related debate, creating a mentality incapable issues, such as strengthening infrastructure, of associating, analysing, comparison, developing curricula, and improving the problem solving, or explaining facts level of teachers in both the technical and (Kamal Naguib, Mohammed Mattar, Ànancial aspects alike (World Bank, in and Maryam Ayat Ahmed, background English, 2008). papers for the report). THE LEGAL STRUCTURE OF EDUCATION BOX 2-3 Arab education between ofÀcial discourse and actual practice By the ‘Legal Structure’ we mean all the texts regulating the education sector, which The study of the reality of education suiting the requirements of preparing include, speciÀcally, the constitutions, in Arab countries shows a gap in the young people for the knowledge society. political educational discourse (declared At the level of practice, numerous legislations and laws. Arab constitutions set approaches to reform and reality in the international and Arab reports indicate forth, in varying degrees with respect to field, educational practices in school that the reality in the field is different details and scrutiny, the overall principles classrooms, and the dominant culture from the political educational discourse. in the school). At the level of political International, local and regional reports that allow citizens to beneÀt from discourse and general directions for show that education in most Arab education on the basis of equality and reform, it is noted that most of them schools does not emphasise providing equal opportunities. Moreover, all Arab emphasise, in different forms, making students with the problem solving skills, students the focus of education and communication skills, and knowledge constitutions are similar in recognising free developing the mental, social and value of foreign languages required for the public education and making it compulsory competencies which prepare them for world today with its intense global up to a certain age. One researcher pointed the knowledge society. It can be said competition and rapid technological that most of the educational systems in changes. Also, these reports show the out that the legislation and laws governing the Arab region adopts approaches that absence of the concept of education the educational system, despite their emphasise critical thinking, creativity as a cultural pattern and the absence differences from one country to another and abilities, in addition to other of the impact of organisational culture approaches, representing a level of that guides the daily instructional and in terms of details and nature of scrutiny, political educational discourse generally educational work in schools. were consistent with the constitutions.
Source: Mohammad bin Fatima, background paper for the report. This brings us to another conclusion: that there are clear efforts by Arab countries
40 ARAB KNOWLEDGE REPORT 2010/2011 to enact legislation and laws, including the English). The report pointed to three main principles of compulsory education, free negatives characterising the efforts of education, and gender equality. There is education reform in Arab countries: First, also clear awareness of the importance these efforts have been mostly focused on of encouraging openness to modern the quantitative and engineering aspects curricula and sciences, emphasising the of reform, and have not given enough or spirit of critical thinking and individual and adequate attention to building institutional collective diligence, paying special attention systems for incentives. All systems in the to foreign languages, in addition to Arabic, region lack efforts to link the performance and stressing the adherence to elements of of schools and teachers to the results of identity, national character, and nationalism. students in order to develop an effective Therefore, we do not see inhibitors at the mechanism to provide information on the level of legal structure that would block performance of students and parents future generations from accessing the and reward and enhance effective If we assume GENERAL REPORT GENERAL REPORT knowledge society. If we assume that there performance. Second, the reform efforts are deÀciencies in the drafting of legislation have not paid attention to building quality that there are and laws, along with a lack of accuracy in assurance systems and supporting the deficiencies in their provisions and requirements, then they practice of accountability by parents and the drafting of still do not reach the level of obstruction, or relevant bodies; we do not Ànd speciÀc legislation and prevention, because they are not substantial mechanisms that can be used by parents laws, along with or complex. Yet, analysing the legal structure and concerned bodies in participation, alone may not meet the required purpose inÁuence, guidance, and setting of goals a lack of accuracy for accessing the knowledge society, unless and priorities. Third, the weak capacity in their provisions it systematically takes into consideration of the market to beneÀt from graduates and requirements, the education strategies adopted by Arab (i.e., the educated workforce), so the Arab then they still do political systems, which, in fact, form the world will be required to head towards intellectual background and the reference lifelong learning and increase on-the-job not reach the level frame regulating the relevant legislation and training opportunities. In this respect, of obstruction, laws (Al-Maliki, Mohammed, background Arab countries are behind in the provision or prevention, paper for the report). of training opportunities and lifelong because they are learning compared to their counterparts in not substantial POLICIES OF EDUCATIONAL East Asia and Latin America. REFORM IN ARAB COUNTRIES The World Bank’s report views that or complex an interactive effect occurs when all In monitoring the efforts and policies three types of reform are coherently and of education reform in Arab countries, consistently implemented, and thus the the World Bank conÀrmed that Arab successful reform programmes combine: countries had made great efforts and spent (a) the reforms made along the path of money on education resources almost good engineering, which covers the efÀcient equal to their counterparts, but the returns use of inputs; (b) the reform of incentive and outcomes of education were still low structures that work well and are supported compared to the education outcomes in by adequate evaluation mechanisms and their counterparts. This was especially true rewards for outcomes; and (c) the reform of in the areas of educational achievement, effective channels of accountability where as measured by the tests of PISA and the preferences of students, parents and TIMSS, and capacity development, skills citizens in general are communicated and and enabling systems expected in any discussed. In this regard, partial and isolated educational system seeking a higher reforms may achieve some improvements in position in the knowledge society and performance. However, integrating all three global competition (World Bank, 2008, in components described here is likely to lead
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 41 to the implementation of more successful The report emphasises the need for open reforms (World Bank, 2007). educational systems that sponsor equal The previous analyses within this opportunities, justice and satisfaction of the chapter revealed that there are three basic learners’ needs, and which have a common problems, or rather development challenges vision to develop their societies. inherent in Arab education systems, with the exception of some countries that KNOWLEDGE AND SKILLS have overcome a great portion of them, NECESSARY FOR THE represented in eradicating illiteracy, KNOWLEDGE SOCIETY especially among women, increasing attention to early childhood education, and For success and employment in the raising the low enrolment rates in secondary knowledge society the individual needs to education according to the contemporary master basic technical skills including literacy global trends. and numeracy, a foreign language along with Arabic, mathematics, science, efÀcient TOWARDS A NEW EDUCATION use of information technology, and the FOR THE ARAB REGION skills of analysis, criticism, problem solving and dealing with complex situations. There Human capital will always be one of are also systematic and personal skills that the fundamental forces driving a nation should be acquired, possessed and mastered. towards the knowledge society. Therefore, For the purpose of the knowledge society, the education sector will continue to play education should provide the individual the most important role in achieving this with Áexibility, a sense of responsibility, Human capital will objective as the foundation for building the self-esteem, logical and critical thinking, the knowledge society. Preparing and equipping ability to practice self-teaching and continue always be one of the new generations for the knowledge with lifelong education, as well as the skills the fundamental society should begin at school. Naturally, of dealing with risks and rapid changes, forces driving a education in the knowledge society provides crisis management, networking, leadership, nation towards the these generations with the opportunities communication, and participation as knowledge society to acquire the abilities, skills and values citizens in society, at the local, national and that qualify them to deal with knowledge international levels. through utilising, instilling and producing As we give importance to providing it. The Arab Knowledge Report adopted the teacher with the capital of third wave the triad of skills, values and enabling knowledge, we stress the importance environments, given that the condition of of meta-cognitive skills, which means the success of education to equip the young to teach the young how to think and learners with these new experiences is to learn. Meta-cognitive skills refer to provide a communal environment based those relating to accessing, selecting and on freedom, democracy, transparency, evaluating knowledge in a world Àlled with accountability, modernity and rationality. information. They also refer to working and
BOX 2-4 Basic skills for the knowledge society - EU
The European Union defined the basic skills languages; ICT skills and effective use of technology; for the knowledge society as the following: basic learning to learn; social skills; entrepreneurship; and skills (mathematics and language); advanced skills general culture. in science, mathematics and technology; foreign Source: Hajji, Ahmed, background paper for the report.
42 ARAB KNOWLEDGE REPORT 2010/2011 learning effectively whether individually context is an integral part of a more and independently or collaboratively in comprehensive reform process of the teams and groups. Moreover, they refer to enabling political, social and cultural the transferal, utilisation and production of environments in light of a comprehensive knowledge, as well as dealing with confusing vision for preparing new generations and situations and unexpected problems, and equipping them with the values and skills undertaking multiple tasks. Further, the necessary to possess the tools and means growing competition in the labour market to participate in the knowledge society. and rapid changes in economic conditions have created a need for individuals who UPDATING THE KNOWLEDGE possess creativity and innovation, enjoy STRUCTURE Áexibility, and are willing to change their work many times throughout their As previously explained, the knowledge careers. Creativity, cultural development structure is considered the overall GENERAL REPORT GENERAL REPORT and invention are skills that have become epistemological condition identifying the increasingly in demand in the knowledge nature of knowledge and methods of its society, and their continuous development, transmission, distribution and utilisation possession and mastering create a in teaching and learning processes (for The growing permanent challenge to the education and example the conditions that constitute the competition in training systems in all developed modern pattern of teaching methods) in classrooms. societies (World Bank, 2005). What is needed is to make a quantum leap the labour market from the ‘traditional pedagogy’ prevailing and rapid changes THE QUATERNARY OF in the education systems in the Arab region in economic EDUCATION DEVELOPMENT and which is based on memorisation and conditions have dictation into ‘constructivist pedagogy’ Figure 2-5 shows that the quaternary which is based on four interrelated created a need for of education development: knowledge components. The Àrst component is active individuals who structure, organisational structure, ‘student-centred learning’ which is aimed at possess creativity technological structure and the global developing and acquiring the competence and innovation, enjoy flexibility, FIGURE 2-5 and are willing The quaternary of education development to change their Knowledge structure, organisational structure, technological structure, and global context work many times
Organisational throughout & cultural their careers structure
Cognative Global Education structure, context development Social relationships
Technological structure
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 43 of independently dealing with the sources He/she must also be able to communicate of knowledge. Its objective is to prepare with his/her students and colleagues, and knowledge generators who possess a wide be aware of the sciences of his era and the culture of science and humanity, namely, cultures of his society. learning based on ‘teaching rich in knowledge’ Moreover, it is necessary to emphasise it is deeply linked to knowledge, and enables that this integrated structure of knowledge students to recall and utilise knowledge in must be based on the philosophy of lifelong new situations. The second component learning, which expresses an advanced is continuous assessment of the student’s trend in developing the learning pedagogy performance, which is a comprehensive agreed upon by many of the contemporary assessment process linked to education theoretical approaches, stressing that the and based on student’s performance and lifelong learning required in the knowledge participation, with the aim of continuously society lies in our ability to develop our detecting and supporting the aspects of children’s motivation from childhood progress, and enhancing the acquisition towards self-teaching and continuous of critical thought and self-criticism skills. learning. In this respect, lifelong learning is The third component is information and a new philosophy directing the educational In order to move communication technology to be employed process in all its stages for the young and to a democratic effectively in the teaching and learning old. It helps produce learners who can organisational process and assessment. ICT is a vital element exercise critical thinking, bring about in transforming the traditional classroom change, experiment, innovate, communicate structure based on into a modern classroom in which students effectively, deal effectively with ever- good governance, transcend the classroom’s boundaries into changing technology and the global market, there must be the vast space of knowledge in the world take initiative and handle responsibility. a tendency of scientiÀc and cultural advancement. The fourth component is the Áexible approach; a ORGANISATIONAL STRUCTURE towards more wide framework of constructivist education decentralisation and learning criteria, giving a wide area for The organisational structure refers to all and autonomy both the teacher and student to deÀne their social relations by and through which the for the school’s educational needs in knowledge, information classroom and the whole school are managed, management and values according to developments in as stated earlier. It is very important that a education and scientiÀc Àelds, the lives lived qualitative transition be made from the rigid by students, and the daily events in the society bureaucratic structure prevailing in Arab around them. These four components schools to a social structure characterised represent a coherent image of an integrated by Áexible and supportive human relations knowledge structure capable of preparing and an open socio-cultural environment a good student with a new mind in a new in the classroom and school. This social knowledge society. structure should sponsor the foundations In all cases, we must emphasise the of good governance, which is based on need to prepare a distinct Arabic teacher societal participation, accountability and capable of developing his/her students and transparency, clear rules and regulations, equipping them with the skills and values of and support for democratic practices the knowledge society, as well as managing among students, teachers and parents. this constructivist pedagogy in classroom. In order to move to a democratic We, as agreed by most specialists, cannot organisational structure based on good raise students’ education to a level above that governance, there must be a tendency towards of their teachers. Hence, the teacher must more decentralisation and autonomy for the be a believer in change, a leader, a master school’s management. The experiences of of the use of information technology, an Latin American countries indicate that the expert and an experienced professional. shift to decentralisation and autonomy in
44 ARAB KNOWLEDGE REPORT 2010/2011 schools has helped develop decision-making preparation of educational materials rich in processes closer to the needs of teachers knowledge, and created educational clubs and parents, and given local authorities and academic links of different disciplines greater autonomy in making educational among different generations of students and decisions. The school’s autonomy has also teachers, through their schools and home helped support the participation of parents countries, with the purpose of developing a in the context of good governance, thus universal sense through scientiÀc, social and helping teachers and administrators to human studies. further improve the quality of education and Furthermore, information technology teaching and use available resources more plays an important role in supporting efÀciently. Additionally, decentralisation and good governance at schools where it is autonomy at schools have enabled the local used to achieve the transparency necessary forces and parents to participate in solving for the exercise of accountability, societal Ànancial problems and developing resources participation, follow-up and evaluation, GENERAL REPORT GENERAL REPORT for the enhancement of the educational linking the school with the families of process with accountability and transparency students and the local community, with (Carnoy, in English, 2000). parents becoming involved in the school’s The philosophy daily life. of the smart TECHNOLOGICAL STRUCTURE For example, Malaysia and other school reflects an emerging countries are currently trying to integrated strategy The provision of information and establish strong IT structure at schools, communication technology in schools in the so-called ‘smart school’, as a combining the in the Arab region should be directed mechanism aimed at developing education student’s overall to answering the question: What should and transforming the education system to development, schools do? The answer to this question support and keep pace with the ‘vision of technical skills, leads us to innovation, creativity and the Malaysian nation in 2020.’ The most interest in the preparation of teachers and obvious feature of the ‘smart school’ is the freedom and school leaders in a way that enables them teaching and learning environment based educational to use technology to renew the educational on the world’s best practices in elementary democracy in the process and school management. This also and secondary schools. The philosophy form of equal requires changing school systems and the of the smart school reÁects an integrated educational cognitive structure of the classroom, so strategy combining the student’s overall as to make information technology part development, technical skills, freedom and opportunities and of a new cognitive structure resulting in educational democracy in the form of equal participation a constructivist pedagogical environment educational opportunities and participation. that achieves the objective of an optimal This is in addition to providing a teaching beneÀt from advanced technologies and learning environment based on (Spring, 2009, in English). application, practice, social responsibility, Some countries have used these pursuit of happiness and joy in learning technologies to bring about much at school, as well as motivation and development in teaching and learning. encouragement, development of the They have made their educational skills of scientiÀc and critical thinking, processes focus on science, mathematics, problem-solving and creativity. The smart creative learning and integration of school is linked to a Áexible, multi-cultural, computer activities in curricula. These meditative, holistic, global, and open-ended countries have also changed the traditional approach that supports active learning. role of the teacher to become a facilitator The student’s assessment system used in and learner, engaging with students in an this model aims at introducing a realistic interactive process of teaching and learning. picture of a student’s performance in a way The internet has played a major role in the that ensures continuous follow-up through
GENERAL REPORT - EDUCATION AND PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 45 comprehensive multimedia in which both sources of knowledge, culture and arts, the teacher and student participate (Hajji, through criticism, analysis, utilisation and Ahmed, background paper for the report). production. Also, schools should be able to prepare new generations to fulÀl the GLOBAL CONTEXT new mechanisms of the global knowledge society. In this context, focus must be As indicated by the report in the Àrst chapter, on the commitment and application of another factor of the knowledge society international standards with respect to is globalism. In the knowledge society, the performance of teachers, students education has become the component and school management, as well as on Schools should be enabling young people to interact with national qualiÀcation frameworks linking able to prepare global developments and global changes to the level of skill to that of performance in compete in the knowledge economy and various educational programmes. This is in new generations positively integrate into a global context addition to continuing with international to fulfil the new where the effects and requirements of tests to measure the competences and mechanisms globalism grow. This requires developing skills of students, such as TIMSS, PISA of the global schools and classrooms and adopting and others to provide objective reference constructivist pedagogy that enables criteria for students’ performance and knowledge society students to interact with the global allowing meaningful comparisons.
BOX 2-5 Turkey and the global context The absence of global and national training Renaissance plans in Turkey involved the building standards and national qualification frameworks of employment criteria through developing the would limit the transition between the types of National Qualification Framework, which links education, i.e., formal and informal education, or levels of education and levels of work skills. This between education and the labour market. More has enabled Turkey to achieve the integration of the importantly, this would obstruct the national labour market into the global economies in general, economic integration with international economies. and European economies in particular. Accordingly, the most important priorities of the Source: World Bank, 2004.
46 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER THREE SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY
Upbringing is a consistent process carried same time; from the institutional, such as out by society through speciÀc mechanisms school and family in particular, to the non- and methods to give its members all the institutional, encompassing various areas cultural elements that shape their identity and components of society’s institutions, GENERAL REPORT GENERAL REPORT and maintain their knowledge, attitudes, such as media, clubs, parties, unions, values, standards, and perceptive models, mosques and streets (Mohsin, Mustafa, in affecting their behaviour in all walks of Arabic, 1997). life (Mohsin, Mustafa, in Arabic, 1997). However, we stress that upbringing Moreover, upbringing involves developing is a dynamic interactive process which a person’s self-image, providing the interchanges between the individual and the Upbringing is a individual with the elements of a social inÁuences surrounding him or her. “The fundamental pillar identity, raising awareness, integrating into young individual does not only passively in the process the cultural and social environment, and receive external inÁuences but also interacts preparing for the social and professional with and absorbs such inÁuences in his/ of analysing the roles as an effective and full member of her own way, then extracts from them to requirements society. become part of the components of the of the enabling Upbringing is a fundamental pillar in perceptions guiding his/her behaviour environment and the process of analysing the requirements towards others and the outside world in of the enabling environment and fostering general” (Sassi, Nour Al-Din, Member of fostering that that environment to prepare future Arab the Readers Committee). environment to generations to access the knowledge society, Due to comprehensiveness of the prepare future in view of the fact that social, political and concept of ‘social upbringing’ which Arab generations economic contexts play a signiÀcant role extends to the different cognitive and to access the in shaping values. These contexts may social fields continuously growing in uphold the values of the renaissance modern society, it has become possible knowledge society and progress which support science, to distinguish between several interactive knowledge, freedom and development, and types of upbringing; political upbringing, keep them in the public awareness, but they moral upbringing, religious upbringing, may also create negative situations, which sexual upbringing and professional act as inhibitors for values and enlightened upbringing. Relevant reports show that trends in society (Mohsin, Mustafa, upbringing in most Arab countries is not background paper for the report). Such strong enough due to historical, economic, contexts represent the various institutions social, political and cultural reasons (Al- of upbringing, and are considered the Maliki, Mohammed, background paper main agencies concerned with this mission, for the report). In fact, the political and including the school, family, and media, social environment plays a negative role as well as the general cultural context in in forming upbringing mechanisms and the society at large, in terms of religion, methods, distorting the system of active language and dominant values. Also, areas values and perceptual models constituting of upbringing vary and integrate at the individuals’ awareness and behaviour in
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 47 Arab societies. the information and communications However, we cannot pretend that there revolution, allowing it to grow and affect is only one value system in the Arab region. everything. As Anthony Giddens says, There are distinctions among the countries “Globalisation leads to transformations in the region that must be appreciated in every part of society, politics and and respected. Furthermore, we observe economy” (John Ralston Saul, in English, that there are distinctions and differences 2009). Globalisation aids, or imposes, as evidenced in the gaps between the integration or even dominance over the upbringing received by young people in markets and the technologies and cultures different institutions in the same society; of nation-states to a degree never seen rather, differences exist between upbringing before. This integration or dominance institutions and political orientations leads to the disintegration of the system among the cultural communities, elites of social and cultural values in the most and parties, and also between all these vulnerable countries, such as developing institutions and the state’s view of social countries, and including Arab countries. and political upbringing (Mahamoud Al In this respect, one researcher conÀrms Despite the Kurdi, in Arabic, 2010). that such dominance has weakened the Despite the distinctions or differences governments of nation-states, making distinctions among countries, or within each individual them unable, according to international or differences country in the trends and methods of standards, to Ànance the needs of the among countries, upbringing, there is a greater common ‘public interest’, and even making them or within each denominator between the value systems view the public interest as a branch in the Arab world. First, these countries emerging from economic development individual country suffer from fragility and weakness, or (previous reference). In fact, upbringing, in the trends what Emile Durkheim called ‘anomie’, in any nation-state, is at the heart of and methods of a situation in which a society lacks the the public good; thus, poor policies of upbringing, there is values and standards that guide behaviours developing the public good can cause gaps and interactions of people in various in and the disintegration of upbringing, a greater common areas of social reality. Second, they weakening the protection of sovereignty denominator suffer from the absence or weakness of and support of national identities. This is between the upbringing institutions, including family the situation being experienced by Arab value systems in and education at all levels, as well as the countries, and it has become, in addition the Arab world media. Third, they experience a weakness to the above, one of the common features of civil society; namely, the growing role in Arab upbringing. of power in the public sphere has led to Arab countries have suffered, like many the decline and reversal of the role of civil developing countries, from the impact activity represented in political parties, of the phenomenon of disintegration trade unions, professional associations and disorder in their social and political and NGOs. As a result, neither the parties systems. The strategic systems of nor unions have played any role in the neoliberals have excelled at the exploitation rehabilitation of children and youth of the ‘phenomenon of value disorder,’ (Fahmi Howeidi, background paper for the and deepening it to produce what they call Report). ‘creative chaos’. This phenomenon causes In this regard, there is an important the disintegration of the nation-state factor that cannot be ignored with respect through which these strategic systems to its impact on shaping the pattern of can restructure third world societies and upbringing in the Arab region; namely create a new economic, political and social the growing dominance of globalism, system in them. particularly through its long reach, Unfortunately, many Arab governments which relies on the achievements of have faced this phenomenon - the
48 ARAB KNOWLEDGE REPORT 2010/2011 phenomenon of disintegration - by more hope in accessing the knowledge society, control, security and domination while and will make it difÀcult for them to deal overlooking the fact that any control or with globalism, embrace democracy and domination is no longer an effective tool in face its contradictions. this era. This is in light of the information revolution and communication technology, COGNITIVE UPBRINGING allowing an open space for large segments TRIANGLE of Arab youth to interact electronically under a limitless roof and virtual sky of We move from the overview to the reality freedom over which governments have and contradictions of upbringing in the no control regardless of their power or Arab world to investigate the readiness of tyranny. the three sides of the upbringing triangle Hence, many Arab youths, from different - family, media and general culture - as social backgrounds, have joined this online an enabling and fostering environment GENERAL REPORT GENERAL REPORT community accompanying globalisation for young people to support their skills, through computers and the internet, and values and competences required for the have formed a virtual audience and exercised knowledge society. virtual freedom, which a researcher calls the ‘electronic democracy’ phenomenon FAMILY AND COGNITIVE Reports and studies (Wahba, Murad, in Arabic, 2011), and UPBRINGING FOR FUTURE confirm that most another describes it as ‘Citizen-Net’ (Morcos, ARAB GENERATIONS Samir, in Arabic, 2011), which are all forms Arab families do of the new global citizenship. Reports and studies confirm that not provide an The solution to this contradiction most Arab families do not provide an appropriate social and the pursuit of achieving political and appropriate social environment to mobilise environment social stability in the Arab world lies in the the creative capabilities of the young. In comprehensive renaissance project to access this regard, there are two important factors to mobilise the the knowledge society according to the triad inÁuencing change in the structure of creative capabilities of knowledge, freedom and development the Arab family and restructuring of its of the young advocated by the Arab Knowledge Report, mechanisms and methods of upbringing. 2009. This would make the Arab world a The Àrst factor relates to the growth of positive actor on a global stage. This will the middle class and its role and inÁuence, not be done through ‘chaos,’ but through despite what may appear in common strategic, systematic and comprehensive literature as regards the erosion of the plans and work which targets progress middle class in size or role. However, the and would be undertaken by attentive reality of changes and events in the Arab national political forces. Moreover, this world shows an increase in the awareness is aimed at equipping new generations of this class and its role and inÁuence with skills and values and to provide the in the cultural, social and even political enabling environments necessary to achieve structures. This growth can be attributed renaissance. to a number of local and global variables, Playing an effective role in the Arab such as the Áow of oil wealth in some states to bring about political reform which Arab countries, the growth of a diverse achieves democracy, freedom and justice productive economy in other countries, remains the ideal and decisive solution as well as the relative success of the Arab the contradictions of globalisation and region in bringing about quantitative creating a comprehensive renaissance in development in education enrolment rates. Arab countries. Undertaking this role will The growth and anticipated prosperity of always be a vital duty for Arab countries, the middle class would represent a strong and neglecting it may cause them to lose framework in which the factors of change
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 49 maximise and interact positively with the (Al-Siba’i, Kholoud, background paper rapid political, economic and cognitive for the report). Perhaps what is happening changes in the world. Also, the interaction now with respect to the inÁuences and of the middle class, particularly through protest movements led by young people in the emergence of entrepreneurs, may be more than one Arab country is evidence a positive link achieving economic and of that; the young have formed their own political integration of the Arab region value system acquired through information into the global market according to and communications technology, and mechanisms ensuring a balance between transmitted it to their parents, and even economic growth and changes inÁuenced society as a whole. by globalism, not to mention directing The mentioned factors are reÁected in further attention to the ‘public good’ the multiplicity and diversity of methods and creating new strategies for social and of family upbringing and knowledge cultural development (Hijazi, Mustafa, building in the Arab family. Studies background paper for the report). show that there is no uniform method of As for the second factor inÁuencing upbringing with regard to knowledge and change in the structure of the Arab family, its building in Arab families, given the In general, Arab it is represented in those social changes diversity of their segments, conditions families, the same occurring in the awareness and structure and development, as well as their as Arab society, of the Arab youth, creating a window for approaches towards cognitive enabling new ideas that have gradually changed the of children. In general, Arab families, undergo rapid parental pattern prevailing in the Arab the same as Arab society, undergo transformations family. That awareness has been formed rapid transformations from traditional from traditional under the impact of advanced information nomadism to urbanisation and openness nomadism to and communication technology, the most locally and globally. Also, the economic important of which include Arab and conditions of families vary, which is urbanisation and international satellite channels, online directly reflected in their projects and openness locally media, and increased use of the internet and trends in building generations. The and globally communication sites, as well as advanced economic level represents a factor mobile phones. “The information and governing this process, based on a study technology revolution has made it possible (Hijazi, Mustafa, background paper for for different and diverse cultures in the the report). We can discuss four styles of world to meet at any Arab home thanks upbringing in relation to the building of to the possession of these devices, and knowledge enabling in children. These the knowledge of how to use them. These styles are common in four family types: cultures have begun to spread their various the elite, the Ànancially privileged, the global inÁuences, of course, without sub-middle class seeking social ascension permission or resistance” (The First Arab through the knowledge structure, and Report on Cultural Development, 2008). the marginalised who remain outside Contrary to the classic view that raising the framework of knowledge and life the young on values is a parent-to-child enabling opportunities. This is explained process; it proved that it can reverse the in detail in the following. process, taking an ascending order from children to parents. To illustrate, it happens THE ELITE SEGMENT many times that parents Ànd themselves obliged to change their values and embrace It is a segment of families consisting those of their children in order to adapt of self-employed parents who have to the various aspects of family life and had higher education opportunities respond to the conÁicts that may affect it, and occupy leading positions in the or as a means of coexistence with events professional business sector. They
50 ARAB KNOWLEDGE REPORT 2010/2011 represent the technocrats in Arab society. segments of society where they occupy They may come from families with a long leadership positions. history of social/economic status or from middle-class families who have succeeded THE PRIVILEGED SEGMENT in gaining cognitive mastery and social development through their own efforts, This segment has grown in the Arab region available opportunities and favourable during recent decades as one of the outcomes environment. Generally, these families of social and economic transformations enjoy solidarity and stability. They give and the massive Ànancial Áow into the priority to the upbringing of their children, region, both into the Arab oil states and and sponsor a project which provides others. These families are characterised them with the best opportunities to access by reluctant parental responsibility for the education and cognitive enabling. Their upbringing of their children. Instead of children learn at elite schools which enjoy emotional and educational parental care GENERAL REPORT GENERAL REPORT leading educational ranking, and they and guidance, parents resort to showering grow up having a high level of cognitive their children with money as a kind of a This parasitic ambition and motivation to build an Ànancial bribe. Hence, children live in an and consumptive elite social and career status. From the atmosphere of conative and educational lifestyle is, in fact, outset, children live in an atmosphere of leisure as well as over-pampering. This acceptance and enjoy self-esteem in an segment is characterised by disordered unlikely to provide environment of democratic relations and language, low levels of academic ambition, the motivation intensive communication and dialogue. motivation, formal studies and certiÀcates. and willingness Moreover, children in this segment Children, the same as parents, engage in to exert the effort receive much of their parents’ attention the fever of consumption and search for with respect to their mental, cognitive immediate pleasures of all kind, which required to build and educational development, and they makes the entertainment media market very cognitive enabling are also provided with cultural materials. popular among them. This parasitic and because knowledge Further, the language practiced in dialogue consumptive lifestyle is, in fact, unlikely to is obtained with children is mentally-developed and provide the motivation and willingness to dominated by logical dialogue, expression exert the effort required to build cognitive through effort and of reasons linked with results, mental enabling because knowledge is obtained perseverance distinction between different situations, through effort and perseverance. Moreover, and logical coherence in the language and the use of communication technologies and its level. the internet by young people is mainly for With the information technology entertainment, which obstructs the building revolution, this segment provides its of cognitive mastery and engagement in the children, from an early age, with the tools knowledge society. and programmes of this technology, making them a natural part of their world SUB-MIDDLE SEGMENT AND and activities, to become the children THE PURSUIT OF SOCIAL and champions of this technology, and ASCENSION excel over their own parents, turning into references for them whenever they This is the largest segment in the Arab encounter some difÀculties in operation. world. Families in this segment are of a Boys and girls are alike in this regard, and modest economic and social level and they, in turn, make up the ‘meritocracy’ have the desire to provide their children when entering professional life. They are with opportunities for a better life. The the elite of the knowledge society in its majority of young people in this segment methodologies, techniques, practices and receive a formal public education, whether innovations. They usually join the higher at the university or pre-university stage,
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 51 and they have a modest chance of building Consequently they become professionally cognitive enabling due to the low levels marginalised, moving between low-income of formal education at different stages. and short-term jobs, and experience However, children in this segment exert increasing social marginalisation. Instead great efforts and have the motivation for of acquiring mental and cognitive skills a achievement. Yet, the cognitive formation type of ‘intelligent management of affairs’ they lack does not qualify them, except is learned. They are the shadow youth who for the distinguished among them, to fuel social violence when it breaks out, access the labour market. In this case, and they represent the forgotten masses the reason lies in the system of education (Mustafa Hijazi, in Arabic, 2000, 2005, and upbringing. That is, the children and 2008). Efforts must be redoubled to want to move on but the parents exercise prepare or rather re-prepare them to access a traditional frustrating authority over the knowledge society. them. Consequently, the children resort Under these classiÀcations of the Arab to the internet where they Ànd an outlet family and its surrounding societal and in its virtual world. Here, internet usage global framework, it becomes evident It becomes evident compensates for the frustrations of material that family is no longer the main source life. However, the use remains below the of the transmission of values, and that family is level of professionalism and technological parents alone are no longer able to be role no longer the mastery (Nasr El-Din Al Ayadi, in Arabic, models for their children. It also becomes main source of 2005). The large number of young people, difÀcult to talk about family as a single the transmission despite the exceptions that emerge from area of enabling for a connection to the among their ranks, underneath the weak knowledge society in the absence of other of values, and Arab development indicators, represent a enabling bodies. However this does not parents alone are burden to ofÀcials who do not have a clear eliminate the responsibility of the family no longer able to development vision to accommodate this as a primary institution in upbringing or be role models population to build the cognitive enabling playing a key role in the preparation of for their children required in the knowledge society. Thus, generations. That is, the Arab family still Arab society, for the most part, remains maintains its most important function in a state of knowledge dependence and that cannot be replaced with any other marginalisation that needs a revolutionary institution; namely, primary upbringing project to escape. and its accompanying conative functions. Hence, a need emerges for the presence of THE MARGINALISED OR enabling environments that integrate with SHADOW YOUTH and support the family, through planning for a uniÀed and integrated strategy based These are the children of material on comprehensive renaissance to prepare deprivation, social oppression, illiteracy future generations for the requirements of in all forms, and thus unprofessionalism. the knowledge society. Family circumstances, at or under the poverty line, do not provide the cultural THE MEDIA AND COGNITIVE opportunities required for the preparation UPBRINGING IN THE ARAB for a world of study and the mastery of REGION knowledge. It is the segment of young people who leave school in the second The media represents a powerful force half of the primary stage, and thus are in the upbringing process of young semi-illiterate as they spend the Àrst half people in all societies, and it is one of the of study in a state of formal follow-up of most important enabling environments irregular study. They represent the segment supporting the competences of individuals, of ‘the strangers in the world of studying.’ providing them with life skills and values,
52 ARAB KNOWLEDGE REPORT 2010/2011 and forming their awareness and culture. that the Arab media, in general, is weak It is also a critical factor in the creation and fragile as an enabling environment of cultural developments that empower active in socialising and preparing young and equip societies with the necessary people for the knowledge society, and that skills to access the knowledge society. The there is a decline in more traditional means media involves multiple means, the most of media, such as radio and newspapers, important of which are satellite channels, against the growing role of modern means the press and electronic media. through the computer and internet (Al- There are important variables surrounding Hadidi, Mona, et al., background paper the media in modern societies, such as the for the report). In this direction, statistics phenomenon of intensively inÁuencing show a decline in the role of the press the formation of people’s character and versus satellite channels, as the rate of daily awareness, and providing them with distribution of Arabic newspapers does not knowledge as one of the most important exceed 50.2 copies per thousand people. GENERAL REPORT GENERAL REPORT mechanisms of upbringing. The Àrst category In contrast, there has been an increasing The media have of these variables are those associated with the growth in Arab satellite channels where features of globalism, tangible and substantial the number of TV channels has reached moved from their developments in the communications world, 482 channels compared to only 267 traditional functions information technology, and the diversity newspapers (Statistics of the First Arab to being a major of media and information technologies. Report on Cultural Development, 2008). factor influencing The second category of variables involves The most important Àndings reached by those represented in the growing human the studies include: the upbringing rights movement, and most importantly the Inadequacy in much of the introduced of generations rights to knowledge, accessing information, content speciÀcally targeting new through informal communication, and expression. The third generations with respect to the learning via the involves those variables associated with the requirements of the knowledge age, and unprecedented abundance of information also the requirements of children and various outputs, available, and consolidation of the ‘picture adolescents. The content promoting in both form and culture’ in a way that goes beyond the Àction, fantasy and fairy tales dominates content, and language and culture barrier between peoples the scene. 69.4% of this content includes the information and cultures (Al-Hadidi, Mona, background unnecessary, wild Àction which may and knowledge paper for the report). harm the mental growth of viewers. The media have moved from their The scientiÀc content falls at the they provide traditional functions (e.g. entertainment, bottom of the list of topics presented leisure time, and news) to being a major by children’s programmes on Arab factor inÁuencing the upbringing of channels. They occupy a much smaller generations through informal learning space compared to entertainment and via the various outputs, in both form social topics. Moreover, they suffer and content, and the information and from a low level of execution and knowledge they provide. Their impact direction, with different rates on a shapes young people’s attitudes - negatively number of Arab channels. and positively - to many, topics, ideas Most of the current children’s and concepts, guiding their behaviour programmes lack the theoretical principles patterns, determining their choices of role for the development of children’s models and ideals, and crystallising their mental competences and enhancement aspirations and values. of their artistic taste. They also lack In a report based on reviewing and an interactive nature. Noticeably, there analysing the scientiÀc production are no programmes directed at young available from published MA and Ph.D. people in particular. Further, teenagers theses and research, it has become clear do not receive proper information
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 53 and media attention, and there are no to invest and gain proÀt under an Arab special programmes, materials or means economic trend depending on investments intended for them. in service areas where the private sector The traditional discourse, in form and controls the largest portion of the market content, which is addressed to children at of satellite channels in the Arab world all sub-stages of childhood, particularly (80% for the private sector compared the years of adolescence, and lack of to 20% for governments). The growing content that promotes new values, or access of businessmen to the media has modestly presents it in a way that does not strongly inÁuenced the rise of advertising suit the anticipated role of the media in - in newspapers and satellite channels - this age, or associating the presentation of which is linked to the promotion of goods such content with certain occasions, i.e., and services that do not depend on a real seasonal presentation. This is in addition Arabic production structure. Among the to the limited technical capabilities of most distinctive features is that the largest many channels or programmes (Mona Al number of specialised satellite channels Hadidi, background paper for the report). in the Arab world are religious and music Several reports have indicated that channels, followed by news channels, The electronic there are two factors that have had a clear sports channels, and lastly cultural and media represented impact on the Arab media in general. literary channels (First Arab Report on in blogs has The Àrst factor is the fading impact of Cultural Development, 2008). become a new political forces on people and the fragility The electronic media represented in of their structure in terms of political blogs has become a new phenomenon in phenomenon reality in Arab countries. This is due to the Arab media arena; it could be called in the Arab the phenomenon of monopolisation of ‘citizen journalism’. It has become an media arena. It is power in the Arab region, causing politics unlimited and unrestricted wider forum. sometimes called in many countries to escape newspapers, ‘citizen journalism’ media satellite channels, and electronic SOCIETAL CULTURE AND media, even in countries where political KNOWLEDGE SOCIETY and has become parties own newspapers stronger than an unlimited those of the ruling party (in Egypt and RELIGION and unrestricted Morocco, for example). Thus, many protest wider forum movements in the Arab world gain a large Many sociologists agree that religion part of their inÁuence via the presence of is a moral necessity governed by an their symbols through the means of visual individual’s need for discipline. Religion and written media. (First Arab Report on contains the values of goodness, justice Cultural Development 2008). and peace, which helps individuals to The second factor is the growing control themselves. Moreover, religion phenomenon of business people’s access involves a moral aspect, and religious to the Àeld of media and information moralities must interact positively with
BOX 3-1 Arab media and youth - social upbringing Authoritarianism and restriction of freedom the above and in the absence of the developmental on political forces has led politics to escape to the role of the state, the development function of the media and, consequently, the role of the media has media has vanished and its role has been ignored grown in political and protest movements. Also, in the upbringing and preparation of young Arab the control of businessmen over the media has led generations according to clear and specific strategies to replacing its original role with advertising and to acquire the skills and values required for the promotions in order to achieve profits. Adding to knowledge society. Field study results (Chapter 5 of the report)
54 ARAB KNOWLEDGE REPORT 2010/2011 the changing cultural developments and help it develop and advance, the second social conditions. Religion is one of the one leads to the rejection of scientiÀc elements of social restraint and control, methods and the undermining of science, which helps direct and stabilise life and which limits freedom of thought, creativity, produces the values of work that enable priority of dialogue, and experience as people to engage in experimental and generators of knowledge. A researcher rational Àelds governed by scientiÀc conÀrms that this behaviour may appear research which is based on objectivity in an extremist form that antagonises and relativity in economics, sociology and and accuses society of unbelief, or in the politics (Ahmed, Maryam Ait, background form of behavioural withdrawal from the paper for the report). Psychological studies surrounding world, as reÁected in patterns conÀrm that adolescence (14-19 years of seclusion, isolationism and dependency old) is characterised by a continuous and (Hajji, Ahmed, Member of the Readers permanent search for absolute truths. In Committee). GENERAL REPORT GENERAL REPORT this regard, idealism and strong presence The Àrst path stresses building the of conative mind are the most important ethics of science, and developing and features that characterise this age range. reforming religious discourse to enable At this age, upbringing plays an important new generations to successfully, usefully role, as it either enables the young to form and cognitively manage time, and equip positive ‘ideals’, interacting with reality, and them with the values of research, scientiÀc develops their competences, knowledge, integrity, objectivity of evaluation, and Psychological and skills to change the world around them, hard work in the search for scientiÀc facts. or it fails and thus shapes the character away The ethics of science as a main supporter studies confirm from the scientiÀc and rational vision (Bin of knowledge have developed through that adolescence Hafeez, Abdel-Wahhab, Background Paper standards such as universalism wherein is characterised by for the report). The failure of upbringing knowledge production is separated from a continuous and usually leads adolescents and young people the role of persons, and knowledge permanent search to regard current reality and its facts as becomes public property, away from being a decree of fate, which is a state of private greed, and is employed to support for absolute truths alienation experienced by young people the public good. Furthermore, this path and reÁected in their sense of helplessness, supports ‘methodical doubt’ which relates meaninglessness, and indifference. Here to examining and evaluating knowledge we Ànd a lot of Arab youth falling prey in a systematic way based on creativity to the confusion between true religion and and critical thinking (Bin Hafeez, Abdel the trends of religious extremism, which Wahhab - background paper for the report). has intensiÀed in recent decades. The culture of the Arab society We must distinguish between two carries a set of values, customs, traditions, different paths in religion. The Àrst path conventions, standards, and behavioural is that which views religion as a source patterns glorifying the values of masculinity, of ethics in life, enabling young people to nomadic tribalism and sectarianism, and re- acquire development values that support producing them through a misapplication the pursuit of science and the acquisition of religious upbringing, in many cases, of scientiÀc knowledge about the universe in the process of guiding and directing and humanity. The second path is that of the young generation. Despite the socio- religious extremism (against oneself, or economic changes in society, the system against society’s individuals or systems) of social relations practicing dominance that resists science, denies tolerance, over women is still active in society. Also, refuses relativity and excludes. It is a very despite the manifestations of change in the different path. While the Àrst path leads to role of women in terms of education and the formation of ethics for science which work, they are still governed by a system
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 55 of traditional values shaping the methods background paper for the report). of social, religious, and even political The reform of religious discourse should upbringing. What adds to the reproduction help the new generations in the Arab region of the discourse of traditional customs, to form a vision open to the world, allowing rather than being sound, enlightened, and productive communication which helps open to religious principles, is that the rate transfer and instil knowledge, and absorbs of cultural, religious and Fiqhi illiteracy is the values, skills, concepts and experiences signiÀcantly high among families, thereby for the knowledge society that the region preventing children from being shielded seeks to access. Religious discourse also against an inherited popular cultural helps empower these generations to work discourse which has exploited religion in in three areas, referred to in the Àrst chapter many cases to reinforce some regressive of this report; the empirical, rational and aspect of our cultural heritage. religious, while stressing the dialectical Addressing the trends of intellectual relationship between them is a positive rigidity and religious extremism of some one that dedicates the freedom of thought, groups in the Arab region requires innovation and creativity to the production The reform of developing the religious education system of knowledge. religious discourse at all stages, as well as developing its should help the curricula and teaching methods. This THE ARABIC LANGUAGE AND new generations can be done by expanding the channels REACHING THE KNOWLEDGE of theoretical and practical scientiÀc SOCIETY in the Arab region research to comply with the requirements to form a vision of the age, to formulate an enlightened The Arabic language is the tool and open to the world, cognitive model that acknowledges the fortress of thought. It is not only a tool allowing productive freedom of research and renewal, and of understanding and communication, accepts the other. This also requires but it is also a tool of reÁection and communication families, satellite channels, and all means meditation. A human thinks to speak. which helps of media to adopt certain patterns Language and thought are in a continuous transfer and instill of upbringing based on respect for dialectical relationship. Language is, knowledge intellectual and religious pluralism, and therefore, closely related to awareness and belief in the ethics and values of the culture in any society, and it is the carrier knowledge society: freedom, coexistence, of its culture and is inseparable from it. justice, safety, security, trust, and ethics of Moreover, language can be a tool for social the environment, information, internet, integration, as it can integrate individuals technology, and respect for human rights into a society’s culture, and provide them and freedom (Ahmed, Maryam Ayat, with the same thought pattern through
BOX 3-2 Human rights and citizenship in the system of education and formation in Morocco Curricula were reviewed in response to the Exercising critical and systematic thinking; trends experienced by Moroccan society. This Cooperation and taking responsibilities; is because national and international changes Addressing and solving problems as part of a necessitated reviewing the curricula and textbooks global perspective; with an open perspective to know the values of Promoting mediation and settling conflicts self-building and dialogue with while relying on the peacefully. following base of values: Defending human and civil rights; Believing in cultural pluralism; Source: Maryam Ayat, Ahmed, background paper for the report
56 ARAB KNOWLEDGE REPORT 2010/2011 BOX 3-3 Educational and cultural institutions and development of social upbringing Whereas facing cultural regression requires a role freely and independently. Scientific research comprehensive integrated strategy, extending to is not to be separated from education, it should every area, it needs new knowledge maps that allow be encouraged, and its infrastructure should be us to address it more effectively, and which include completed, in order to liberate its mechanisms to education in all its forms and practices. Along with become a cornerstone of the knowledge society. education, there are other cultural and enlightening Moreover, whereas education and media are two tools that relate to the deepening of the meanings sides of the one coin that can contribute to the of citizenship, the modern state, and values of development of upbringing and free it from modernity; the elimination of superstitious thinking its restrictions that keep it either in the past or through stressing the meanings of free scientific static, the development of the economy confirms thinking; and the eradication of all forms of the liberalised dimensions of this upbringing, religious and non-religious intolerance by spreading especially when the economy complements other a culture of tolerance and dialogue. components, which contribute to the emancipation GENERAL REPORT GENERAL REPORT The efficiency of education systems is not of the mind.. This is in addition to taking care of complete without the efficiency of the media which critical faculties associated with this upbringing as should not aim to publicise a ruler, party, religious well as the rational trends supported by education group, or military group in order to misrepresent and media. The Arabic them to the public. The media should play its language should Source: Jaber Asfour, 2008 play an essential role in the Arab their interaction with it. It can be a tool students, and even among a signiÀcant renaissance by used to reproduce the cultural regression number of post-graduates, which reveals being an effective of a society’s structure or a tool to produce massive weaknesses in teaching it, in the tool, in the the structure of class distinction in society efÀciency of its teachers, and in awareness context of the (Ahmed Ozzie, 2008 in Arabic, Bernstein, of the issue. Hence, it is necessary not to renaissance, to 1973 in English, and Bourdieu 1974, in restrict interest in Arabic to the Arabic English). language teacher alone, but attention access knowledge Accordingly, the Arabic language should be directed to developing language and express reviving should play an essential role in the Arab capabilities among all the teachers of all ideas and opinions renaissance by being an effective tool, in grades or allowing them to play a role in the context of the renaissance, to access developing students’ language capabilities knowledge and express reviving ideas and through their commitment to sound and opinions. It should also play a signiÀcant clear Arabic language, emphasising its role in the development of intellectual importance when reviewing what students and creative competences to meet the write in their courses and conÀrming its requirements of the knowledge society. importance. There are calls to expand in Most reports and studies indicate the translation of science and the latest that the Arabic language is suffering a Àndings into Arabic, and teaching them crisis and faces real challenges related in Arabic, which will help the language to its teaching, acquisition and it’s use to become a scientiÀc one commonly in presenting creativity and criticism. used among all groups in society, and an It still faces problems related to its important factor in the dissemination of automated processing by modern scientiÀc culture and scientiÀc thinking (Al information technologies (Mahmoud Al Mutahhar, Mohammed bin Mohammed, Naka, background paper for the report). Member of the Readers Committee) It is noted that the level of language It is further noted the low number of proÀciency in classical Arabic,10 reading, sites written in Arabic on the internet in writing and expression, is low among a comparison to the sites written in other large segment of secondary and university languages. The number of Arabic sites is
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 57 estimated to be around 5.33 million versus Àll the space (Adnan Al Amin, in Arabic, 18.44 million Hebrew sites and 27.4 million 2005). French sites. Moreover, Arabic speakers Another trend has occurred in the represent 3.3% of the total internet users process of developing curricula in the Arab in the latest estimated statistics in May region; overloading the Arabic language 2010, compared for example to 3.9% of with nationalism as a political perspective. Portuguese speakers,11 who are fewer in However, the results are comparable to number than Arabic speakers. This is in those of the Àrst trend (i.e. the religious addition to the poor and mixed Arabic perspective). Thus, the Arabic language language used by young people on the has withdrawn from the Àelds of science, internet in blogs and networking sites that literature and philosophy and from dealing have become a resort for many of them with world cultures. Loading the language and where colloquial language or Arabic with religion or nationalistic political written in Latin letters is widely used. It rhetoric has caused its role to lessen, and was found that 67.8% of the Egyptian has increased the gap between valuing the Some of those blogs, for example, use Arabic in blogging, Arabic language by word, and devaluing analysing the and most of them confuse between it in reality (previous reference.). In their colloquial and classical Arabic.12 Also, SMS communication with the world, the children dynamics of on mobile phones use the Latin alphabet of the Arabic language have resorted to educational reform and numerals to express some Arabic foreign languages in search of knowledge in in Arab countries letters, which could threaten the culture of a new world, but that happens in individual believe that the the language in the long term. cases and not through national plans and Arabic language Some of those analysing the dynamics comprehensive visions for achieving the of educational reform in Arab countries Arab renaissance. Here, we must recognise is one of the believe that the Arabic language is one the diversity of situations wherein the fundamental levers of the fundamental levers of Arab social Arabic language is used and respect of Arab social integration towards an Arab renaissance. In different approaches, maintain its diversity integration towards the context of developing their curricula, in religion, arts, science and technology, several Arab countries have incorporated and master the basic principles, rules and an Arab renaissance the language and religion into one subject concepts of each area of knowledge. for decades, while others have completely Therefore, it is necessary to make immersed the Arabic language in religion. additional efforts to enhance the status Such partial incorporation has led to of the Arabic language, reforming it results that do not serve the religion or and developing its teaching methods, develop the language. It is true that Arabic and to consider it a tool contributing to is the language of the Qur’an, but it is the production of knowledge and not also true that it is a tool for wide social in isolation from the evolution of the communication and thought. Further, the knowledge society. Additionally, the teaching legacy of the Arabic language is much of foreign languages should be enhanced to diversiÀed with respect to philosophy, be able to deal with the challenges of the literature and science (and it has to deal information revolution, and the Arabic and with advanced information technologies), foreign language skills among the Arab and it should promote interaction with youth should be developed, beginning in world cultures, as language is considered the Àrst stages of education, so they will be the key symbolic expression of culture. able to participate in the knowledge society. In this regard, the over use of religious Likewise, foreign languages, especially perspective in the teaching of the Arabic English, are important tools to enable a language leads to the exclusion of other wide range of young people to open up to components and promotes the use of and communicate with other societies. The foreign languages and colloquial Arabic to experiences of the developing countries,
58 ARAB KNOWLEDGE REPORT 2010/2011 which have made tremendous progress in application of the concept of citizenship is advancing towards the knowledge society, an important step towards dealing with the show that their interest in promoting issue of diversity and respect for minorities foreign languages among children through under the law and in everyday practice. In reading, writing and understanding has been fact, citizenship does not only embody a one of the key factors that contributed to vertical relationship between the citizen the building of their renaissance based on and state, but it also represents a horizontal science and technology. At the same time, relationship between citizens themselves, interest in the native language is necessary including all interactions in civil behaviour. to maintain society and achieve social Consequently, establishing citizenship communication and develop identity and becomes one of the fundamental tasks of citizenship. This has been substantiated by the preparation of the young, particularly the results of Àeld research conducted in the through education, media and enlightened four Arab countries during the preparation religious upbringing which is appropriate GENERAL REPORT GENERAL REPORT of this report; 82.7% of teachers conÀrm to its era. This is to be done by focusing on Establishing that mastering a foreign language is among the transfer of civil values of coexistence, the factors inÁuencing the preparation of cooperation and being a good neighbour to citizenship becomes future generations, while 78.8% of teachers the young, to form a sense of belonging and one of the support the importance of mastering the desire to exercise the right of citizenship fundamental tasks Arabic language (see Table 19 in the Annex). in an early stage of life, provided the of the preparation rights of citizenship concerning political CITIZENSHIP AND IDENTITY, and social practices are guaranteed for of the young, AND THE REQUIREMENTS OF all, including minorities. Indeed, without particularly through THE YOUTH’S INTEGRATION opportunities for productive engagement education, media INTO THE KNOWLEDGE in civil life and a sense of equality and and enlightened SOCIETY participation, some may feel exclusion, religious deprivation and discrimination, allowing Citizenship is a relatively novel term; the appearance of ethnic, religious, upbringing which it means an individual’s belonging to a sectarian and linguistic loyalties that may is appropriate country through a legal and political bond exploit the situation and lead to fanaticism, to its era which gives him/her certain rights and intolerance and extremism, and eventually duties. The ancient Greek origin of the destructive conÁicts. Such an atmosphere word, ‘citizenship’ refers to a speciÀc legal, makes the young feel frustration, instability political, and rights-related status in the state. and insecurity, which may lead many to The term has evolved over time due to the think about migration in search of other historical, social and political revolutions environments ensuring more democracy seeking democracy, freedom and equality. and respect for the rights to education, With historical developments, it has gained employment and a decent life.13 new dimensions in the context of human The knowledge society requires a citizen rights wherein it is not limited to the possessing the skills, values, concepts geographical location or spatial dimension and knowledge of the knowledge age; an or to the knowledge dimension only, but individual with full citizenship capable goes beyond them to the overall legal and of joining global competition in a rapidly political presence in the nation’s structure. changing world. In light of the growing phenomenon of In fact, open citizenship based on globalism, citizenship has taken a global equality in human, economic and political dimension extending to the so-called ‘global rights which embraces global changes will citizenship’ whereby every human being is a enable new generations to deepen their citizen of the larger world we live in. sense of belonging to their homeland. In the Arab countries, the adoption and At the same time, it stresses identity in its
GENERAL REPORT - SOCIAL UPBRINGING AND PREPARATION FOR THE KNOWLEDGE SOCIETY 59 growing and changing form, interacting with local and global variables. Hence, citizenship and identity are two correlated concepts and it is important to emphasise that identity does not come from the Àxed characteristics of an individual or group, but it is a choice of several options that vary depending on circumstances. In the context of our vision of renaissance, citizenship is considered a standard concept that should contribute to the management of ethnic, cultural and linguistic diversity, and enable us to build a strong base for the establishment of democracy and freedom.
BOX 3-4 Identity and the problematic issue of history in the Arab world
There is no shame when nations relate from the historical approach of identity toward themselves to their histories, but shame lies when the problematic approach. That is, the way to build history becomes a substitute for the present. The a positive self-image among the new Arabs can biggest shame is when identity keeps borrowing be framed by history, but also making its content from history and is not the creation of the living include an awareness of contemporary Arab issues themselves who are facing their problems and in line with the tremendous progress in science, seeking solutions for them. Therefore, it is now economy and ethics achieved by humans in the last the time for the Arab to replace the concept of three centuries, and which has not been followed historical identity with a functional concept, i.e., the by the Arabs. current ‘self-image’, which requires turning away Source: Muhammad Jawad Reda, 2005
60 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER FOUR ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS IN THE KNOWLEDGE SOCIETY
There is almost a consensus among the energies of creativity and innovation
Arab elites on adopting a comprehensive among society’s members in the use of GENERAL REPORT GENERAL REPORT concept of the knowledge society and available means and possession of the placing it within the overall framework of gains of development. sustainable human development as a means This broad vision encompassing the and an end. The Second Arab Human connotations of the knowledge society, and Development Report in 2003 deÀned ‘the seeking to expand choices and opportunities The Second knowledge society’ as one mainly based for the progress of the Arab individual and on the efÀcient dissemination, production the achievement of freedom and goals, Arab Human and utilisation of knowledge in all areas of enables us to view ‘the preparation of the Development societal activity: Economy and civil society, young for the knowledge society’ as a set of Report in 2003 politics and private life, up to the steady continuous procedural operations involving defined ‘the promotion of the human condition, i.e., two interacting factors: First, building establishing human development. The and preparing the future Arab generations knowledge society’ Arab Knowledge Report 2009, advanced and equipping them with the skills and as one mainly based the search, and found its vision on the values required for the knowledge society on the efficient above efforts, adopting an ‘integrated in an enlightened cultural context; and dissemination, concept of knowledge’ and ‘knowledge second, building the necessary enabling society’. Based on the accumulation of environments in economics, sociology, production knowledge developed in the Àrst report, politics and culture to enable the future and utilisation the Arab Knowledge Report, 2010/2011, Arab generations and Arabs in general, and of knowledge continues with the previous crystallised stimulate them towards creativity, invention in all areas of Arab vision of ‘the knowledge society’ with and production of knowledge. Hence, the societal activity an integrated tendency viewing knowledge triad of skills, values and enabling, which as an integrated whole that is not limited the report relied on, were adopted. to science and technology, but represents Based on this integrated vision of the sum of all human creations in science, ‘knowledge’ and ‘knowledge society,’ and technology, humanities, literature, art and after having dealt with the preparation of the wider human experience. Through this the young in Chapter 2 (which dealt with integrated perspective, we can understand the issue of education) and Chapter 3 the knowledge society in all its broad (which dealt with the issue of upbringing in connotations; it is a knowledge-intensive the family, media and cultural environment), society whose members possess cognitive, this Chapter focuses on the identiÀcation of behavioural and value characteristics Arab enabling environments that prepare interacting in socially, politically and and empower the future generations to culturally supportive environments which access the knowledge society. For as much stimulate these characteristics and enhance as we succeed in building the institutions them in a dialectical relationship, releasing for the preparation and upbringing (e.g.
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 61 education/training, family and media), and of these aggregate governance indicators whatever the levels of cultural development will be those of a standard normal random may be in enhancing the system of values, variable, i.e. with zero mean, and ranging promoting language, and renewing religious approximately from -2.5 to +2.5, with discourse, the matter necessarily needs higher values indicating better outcomes. key variables that reinforce the building Based on these indicators, the report of institutions and cultural development ‘Development Challenges in the Arab efforts, and support the impacts we aspire to States: A Human Development Approach,’ achieve from all this. These are the variables issued by the League of Arab States and which compose what we call ‘enabling UNDP, stated that the governance quality environments’. Thereafter, the elements indicator in the Arab countries as a group of this chapter deal with governance and was -0.63 in 1996, indicating the low quality its suitability to the preparation of young of institutions in the Arab region at the people to acquire and produce knowledge, time, despite the signiÀcant differences freedoms and political situations, women’s among Arab countries. The situation did enabling, economic and social environments not change much in the following ten years and the underlying problems of poverty, as the governance quality indicator in the unemployment and quality of life and Arab states reached -0.61 in 2006, noting There are three prosperity, as well as knowledge environments that all the Arab states recorded a fall in pillars usually relating to information and communications the quality of institutions with regard to considered as the technology. ‘Representation and Accountability’ in the elements of governance (The League of key components GOVERNANCE AND YOUTH Arab States and UNDP, 2009). of the concept PREPARATION The latest relevant data published by the of governance, World Bank (Figure 4-1), based on a scale of namely: The concept of ‘good governance’ or the 100 points (0 for the weakest performance exercise of power (political, economic or and 100 for the highest performance), accountability administrative) refers to the management conÀrm the steps that should be taken by the and transparency, of a state’s affairs or the management of its Arab region as a whole, with the differences participation, and national institutions, including the legislative from one country to another, on the road the rule of law and judicial bodies and civil society to good governance, especially with respect organisations, to determine needs and to ‘Representation and Accountability’. propose solutions for meeting them. There Actually, the low quality of governance in are three pillars usually considered the key Arab countries is dangerous, because it has components of the concept of governance, negative reÁections on many aspects of namely: accountability and transparency, development and the foundations of the participation, and the rule of law.14 desired knowledge society. Arab countries in general are represented One of the aspects of democracy is to by weak institutions which impede the help people to be more able to participate in progress of the Arabs, especially the youth, the process of governance that affects their in their march towards the renaissance and lives. Therefore, real human development knowledge society. That is, governments is that which strongly guides governments are poor performers in many aspects, as towards designing economic and social expressed by the ‘Worldwide Governance policies to support citizen development, and Indicators’. These capture six key managing public services according to the dimensions of governance: Representation approach of democratic good governance and Accountability, Political Stability in a way that fulÀls their needs. and Absence of Violence, Government Transparency and accountability are Effectiveness, Regulatory Quality, Rule of two correlated concepts working together Law, and Control of Corruption. The units within the framework of participation
62 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-1 Governance Indicators in the Arab states
Voice Accountability Government Effectiveness Percentile Rank (0-100) Percentile Rank (0-100) Percentile
Iraq UAE Iraq UAE Egypt Libya Qatar Syria Egypt Libya Qatar Syria AlgeriaBahrain JordanKuwait Tunisia Yemen AlgeriaBahrain JordanKuwait Tunisia Yemen Djibouti Lebanon Morocco Djibouti Lebanon Morocco Saudi Arabia Saudi Arabia GENERAL REPORT GENERAL REPORT West Bank & Gaza West Bank & Gaza
Rule of Law Control of Corruption Percentile Rank (0-100) Percentile Rank (0-100) Percentile
Iraq Iraq Syria UAE Libya Syria UAE Egypt Libya Qatar Yemen Egypt Jordan Qatar AlgeriaBahrain JordanKuwait Tunisia Yemen Algeria DjiboutiMoroccoTunisia Kuwait Djibouti Lebanon Morocco Lebanon Bahrain Saudi Arabia Saudi Arabia
West Bank & Gaza West Bank and Gaza
Source: World Bank’s Database (based on the data in 2009) http://info.worldbank.org/governance/wgi/mc_countries.asp on August 21, 2011
FIGURE 4-2 Year 2004 Corruption Perceptions Index (CPI) Year 2010
One of the aspects of democracy is to help people to be more able to participate in the process of governance that Iraq UAE Syria India Libya Brazil Qatar Egypt
China affects their lives Oman Sudan Turkey Jordan Tunisia Yemen Kuwait Algeria Bahrain Somalia Djibouti Malaysia Lebanon Morocco Comoros Mauritania South Africa Saudi Arabia Occupied Palestine
Source: Transparency International, CPI, http://www.transparency.org/2010 on 23 May, 2011
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 63 and the rule of law, which guarantees the There is a strong relationship between existence of good governance to achieve the climate of freedom in society and the freedom, equality and social justice, and strength of its civil organisations. Wherever helps Àght corruption. Figure (4-2) refers societies enjoy freedom, voluntary, free to the status of perception of corruption union or social pressure organisations in the Arab countries according to spread. In contrast, the absence of freedom Transparency International (TI). The Àgure makes civil societies static or inactive. Similar shows that most Arab countries record a to the independence of civil society from level of less than 5 points on a scale of 10 power, freedom is one of the basic values points, except for three countries, namely (Abdul-Hussein Shaaban, in Arabic, 2010). Qatar (7.7 points), the UAE (6.3 points), Considering this relationship, data reveals and Oman (5.3 points). Undoubtedly, the the weakness of civil society in Arab outcomes of the Corruption Perceptions countries, where the aggregate ratings index Index (CPI) are really low, but they are for political rights and civil liberties which fully consistent with the low outcomes we is issued by freedom house (Civil Liberties, There is a strong previously presented with regard to the http://www.freedomhouse.org/2009 on relationship quality of governance in Arab countries. May 23, 2011), indicates that most Arab This index measures the degree of countries are rated as “Party free” or “not between the corruption perceived among public ofÀcials free”, non of these countries was classiÀed climate of freedom and politicians. According to the index, as a “free country”. The Freedom of the in society and corruption is measured on a scale of 10 Press Index issued by the same organisation the strength of its (less corrupted) to 0 (highly corrupt). The indicates that none of the Arab country civil organisations. survey measures corruption in the public enjoys a “free press” and that only Àve sector and abuse of public ofÀce for private Arab countries enjoys “partial freedom” of Wherever societies gain. It also measures the corruption in the press. Under this freedom-suppressing enjoy freedom, local and national governments, but not climate which prevents the Arab individual voluntary, the local and foreign companies operating from moving in civil environment, it is free union or in these countries. The CPI draws on difÀcult to successfully advance towards 17 surveys carried out by 13 different preparing the young for the knowledge social pressure independent institutions. For a country society, which should be based on a climate organizations to be included in the index a minimum of of freedom, transparency and participation. spread three of the sources that TI uses must assess To that end, the strengthening of civil that country. These surveys measure the society organisations would expand the perceptions of local residents, expatriates, opportunities for democracy and political businessmen, academics and risk analysts. freedoms, allowing the Arab youth to open up to the world around them through a GOVERNANCE AND CIVIL healthy environment enabling them to SOCIETY ORGANISATIONS exercise their historic role, leading to the establishment of the renaissance and Civil society occupies an intermediate the knowledge society under institutions place between the individual and the state. operating according to the principles of It includes organised and unorganised good governance based on accountability individuals or groups who interact on and transparency, participation, and the social, political and economic levels, and rule of law. their relationships are regulated by formal and informal rules and laws. Organisations FUNDAMENTAL FREEDOMS are links around and through which civil AND POLITICAL CONDITIONS society voluntarily organises itself (Abdul- Hussein Shaaban, 2010, and Ali Leilah, in Open, creative, initiatory and accomplishing Arabic, 2007). knowledge requires a freedom-based climate
64 ARAB KNOWLEDGE REPORT 2010/2011 in its broad political, economic, scientiÀc to creating a climate of trust between the and cultural sense, considering freedom as state and society, and between the various the key to expanding the options, potentials components of society, thus allowing and freedoms of individuals. Development dialogue, consultation and consensus on can be regarded as a process of expanding policies and major choices. Therefore, the real freedoms enjoyed by the people. In weakness of trust, and consequently, the fact, development is meant to remove the limited, or sometimes absent, opportunities sources of the lack of freedom, such as for dialogue and consensus on major issues, poverty, oppression, scarcity of economic development policies and the renaissance opportunities, social deprivation, extremism, project to enter the knowledge society, all and negligence of public facilities (Amartya have played prominent roles in the failure of Sen, 2004). In this context, the First Arab its policies and strategies. The weakest point Knowledge Report 2009, emphasised that in Arab knowledge performance is still the package of political, economic and related to the launch of freedom of thought GENERAL REPORT GENERAL REPORT social freedoms should be considered the and expression, academic freedoms, and best environment for the production and freedom of access to information, which optimal use of knowledge, and the most are considered a human right and the key important mechanism for stimulating element guaranteeing all types of freedoms The expansion development in its broad human sense (Human Development Report, 2003, and of freedom, which goes beyond economic growth and the Arab Knowledge Report, 2009). with its different the rising of income per capita, to include The expansion of freedom, with its enriching the lives of individuals, improving different and diverse content, is one of and diverse their living conditions, and enhancing the necessary keys to provide the enabling content, is one the value of active citizens. In this sense, environment needed to let the Arab youth of the necessary freedom represents a central focus in the access the knowledge society. That is, keys to provide knowledge environments (Mohammed Al- when an individual feels, from a young the enabling Maliki, background paper for the report). age, a clear space of responsible freedom The available international indicators in his/her relation with the sponsoring environment agree that democracy in the Arab region institutions, bodies and frames, he/she can needed to let the in general is in a negative position (though express his/her abilities and aspirations, Arab youth access perhaps with a few exceptions that may and merge smoothly and effectively in the knowledge vary from one index to another). Among the environments which enable him/her the bodies that issue such indicators include communicate with the knowledge society. society the Centre for International Development and ConÁict Management at the University WOMEN’S ENABLING of Maryland, Economist Intelligent Unit, Transparency International, Freedom House, Women’s enabling correlates with integrated and the Programme on Governance in the freedoms and guarantees of human rights Arab Region POGAR/UNDP. Whereas for all, such as the rights to freedom, a decent the climate of freedoms in Arab countries, life and social justice for a marginalised according to these indicators, is gloomy, the group in Arab societies. Women, alongside Arab scene is now experiencing feverish men, are key in the process of raising and activity towards freedom, more democracy, preparing generations. Thus, if women’s and governance reform. Hopefully reform status is good, they will be a strong, levering will take place, which in turn can create the factor in the formation of the characters environments that prepare new generations and minds of young people, and society’s for accessing the knowledge society and culture as a whole, to achieve the desired achieving the renaissance. renaissance in the knowledge age. It should be noted that the presence of There have been historic achievements freedom in the political sphere will contribute in Arab women’s participation in public
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 65 life and in realising their rights since the in Iraq 69%, Sudan 63%, Egypt 63%, and 1950s, and even before that. In this respect, Yemen 72% (UNESCO, 2010b). we can observe setbacks and successes as In the economy, women’s participation well. In recent years, some countries have in the labour force in the Arab region taken bold steps towards strengthening reached 22%, which is a modest percentage women’s citizenship, and increasing compared to other parts of the world. their participation in the structures of Arab women’s participation in property governance, such as parliament and ownership is limited to about 8% of the councils of ministers. It is also noted companies in the Middle East and North that there are high rates of Arab women’s Africa, compared to 50% of companies enrolment in universities, compared to in East Asia and the PaciÀc. Moreover, the past. Although women still focus on women’s participation in Arab parliaments social and human sciences, they also enter is weak, as it has not yet exceeded 10% in other disciplines, such as engineering, two-thirds of Arab states. Some states, such medicine and mathematics. According as Jordan, Tunisia, Egypt and the Palestinian to the Arab Human Development Report, occupied territories, have taken special 2009, the percentage of women’s enrolment measures to ensure better participation of in universities in some Arab countries Arab women. The new law in Kuwait has ranges between 40% to 50%. However, the supported the participation of women in Arab women are numbers of women enrolled in universities parliament by allowing Àve women into still affected by in Kuwait, Qatar and the UAE exceeded the the parliament for the Àrst time. Contrarily, many issues that number of men in recent years (Valentine, there are Arab states that do not have female limit their ability to Moghadam, in Arabic, 2007). representatives in parliament (Millennium interact positively One of the obvious phenomena in Development Goals, 2010). most Arab countries is that women have Arab women are still affected by many in the processes had superior and high participation in issues that limit their ability to interact of establishing the education. This may be attributed to the positively in the processes of establishing knowledge society fact that education is almost the only open the knowledge society. Such issues include path in most Arab countries for women to the phenomenon of the feminisation break the restrictions imposed on them. of poverty in the Arab society, crimes of Moreover, education for Arab women has honour, violence against women, early become a goal and a way to prove themselves marriage (marriage of minor girls), in and start enjoying a bit of freedom. addition to the problems faced by rural Despite these achievements made women such as the provision of appropriate through the historical developments health care and reproductive health. Such experienced by the Arab region since problems diminish the role of women in independence, international and regional contributing to building the knowledge reports, and gender-related indicators, society and preparing future generations. shed a light on the low levels of women’s There are Àve correlated challenges that participation in public and civil life, as form environments which constrain and well as in ofÀcial life, and other political abort all efforts to empower and liberate decision-making institutions, in addition women and promote their participation to women’s quota in paid employment, in public, political and economic life, thus ownership of private business, and preventing the activation of all society’s participation in the judiciary and cultural energies to accomplish the renaissance institutions. According to the statistics project to access the knowledge society. in 2007, the illiteracy rate among adults The Àve major challenges are presented (above 15 years) in the Arab region was as follows: First, the crisis of political 29%, of which 65% were females. The freedoms and democracy in the region; largest percentages of female illiteracy are second, the legal frameworks that regulate
66 ARAB KNOWLEDGE REPORT 2010/2011 BOX 4-1 Integration of women: in which development? When we talk about the desired integration of which human development, through preparation, women into development we, in fact, mean their employment and productivity, becomes a main, and integration into a project of civilisational change. not secondary, objective; all this should be done We want to integrate women into development to through frames of effective popular participation. achieve an independent movement of decisions Thus, the purpose of integrating women into and pathways; self-development which efficiently development is that it should be carried out through mobilises its material resources and available a vision for civilisational development, with its economic surplus, as well as its human and spiritual economic, social and cultural dimensions. This energies, to meet the human needs of citizens and development should adopt the strategies that ensure not to serve the global capital market. its progress under the guidance of its objectives and Indeed, we want to integrate women into a type needs, through the identification of citizens’ rights of development in which increased production and duties, and through social action of both men integrates with the justice of distribution, and in and women in society.
Source: Ammar, Hamed, 2008. GENERAL REPORT GENERAL REPORT Most Arab the status of woman as a second class should play an enlightened, effective role in countries have citizen, such as family laws that treat women re-building an Arab culture which provides achieved progress as dependent members of the family, and women with the triad of skills, values and in economic nationality laws which deny women’s right enabling, for them to interact actively and freedoms, and to transfer their nationality to their children; constructively in the Arab renaissance, and third, the cultural heritage, which produces contribute effectively to the building of the Gulf countries an obsolete system of customs and the knowledge society. have achieved the traditions viewing women as a second-class highest relative citizen created for a sole role ‘to take care ECONOMIC AND SOCIAL rate of economic of men and rear children,’ a cultural legacy ENVIRONMENTS freedom thanks which permeates in all aspects of our lives and causes Arab women to become prey to The process of preparing the young for the to the policy all types of social, economic and political knowledge society requires a stimulating of economic inequity; fourth, the misconception of economic environment which fosters a openness, religion, the misinterpretation of religious package of freedoms, such as freedom attraction of foreign texts, and extremist discourse; and Àfth, of business and investment, encourages the prevalence of distorted patterns of competition and trade, controls monopolistic investments, and development which focus on Ànancial, practices in the market by large companies, modernisation of non-productive investments, the results of and encourages communication with the infrastructure which indicate that the realised growth rates outside world. Most Arab countries have do not reÁect positively on the Àght against achieved progress in economic freedoms, poverty, the reduction of unemployment, and the Gulf countries have achieved the and the creation of life opportunities for highest relative rate of economic freedom new generations. Due to the fragility of thanks to the policy of economic openness, their social and cultural position, women attraction of foreign investments, and become the Àrst victims of all outcomes of modernisation of infrastructure. such distorted development. Despite what has been achieved in this Facing these situations and challenges area, there are still some gaps and Áuctuations, which constrain the integration of women as happened during the last global economic in development in the Arab region requires crisis, which left many negative effects such us to formulate a political will to enhance as inequality in income distribution, poverty the status of Arab women at the political, and unemployment, which have adversely legislative, economic, and social levels. impacted Arab societies and efforts in Also, the educational systems and media preparing the young.
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 67 ECONOMIC REFORM POLICIES INEQUALITY IN INCOME AND THEIR IMPACTS DISTRIBUTION
According to ‘neoliberal’ economic There are sharp disparities between Arab policy trends, most Arab governments countries with regard to the levels of have reduced subsidies, decreased public economic and human development and expenditure and reformed exchange rate GDP per capita. While the average GDP regimes. Economic reforms also included for the Arab region as a whole is $6,700 privatisation of state-owned enterprises, per capita, it has increased in the Gulf oil fiscal reform and trade liberalisation, states, which represent 13% of the Arab deregulation, and strengthening the population and 45.9% of GDP, to between institutional foundations of a market-led $15,600 and $27,700. On the other hand, economy. Accumulating evidence over it has not exceeded $2,200 in any of the the past decades, however, shows that a raw material-exporting countries, which large number of countries that adopted constitute 22% of the population (Arab these policies did not see growth. On the Human Development Report, 2009, and contrary, the most sustained result of such the Millennium Development Goals policies was a noticeable negative impact Report, 2010). This sharp disparity in on the social dimension in education, income between different Arab countries health, nutrition, employment, and inevitably leads to disparity in competences, distribution of income (UNDP and the and, consequently, programmes targeting There are sharp League of Arab States, 2009). the preparation of the young. We are not disparities between The major Ànancial crisis that afÁicted dealing with homogeneous economies, Arab countries the global Ànancial system in late 2008 which allow generalisation in this respect. with regard to the had an impact on economic and social Undoubtedly, low income in many Arab development in the Arab region, resulting countries is a major obstacle to the adoption levels of economic in high levels of unemployment, low wages, of programmes aimed at successfully and and human a reduction in savings, and negatively quickly preparing young people to access development and impacting the Ànancing of development the knowledge society. For a deeper GDP per capita programmes which, in turn, affected the understanding of inequality in income building of the knowledge society. Today, distribution, we look at each country from data indicate that some Arab countries the inside. The ‘Gini coefÀcient’ helps us have started to recover from the adverse measure the justice in income distribution effects of the global Ànancial crisis. In this (the degree of wealth concentration), on regard, regional economic integration is an a scale ranging from 0 (complete justice important requirement. in distribution) and 100 (total absence of
BOX 4-2 The failure of economic reform policies The ‘Development Challenges in the Arab growth rate. Accordingly, if Arab governments want States: The Human Development Approach’ report to use growth as a channel for poverty reduction, confirms that, the ‘neoliberal’ economic policies, as they should focus on investment, including public defined by the World Bank and the International investment. The implication is that without Monetary Fund, do not have any statistically macroeconomic policies that create (or restore) significant benefits in reducing poverty. The the fiscal space required to enlarge development situation is different however, for the ‘investment expenditure, many developing countries, including rate’, which is defined as the ratio of investment Arab countries, will not be able to attain human to GDP. A number of researchers have found this development goals such as the MDGs. to be a statistically significant determinant of the
Source: League of Arab States and UNDP, 2009.
68 ARAB KNOWLEDGE REPORT 2010/2011 Table 4-1 Gini CoefÀcient in some Arab countries according to the latest available data
Country Year Gini Coefficient Syria 2004 35.78 Morocco 2007 40.88 Comoros 2004 64.30 Djibouti 2002 39.96 Egypt 2004 32.14 Jordan 2006 37.72
Source: World Bank and UNDP world bank povacal http://iresearch.worldbank.org/PovcalNet/povcalSvy.html http://hdr.undp.org/en/statistics/May 2011. GENERAL REPORT GENERAL REPORT justice). Hence, the lower the points the Norway (25.8), Japan (24.9) and Germany better the result in comparison. Using this (28.3).15 coefÀcient, shown in Table 4-1, we note that the proportion of Arab countries for POVERTY AND HUNGER which data are available ranges between 32.14 in Egypt and 64.30 in the Comoros. Data from the Third Arab Report on the These indicators, in general, are different Millennium Development Goals 2010 from their corresponding indicators in indicate that the region has made some developed countries, such as Sweden (25), progress in reducing the proportion of
Table 4-2 Poverty rates according to national poverty lines Number of Number of Annual Annual change Year Poverty poor people Year Poverty poor people change in in individual’s of Incidence in 1995 of Incidence in 2005 poverty rate actual income Country survey (%) (in million) survey (%) (in million) (%) (%) Lebanon 1997 10 0.4 2005 8 0.3 2.8 0.2 Egypt 1990 24.1 15.3 2009 21.6 16.6 0.6 2.3 Jordan 1990 15 0.6 2006 13 0.7 0.8 4.3 Syria 1997 14.3 2.1 2007 12.3 2.3 1.5- 1.2 Occupied Palestinian 1998 20.3 0.6 2007 34.5 1.2 4.1 2.3- Territories Arab Mashreq States 21.4 18.9 19.4 21.2 0.7- 1.9 Algeria 1994 14.1 4.1 2006 5.6 1.8 7.4- 1 Morocco 1990 13.1 3.5 2007 9 2.7 2.2- 1.5 Tunisia 1990 7 0.7 2005 3.8 0.4 2.0- 3.8 Arab Maghreb States 12.7 8.3 6.8 4.9 4.8- 1.6 Mauritania 1996 50 1.1 2004 26.7 1.4 0.8- 0.1 Yemen 1998 40 6.2 2006 34.8 7.3 1.7- 1.9 Djibouti 1996 34.5 0.2 2002 42.2 0.3 3.4 5.8 Comoros 1995 47.2 0.2 2004 37 1.2 2.6- 1.8 Least developed 41.2 7.3 36.4 9.3 1.5- 1.8 countries (LDC) Arab Region 20.3 34.9 17.1 35.4 2.2- 1.8 Source: Third Arab Report on the Millennium Development Goals, 2010.
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 69 BOX 4-3 Conditions of real development If poverty, unemployment and economic than before, and particularly if they all get worse, it inequality decrease to levels lower than their previous would be absurd to speak of development, even if peoplecondition living in a society, below that societythe international is undoubtedly theeconomic average income growth of andthe individual the achievement in society has of povertygoing through line ($1.25an era ofper genuine day). development.According doubledequality or and significantly social justice.increased. However, if one or two of these cases become worse Source: Seers, 1973, and Wilbur 1992 in English.
to this data, the poverty rate in Arab UNEMPLOYMENT countries was less than 4% before the Ànancial crisis, a very low rate compared to Unemployment is a serious challenge to other developing areas of the world. Arab development and the preparation of future countries achieved signiÀcant reductions generations to engage in the knowledge in the proportion of the population society, as it limits and obstructs a human’s facing hunger since the 1970s. Judged ability to work and develop; it kills creativity, from the baseline of 1990, however, the and hampers interaction and contribution Unemployment region is off-track with respect to the to the building of the renaissance. Youth is a serious target of halving food deprivation by unemployment is still of concern in all challenge to 2015. As in the case of income poverty, Arab countries. The labour market, which the least developed Arab countries (LDCs) increasingly depends on technology, requires development and continue to suffer quite disproportionately. skills not possessed by a lot of young people. the preparation of In these countries, under-nourished people The dangerous effects of unemployment future generations amounted to 25% of the total population are not restricted to the youth alone, in to engage in in 2005. The same report indicates that terms of missed opportunities, but they the Arab region has had some success in also include lost opportunities for the the knowledge reducing the proportion of ‘the poorest of Arab societies themselves, which should society, as it limits the poor’; however, this is dependent on mobilise all their resources to access the and obstructs a the poverty measure. When using a higher knowledge society. Hence, the provision of human’s ability to poverty base line consistent with the employment opportunities for the youth, work and develop national lines (which are above the $1.25 especially in business sectors based on line in most Arab countries), the region’s advanced technologies, and equipping them poverty rate increases dramatically from with the required skills, represents the most 4% to 17%. This indicates that in the Arab signiÀcant development challenge facing region a signiÀcantly higher proportion of Arab countries over the next two decades. the population is clustered not far above Available indicators show that the Arab the $1.25 line, making it more vulnerable region falls behind all other regions in to economic shocks and other crises indicators of full, productive and decent (Third Arab Report on the Millennium employment, particularly for women and Development Goals 2010). youth. Gains in female education have According to several studies, including not translated into rapid improvement in those by the United Nations, the high the female labour market participation. rates of poverty in rural areas across However, indicators also show that, among Arab countries indicate that the economic the youth unemployment is growing reforms in these countries have had a (Millennium Development Goals Report, limited effect, or even an adverse one in 2010). The average unemployment rate many cases, on the populations of rural for the Arab countries was about 12% of areas. This demands re-evaluation of the labour force, which is marginally lower development experiences in many Arab than what it was during the 1990s, and countries, to ensure a balance between still nearly twice the world average in both
70 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-3 Youth unemployment rate and percentage of labour force
(B) Percentage of Labour Force (A) Unemployment rate among the youth in 2006
Men Women Total
Arab Arab GCC Less growing Arab Arab Arab Arab Less growing GCC Mashreq Maghreb countries Region Region Mashreq Maghreb countries GENERAL REPORT GENERAL REPORT
Source: ILO KILM online dataset for total unemployment and ILO online datasets for youth unemployment. Note: Average total unemployment rates for Mauritania and WB&G in the 1990s are for 2000 as well. Source: Millennium Development Goals 2010 periods. Not surprisingly, unemployment behind such high unemployment rates. in Arab countries is essentially a youth- UNESCO in its report conÀrms that centred phenomenon (the share of youth memorisation-based learning, which is among the unemployed exceeded 50% for necessary to succeed in admissions exams most Arab countries in 2006). The Middle for universities (whose certiÀcates are the East and North Africa have the highest key to getting a job) has a negative impact unemployment rates among young people, because millions of people graduate from with one-Àfth of the total unemployed universities lacking the skills necessary for (Millennium Development Goals 2010, and employment (UNESCO, 2010). UNESCO, 2010). There is also a weakness However, this explanation hides in the relationship between actual growth an important fact, namely the high in GDP and available employment in the unemployment rate among young people, The labour market, region, due to economic policies which do as evident in international reports, which is which increasingly not support employment and social justice. something that goes beyond the failure of depends on It is notable that unemployment education systems. To illustrate, economic technology, rates in the Arab countries have a clear growth and the efforts of the labour social gender-related dimension, as the markets are slow, not to mention the requires skills not unemployment rates among females are gender-based discrimination and deÀcient possessed by a lot higher than those of males. According development policies that do not focus on of young people to World Bank data for the year 2007, providing employment opportunities for the unemployment rate reached 21.3% the youth or achieving justice and equality; among females and 19.8% among males all are interrelated factors that impede the in Algeria. In Egypt, the unemployment efforts to eradicate unemployment. There rate was 18.6% for females and 4.7% is a signiÀcant dialectical interaction that for males; in Jordan, 25.9% for females cannot be ignored between development and 12.8% for males; in Morocco, 24.8% policies and education policies. The solution for females and 16.3% for males; and to this dialectical issue can be reached in Syria, 28.3% for females and 9% for through comprehensive development and males (World Bank, 2007). by following macroeconomic prescriptions, The inadequacy of the educational which concentrate on achieving a balance systems to the needs of the labour markets between economic freedom and human in the region may be one of the causes development.
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 71 THE CHALLENGES OF worth it even if the costs are high. As for POPULATION PRESSURES AND the lack of skills, it reduces the expected YOUTHFULNESS return from educational investments (World Bank, 2007). Arab countries have population growth rates considered to be among the highest in HEALTH SECURITY the world. The Arab Human Development CHALLENGES Report 2009 (UNDP, 2009) indicated that if current growth rates continued, the In recent decades, Arab countries have number of people in Arab countries would achieved progress in increasing life reach 385 million by 2015, which would expectancy and lowering the infant mortality pose enormous pressures on resources. rate, with a clear disparity in levels of health The biggest challenge in the demographic care and funding from one Arab country to picture of the Arab region lies in the high another, and even within the same country proportion of young people; about 60% according to social classes and geographical of the population does not exceed twenty- areas. Health is not guaranteed for all Arab Àve years of age, making the region one of citizens, and the health status of the Arab the most youthful in the world. citizen occupies a low rank compared to Health is not This large number of young people industrialised countries. Women suffer guaranteed for all will require extensive health, educational more than men from negligence as well Arab citizens, and and other services before becoming as the traditions based on bias in treating the health status economically productive, especially if males and females. of the Arab citizen they remain unemployed for long periods, which could, and perhaps would, lead to PROSPERITY INDEX16 occupies a low social unrest posing a negative impact on rank compared development. However, these numbers This Index adopts eight indicators: Economy, to industrialised might be an opportunity for development Entrepreneurship and Opportunity (E&O), countries if Arab countries adopt the right Governance, Education, Health, Safety and policies and programmes appropriate Security, Personal Freedom, and Social for investing in their human capital and Capital. Reports show no Arab country meeting the needs of young people, and enjoys a strong ranking on the Prosperity provide production institutions to expand Index, with all of them ranking between employment opportunities. That is, good poor and middle levels. Table (4-3) shows investment in childhood and youth can the ranking of countries in the Arab world lead to huge gains in the future, so it is on the evidence of prosperity. While the
BOX 4-4 Overview of Millennium Development Goals achieved in the Arab region Since adopting the MDGs, the Arab region has of Arab middle-income countries (MICs) in the achieved progress in many MDG areas, including Arab Mashreq and the Maghreb. Second, many significant strides in health and education. To sum Arab countries lag significantly behind others in up, three main conclusions can be derived: First, achieving the first developmental goal (eradicating Arab countries can be classified into three main extreme poverty and hunger), as well as the fifth groups: countries that are likely to achieve MDGs goal in particular (improving maternal health). targets (mainly GCC countries), countries that are Third, security issues pose a serious threat to the not likely to achieve MDGs targets (mainly LDCs; achievement of MDGs in the conflict countries Comoros, Djibouti, Somalia, Sudan, Mauritania, namely Iraq, the Occupied Palestinian Territory, and Yemen); and countries with mixed progress Somalia, and Sudan. and mixed opportunities, which constitute the bulk
Source: Third Arab Report on the Millennium Development Goals, 2010.
72 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 4-3 Prosperity Index for Arab countries Country Ranking on Prosperity Entrepreneurship Index & Opportunity Governance Safety & Personal Social Country (of 110 countries) Economy (E&O) Education Health Security Freedom Capital UAE 30 30 24 38 34 35 24 54 36 Kuwait 31 20 31 36 55 36 29 34 28 Tunisia 48 49 45 50 41 50 44 91 69 KSA 49 28 48 49 65 49 71 103 18 Morocco 62 35 68 63 93 70 69 100 13 Jordan 74 93 70 42 42 51 65 105 83 Algeria 79 45 79 90 72 67 93 101 74 GENERAL REPORT GENERAL REPORT Syria 83 71 92 79 74 52 86 99 75 Lebanon 84 70 83 92 51 79 89 82 99 Egypt 89 72 84 78 63 69 77 109 95 Sudan 100 83 91 109 107 92 108 92 21 Yemen 105 99 106 103 102 94 96 107 79 Source: http://www.prosperity.com, on May 23, 2011
UAE and Kuwait topped the Arab States, occupation or internal conÁict is in fact a they ranked 30th and 31st, respectively, country living in a catastrophic condition among (115) countries worldwide. The that kills human energies and limits their Sudan and Yemen came in next to last potential. They represent the factors that and last, respectively, among 12 Arab destroy the whole of society and crush countries, and 89th and 100th, respectively, the infrastructure of knowledge and life, internationally. Egypt and Lebanon came resulting in the neglect of education, fading in 9th and 15th, respectively, among Arab knowledge, and the spread of poverty and Difficult countries, and 84th and 89th, respectively, unemployment, and thus people suffer circumstances internationally. from delayed development in areas such as are understood The Prosperity Index (Table 4-3) Palestine, Somalia, Iraq, and large parts of illustrates the failure of economic reform Sudan. to mean policies in most Arab countries, and the The Palestinian people live under the circumstances that weakness of enabling environments to burden of occupation which practices disrupt the growth provide education, security and safety, health different kinds of intransigence, arrogance of knowledge services, social capital, and democratic and armed violence, threatening the lives and stop human governance and institutions. It consequently of men, women, children and the elderly, shows the lack of opportunities for and halting normal life and work, as well development new generations to acquire the required as progress and development. Knowledge knowledge, skills and values. and its construction is a victim of the occupation; for example, the education ARAB COUNTRIES IN system has suffered largely as a result of the DIFFICULT CIRCUMSTANCES inability of many teachers and students to go to schools for long periods of time. In many DifÀcult circumstances are understood to cases, occupation forces ban computers at mean circumstances that disrupt the growth schools, and they have allowed only a ‘trickle’ of knowledge and stop human development. of sources of education, such as books A country that experiences deterioration in and tools. This is in addition to continuing human development and suffers from wars, human suffering of the Palestinian people,
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 73 as several areas, especially in Gaza and which sometimes fades for a short period Khan Yunis, suffer from a lack of medicine. of time but then returns to cast its gloomy It happens that many women gave birth at shadow over the country. This has resulted security checkpoints, and thus mothers and in severe damage to the infrastructure and babies suffer from the absence of medical knowledge structure, curbing Iraq’s march care, and the consequent deterioration in towards the knowledge society after it had their health and psychological conditions been a pioneer in the Arab region in many which may affect the newborns throughout Àelds. Also, the fostering and enabling their lives.17 environments have deteriorated, making Poverty rates are high by any standards, room for the unemployment rate to rise as 47% of the total population in the in Iraq after it had long been a destination occupied Palestinian territories suffer for job seekers; the unemployment rate from poverty (earning less than two reached 17.5% in 2006, and the youth dollars a day). Poverty rates range from unemployment rate reached 50.5% among 37% in the West Bank to 64% in Gaza the total of unemployed. Moreover, (Btselem, 2003). The unemployment more than 95% of the unemployed are rate is above 50% in Palestinian society in the age category of 44 years or less, because of the blockade or barriers which is supposed to be the most active that have resulted in people losing their and productive category that supports 18 No Arab country jobs, whether inside Israel or in the development and knowledge building. Palestinian domestic economy. Despite In 2007, about half a million children enjoys a strong what Palestinian people suffer from with (508,000) were out of school (UNESCO, ranking on aggression and the destruction of its 2010). In its last survey on the status of the Prosperity knowledge and enabling environments, education in Iraq, the Ministry of Planning Index, with all it still insists on educating its children and Development Cooperation in Baghdad of them ranking and equipping them with knowledge and conÀrmed the presence of an abnormal skills. It has even realised remarkable increase in the number of students who between poor achievements exceeding those of many left school early, especially primary school. and middle levels countries inside and outside the Arab It also indicated that the percentage of region. According to the UNESCO those enrolled in education are only 55% report 2010, the literacy rate of adults of the total eligible population, while reached 94% (97% males and 90% the enrolment rate of the total number females), and the total enrolment rate of children aged 6 years is only 59%. In in primary education reached 80% for other words, there is a percentage of non- males and 79% for females in 2007, enrolment of up to 41% among children, secondary education reached 92% (90% which rises to more than 56% among males and 95% females), and higher those at the age of 12, and then decreases education reached 46%. However, these among older children.19 UNESCO statistics achievements do not negate the decline indicate that the illiteracy rate among adults in the basic indicators of the youth’s was 26% in the period 2000-2007, and the preparation for the knowledge society; gross enrolment rate was 99% in primary net enrolment rates in primary education education and 45% in secondary education. in the Palestinian territories dropped Further, the gap in education between males from 97% in 1999 to 73% in 2007 because and females narrowed. Surprisingly, this of conÁicts, military interventions and did not reÁect an improvement in the level restricted movement of people and of the females, but rather a decline in the goods (UNESCO, 2010 b). level of the males as a result of the difÀcult Since 2003, Iraq has been suffering from economic conditions experienced by Iraq foreign intervention, continued political and the deteriorating standard of living and military violence, and sectarianism, in families, which existed after the foreign
74 ARAB KNOWLEDGE REPORT 2010/2011 intervention, in addition to the deteriorating insecurity, and a high prevalence of child security situation and the displacement protection violations. As of August 2009, of millions of Iraqis, prompting many 19% of children under Àve in Somalia were children from poor families to leave school reported to be acutely malnourished, with in search of work. This also raised the high acute malnutrition rates in some displaced dependency rates, forcing many students settlement areas reaching as high as 27%. to postpone or abandon their study to As more and more schools close as a result search for work. All the reported examples of the conÁict, especially in Mogadishu, of the Iraqi situation clearly demonstrate children’s education is suffering; of the it is struggling to move towards preparing population in need of urgent humanitarian the young for the knowledge society. assistance, 75% are located in central and However, there are many signs that show southern parts of Somalia, which are largely improvement. Many indicators point to a inaccessible due to recent escalations praiseworthy improvement in Iraq in recent in violence.21 By the completion of our GENERAL REPORT GENERAL REPORT times, as the gross enrolment rate in primary report, around May 2011, the situation had The loss of jobs education, for example, rose to 99% in 2007 worsened in Somalia as it is suffering from and extreme (UNESCO, 2010). real famine which has spread to affect all poverty have On the edge of the Horn of Africa, people, especially children. Somalia is characterised by conÁict and In Sudan,22 the Darfur region suffers weakened the rivalry, suffering from the effects of civil from the ravages of civil war, particularly human capacity war for more than two decades. Somalis live children. Of the four million people of the Somali under discord and division, the destruction affected by the conÁict, there were 1.8 people, as the of cities, villages and the environment, million children under the age of 18. A and the transfer of government buildings, generation of children in Darfur lives in proportion of poor schools and universities to refugee camps extreme fear and disorder. This disastrous people who live as those who lost their homes were forced situation has affected the status of under the poverty to leave. As a result, Somalia has become education in schools, which was already line, with less one of the poorest countries in the world. poor. The war has affected all life in Darfur, Under these conditions, Somalia and there are now groups of refugees and than one dollar suffers severe unemployment, with an displaced persons. Schools and all sections a day, is 43% unemployment rate of 47% of the total of life have fallen very far from accessing population. Unemployment increases in the knowledge society. Of course the wars urban areas (66%) compared to rural areas and the situation in Darfur have been (41%), which has one of the highest rates reÁected across all of Sudan. The internal in the world.20 conÁicts ended with the separation of The loss of jobs and extreme poverty Southern Sudan, which was declared an have weakened the human capacity of the independent country. The World Bank Somali people, as the proportion of poor database shows that the Knowledge Index people who live under the poverty line, in Sudan was about 1.6 in 2005, indicating a with less than one dollar a day, is 43% (i.e. severe lack of Sudan’s capacity to produce, less than $365 per year). Reports indicate instil and disseminate knowledge in the that Somalia is not expected to achieve any three dimensions measured by the Index of the Millennium Development Goals, (Education, Innovation, and Information including universal primary education or and Communications Technologies), gender equality. compared to 3.3 in Africa in the same year There are about 3.6 million people living (2005).23 in a state of humanitarian emergency and UNESCO’s report shows modest more than 1.3 million displaced people. achievements of the Sudan in the Moreover, Somalia is burdened by violence preparation of youth for the knowledge and instability, extreme poverty, food society. It shows that illiteracy in Sudan
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 75 reached 39% among adults, 48% among Economic Incentives and Institutional females, and 23% among the youth, and Systems, Education and Human Resources, that the gross enrolment was 66% in Innovation, and Information and primary education and 33% in secondary Communications Technology. KEI scores education (UNESCO, 2010). are presented on a scale of 1 to 10, wherein When following all these difÀcult the highest value is the best. conditions in these countries across the It is clear from Figure 4-4 that only Arab region, one clearly sees great struggle two of the seventeen Arab countries for in their march towards the preparation which statistics are available, namely UAE of future generations for the knowledge and Qatar, achieved signiÀcant progress society and towards human development. compared to 2000. The Àgure also indicates We hope that the events experienced a considerable disparity between Arab states, by the Arab region now may not have with values ranging between 6.73 in the negative impacts on children and the UAE and 1.47 in Djibouti. When dividing youth, hindering their sound upbringing the world into four equal groups according and preparation for a better future. Security to the KEI value, it is noted that no Arab and safety, as well as freedom and stability, country ranks among the top 25% of the The World are basic, indispensable requirements for world, nor even in the top 35% whose KEI Bank scheme accessing the knowledge society. value is 7 or more. Seven Arab countries are found in the second highest 25% of the for appraising KNOWLEDGE ENABLING world, covering the countries whose KEI the knowledge ENVIRONMENTS values range between 5 and 7.5, namely the economy covers (KNOWLEDGE ECONOMY six GCC countries and Jordan. Six Arab four areas: INDEX) countries rank in the third highest 25% of the world, covering countries whose KEI Economic Incentives The World Bank’s Knowledge Economy values range between 2.5 and 5; they include and Institutional Index (KEI) demonstrates low levels of Lebanon, Tunisia, Egypt, Morocco, Algeria Systems, Education knowledge economy in Arab countries. and Syria. The rest of the Arab countries and Human The World Bank scheme for appraising come within the lowest 25% of the world Resources, the knowledge economy covers four areas: whose KEI value is less than 2.5, including
Innovation, and FIGURE 4-4 Information and World Bank KEI comparing most recent scores with the year 2000 Communications
Technology Recent Period Year 2000 US Asia UAE Syria Qatar Egypt Africa Oman Sudan Jordan Tunisia G7 Yemen MENA Algeria Kuwait Finland Bahrain Canada Djibouti Sweden Lebanon Morocco Denmark South Asia Mauritania The World Netherlands Saudi Arabia Latin America United Kingdom Europe and Central Europe East Asia and Pacific
Source: World Bank, KAM, http://info.worldbank.org/etools/kam2/KAM_page5.asp,4/ May 23, 2010
76 ARAB KNOWLEDGE REPORT 2010/2011 BOX 4-5 Localisation of Science and technology in Japan Japan has been able to translate its vision of climate change and environment, planning and accessing the knowledge society by establishing transport, space science, security, and last but not and implementing three national plans for science least, social, economic and human sciences. The and technology: the first plan 1996-2001, the success of these plans did not only depend on the second plan 2001-2006, and the third five year- funding capacity, but also on the ability of Japan plan which started in 2006. These plans have to build enabling environments that facilitate systematically worked to establish scientific and the production, management, dissemination technological infrastructure leading to sustainable and utilisation of knowledge, and promote the social and economic development. Key scientific culture of innovation and openness to local and fields were addressed including health, information global societies through positive interaction with technology, agriculture and bio-technology, globalism. nanotechnology, new manufacturing technologies,
Source: McGary et al. 2006 amd Rieu, Alain-Marc 2006 GENERAL REPORT GENERAL REPORT
Mauritania, Yemen, Sudan and Djibouti. Netherlands, Canada, the United States Although seven Arab countries possess and the United Kingdom, respectively. higher values than the world average, the Moreover, the KEI value of the Arab average value of the group of Arab countries region as a whole is lower than six regions shown in the Figure, (4.26) was lower than of eight geographical regions globally. The the world average (5.21). Indicators for Arab region index only exceeds two regions, the Arab region are too incongruent to Africa (2.71) and South Asia (2.58). be compared to those countries whose Other important indicators derived KEI values range between 9.52 and 9.10, from World Bank data concern spending namely, Denmark, Sweden, Finland, the on scientiÀc research and development, as
TABLE 4-4 Access to information and communications technology
Subscribers - Mobile and Services fixed-line phone % Population Internet Broadband PC Level of Human subscriptions covered by mobile (per 100 subscriptions (per 100 Development HDI Rank (per 100 persons) phone network persons) (per 100 persons) persons)
32 UAE 242 100 65.2 12.4 33.1 Very High Human 38 Qatar 152 100 34.0 8.1 15.7 Development 39 Bahrain 214 100 51.9 14.2 74.6
47 Kuwait 126 100 36.7 1.4 -- 53 Libya 93 71 5.1 0.2 -- High Human 55 KSA 163 98 31.5 4.2 68.3 Development 81 Tunisia 95 100 27.1 2.2 9.8 82 Jordan 99 99 27.0 2.2 7.2
101 Egypt 65 95 16.6 0.9 3.9 Medium Human 111 Syria 52 96 17.3 0.1 8.8 Development 114 Morocco 82 98 33 1.5 5.7
133 Yemen 21 68 1.6 0.0 2.8 Low Human 147 Djibouti 15 85 2.3 0.3 3.8 Development 154 Sudan 30 66 10.2 0.1 10.7
Source: UNDP, Human Development Report, 2010
GENERAL REPORT - ENABLING ENVIRONMENTS FOR PREPARING FUTURE GENERATIONS 77 BOX 4-6 The weakness of Arab enabling environments The weakness of the social, economic and clearly delineated and in some cases needs certain knowledge enabling environments in most Arab controls to ensure its continuity and development. countries is attributable to several factors, the According to International Privacy report, ‘Arab most important of which is that the Arab region countries’ ratings vary greatly with regards to laws lacks an institutional outlook on knowledge and and legislation concerning freedom of information its requirements, such as legislation. It can be issued by PI. Some of these countries demonstrate argued that Arab laws and legislation are still, for low levels of laws guaranteeing the freedom of the most part, not qualified to address the issues information, while a large number of them are on posed by the knowledge society. The protection the list of countries that have not issued laws on the of knowledge ownership, for example, is not circulation of information’.
Source: Bin Fatima, Mohammad, background paper of the report.
well as on advanced technology exports in with 32% in East Asia countries, 17% in the Arab countries. The scientiÀc research and European Union, and 19% in sub-Saharan development spending indicator refers to African countries.24 expenses related to research and development in the public and private sectors, especially Malaysia’s success in building an electronics International manufacturing and export industry is attributable on creative works done in a systematic to its success in managing foreign investments and studies and reports manner for the purpose of promoting distinct production environments (i.e. industrial knowledge, including human, cultural and free zones). A large number of foreign investors show that the found a fertile environment for work, a suitable countries which societal knowledge, and using knowledge infrastructure, and skilled, educated and trained in new applications. The indicators in labour. International foreign investment was one seek to generate 2008 show a decline in Arab countries’ of the important factors for Malaysia’s success. a renaissance in It created employment opportunities for the spending on research and development as a transfer of modern technology and established establishing a percentage of GDP. According to available a global market. Since innovation and creativity data, spending reached 0.09% in Kuwait and must be national while content must be local, knowledge society with investment serving the development of local 0.23% in Egypt. This is in stark contrast spend an average communities, partnerships between Malaysian with some countries with much higher and foreign companies have been encouraged. of 3% of GDP spending such as 3.46% in Finland, 2.52% Evers Hans-Dieter, 2001 on research and in Singapore, 2.72% in Denmark, 3.21% in development South Korea, 4.86% in Israel, and 1.34% in Spain. International studies and reports show Table 4-4 refers to the data for the that the countries which seek to generate a access of the Arab region’s population to renaissance in establishing a knowledge ICT, speciÀcally mobile phone networks, society spend an average of 3% of GDP web and internet, and computers. The table on research and development. As for the shows a large numerical gap between Arab second index on high-technology exports countries. Also, the comparison between as a percentage of manufactured exports, Arab countries with ‘very high’ and ‘high’ the Arab region as a whole occupies a very human development and other developed low rank, with many disparities between countries shows that Arab states must pay Arab countries, where we Ànd the highest in attention to providing a strong information Morocco (9%), followed by 5% in Tunisia, infrastructure to enable engagement in the down to 0% in some Arab countries. On knowledge society. the other hand, the global average is 20%,
78 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER FIVE THE FIELD RESEARCH ON THE READINESS OF FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY: PROCEDURES AND FINDINGS GENERAL REPORT GENERAL REPORT INTRODUCTION model (see Introductory Chapter) through two main parties: Field research conducted on pilot basis in four Students, primarily because they Arab countries (Jordan, the UAE, Morocco nourish the critical mass required for and Yemen) aimed to explore students’ skills, development of the knowledge society; values and enabling environments. They are and the three pillars set by the Second Arab Teachers, as they represent the party Field research Knowledge Report: as fundamental pillars for directly responsible for the education conducted on the preparation of future generations for the of the young and the preparation of knowledge society. All Àeld surveys have been such critical mass. pilot basis in four conducted in cooperation and coordination In order to provide a broader vision Arab countries with the concerned formal bodies in these of the issues targeted by research, the (Jordan, the UAE, countries. surveying process also included groups of Morocco and These topics have been approached intellectuals and experts involved in the Yemen) aimed to according to the adopted conceptual preparation of young people, and were explore students’
FIGURE 5-1 skills, values General Environment for Students and enabling environments
General Environment
Direct Direct environment: The youth environment: The school Survey of abilities The family (Survey of teachers/ and values (Survey on educators of (random family status) the youth) representative (via student survey) (random sample) sample)
Opinion survey of stakeholders (educators, investors, public sector, academicians,...) (selective sample)
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 79 called upon to participate in workshops in achievements in relation to their skills, thus, the concerned countries. the test items are not related to concepts This chapter focuses on introducing directly linked to educational curricula, but the Àndings of the different Àeld surveys. rather to a set of skills linked to daily life Its content is organised as follows: and presented in the form of compound Section I: introduction of methodology positions to measure a ‘problem-situation’. for building tools, statistical data Construction of the test items was based processing, selection techniques for on a set of principles and conditions, the two study samples, and workshop including: procedures in the case study countries; Conceptual reference: a concept of Section II: review of Àndings starting skills has been adopted as deÀned by with students as the focal point of the relevant literature in education sciences research followed by teachers. Opinions and as deÀned by the theoretical formulated during workshops with framework of the current research (see intellectuals appearing in different Introductory Chapter). locations of the analysis for the purpose Item construction: since the main of comparing viewpoints. objective of the study relates to the Given the central importance of measurement of skills, we have focused students’ skills and values, we decided to on formulating items that place students Five tools were elaborate on each country’s results while in front of a compound position that designed to fulfil highlighting the total sample results to does not allow for an automatic answer the research determine speciÀc and general trends. As as much as it requires thinking and objectives: three for Àndings related to the perceptions recalling a variety of stored knowledge for the student, of students and teachers on enabling and capacities. Most of these items environments, we attempt to present total consist of: one for the teacher, percentages, noting that the details appear - Data: a text, table, graph or an image and one for experts in the four case studies. holding a function related to the Àeld participating in of interests of the target group; workshops SECTION I: METHODOLOGIES - Objective: questions or instructions requiring a student to accomplish a Five tools were designed to fulÀl the speciÀc task or perform an activity research objectives: three for the student, reÁected in a written product; one for the teacher, and one for experts - Tips: explanations of the work rules participating in workshops: or conditions that must be taken Skills testing into account when presenting the Scale of values answer or the expected product, to be Questionnaire on student enabling accompanied by the ‘objective’ when environment necessary. Questionnaire for teachers Item content: to achieve the objective Questionnaire to gather the views of of the study, we have taken into intellectuals during workshops account the prerequisite of neutrality in the following aspects: RESEARCH TOOLS - Adoption of ‘neutrality of academic specialisation’ in content selection, TEST OF STUDENT SKILLS i.e., content should not contain information requiring a specific THE BASIC PRINCIPLES OF THE specialisation (e.g. scientiÀc, literary TEST DESIGN PROCESS. or technical), given that the test does not measure a particular curriculum This tool aims to evaluate students’ and in order not to let items serve a
80 ARAB KNOWLEDGE REPORT 2010/2011 certain specialisation to the exclusion characteristics and requirements of the of the other; knowledge society itself, we can induce - Adoption of ‘neutrality of national the cognitive, conative and social features afÀliation’ in the selection of test that must distinguish future generations items’ content so as not to be related to be qualiÀed to effectively engage in to what is speciÀc to a certain country the development and building of the to the exclusion of others, ensuring knowledge society. In essence, they are that all students are placed in the skills related to higher intellectual levels Three types of same position; and which elevate students from the level of skills have been - Adoption of ‘neutrality of lexicon’ superÀcial memorisation of knowledge targeted which in the selection of terms to be used, or mechanical application of skills to recent pedagogical adhering to what is common across a higher level focusing on exerting the approaches agree the Arab region, east and west. mind, using cognitive strategies, and expressing their views and attitudes that these skills are GENERAL REPORT GENERAL REPORT METHODOLOGY ADOPTED IN toward themselves and the surrounding key to accessing the THE FORMULATION OF TEST environment. These skills include the knowledge society ITEMS following: Cognitive skills: Related to the The ‘Criterion-Referenced Test’ method acquisition and use of knowledge, has been used. Three types of skills have including the search for and processing been targeted which recent pedagogical of information, written communication, approaches many agree are key to accessing problem solving, and meaningful use the knowledge society. Depending on the of modern technologies (table 5-1).
TABLE 5-1 Cognitive skills
Skill Definition of skill and its components Test Item Description
All knowledge, competencies and attitudes recalled by Starting position 1: A drug brochure Searching and a learner in a situation of searching for and processing Starting position 2: A text tackling youth processing information (e.g. searching for relevant information, unemployment in Arab countries (written paragraph information analysing and linking it, expressing an opinion on it, etc.) with a graph and table)
All knowledge, competencies and attitudes recalled by Starting position: Presentation of a group of a learner to produce a written message in a functional environmental scenes Written communication position (e.g. understanding of Task: Writing banners highlighting threats facing the communication communication topic, choice of words and appropriate environment, and people’s roles in reducing them. style, language integrity, clarity of meaning, etc.)
All knowledge, competencies and attitudes recalled Starting position: Presentation of a logical problem by a learner to solve a problem relating to reality (e.g. Task: Extracting the problem at hand and searching Problem solving interpreting the problem, analysing its elements and for an appropriate solution by adopting a thinking the relationship between them, identifying solution and searching methodology based on logical hypotheses, etc.) assumptions
All knowledge, competencies and attitudes recalled by Starting position: Variety of exercises on the Meaningful a learner to use modern technologies and employ them numerous uses of computers and the internet in daily and effective to serve useful objectives (e.g. identify tools and their life use of modern functions, determine the goal of using these means, technologies know the ethics of using technologies, etc.)
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 81 TABLE 5-2 Conative skills
Skill Definition of skill and its components Test item description
All knowledge, competencies and attitudes that a person needs to build Items whose responses reflect Self-knowledge and self- a realistic and positive image of himself/herself (e.g. continuous review/ a student’s assessment of esteem evaluation of the self, diagnosis of strengths and weaknesses, self-control, different dimensions of his/her emotions, etc.) character. We have adopted this pattern because we aim All knowledge, competencies and attitudes recalled by a learner to to find out how a student sees Promoting the motivation maintain a high level of internal motivation constantly driving him/ himself/herself, while fully to learn and seek her towards acquiring knowledge (e.g. identification of real needs, aware that the transmitted knowledge perseverance until reaching the set goal/challenging of difficulties, self image may not be a realistic attribution. one.
All the knowledge, competencies and attitudes needed by a learner to This skill is indirectly develop a realistic, executable vision or plan for the future (related to approached through requesting physical, mental and other qualifications), which takes into account the the student to set a plan for a Planning for the future resources and surrounding constraints (e.g. setting realistic future targets, project of his/her choice and to setting priorities, finding out and providing the appropriate means to highlight its requirements achieve them, etc.)
Fully Applicable to Somewhat Not Example items: learning motivation skill applicable a great extent applicable applicable
I find pleasure in searching for and knowing new information 1234 relevant to my studies
It does not bother me at all to ask, and I keep trying until I reach 1234 knowledge
I am well aware that study and learning are the only way to face 1234 the future
An example of a situation related information to identify the to information searching and different cases in which the drug processing skill: must not be given. An actual drug prescription Conative skills: All aspects related leaÁet written in Arabic is to the direction and modiÀcation of presented, accompanied by three behaviour, such as self-knowledge questions which require reading and self-esteem, promoting the and understanding the brochure motivation to learn or seek knowledge, in order to be answered. The Àrst and planning for the future (Table question requires searching for 5-2). the needed information which is Social skills: All aspects related to found in different paragraphs of interaction with others, such as direct the brochure; the second question oral communication with others, requires a simple calculation to teamwork, and participation in public determine the maximum allowed life (Table 5-3). dosage; and the third question requires analysing and comparing
82 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-3 Social skills
Skill Definition of skill and its components Item Description
All knowledge, competencies and attitudes recalled by Despite our awareness of the cognitive a student to produce a sound oral utterance (in terms competencies required by these skills, of structure, meaning and relation) in a significant we focus in measuring them only on the Oral communication communication position (e.g. sound expression of ideas, dimensions relating to behaviour and good listening and proper use of verbal or non-verbal interaction with others. communication methods, acceptance of different Given that these skills do not show in opinions, influence and persuasion, etc.) reality except in social situations, they All the knowledge, competencies and attitudes recalled are difficult to measure in writing except by a student to contribute to productive teamwork to through statements of the student himself/
benefit the team as a whole (e.g. identification of roles herself (by telling us how he/she has GENERAL REPORT GENERAL REPORT Teamwork and tasks, punctuality and responsibilities, management reacted in certain situations), and thus of the conflicts that may arise between members of the the research turns from a survey of the group, etc.) student’s real skills to his/her view of his/ her own skills. It should be taken into All the knowledge, competencies and attitudes recalled account that what a person tells about his Participation in by a student to engage in public life and contribute to skills does not necessarily reflect what they public life (civil life) building a civil society (e.g. contribution to voluntary are in reality. activities, participation in elections, helping others, etc.)
Example items: Teamwork skills It should be noted here that separation These items determine the degree of among the types of skills is only a importance of a number of speciÀc methodological separation to control the factors related to the success of measurement process. This is because they teamwork, including: are, in fact, correlated. As already stated in
Very Somewhat Not Not important important important important at all
- We succeeded because we did well in 1234 distributing tasks among us from the start - We succeeded because we knew each 1234 other before - We succeeded because we were of the 1234 same gender and age
This section tests how the respondent the Introductory Chapter, any cognitive would prioritise certain methods that can process is not void of a conative load to be adopted to settle differences within the drive or interact with it, and it is difÀcult team, including: to imagine a cognitive activity without a social context surrounding or involving it.
Order
Valuing all contributions to make every party feel that he/she is treated fairly Breaking up the team and replacing it with other members Negotiating for developing a contract governing relations between individuals Withdrawing from the team
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 83 STUDENT VALUES SCALE has been paid in this section to the exploration of values relevant to cognitive, Unlike the questions measuring cognitive conative and social skills. In building the skills whereby students are expected to vocabulary content, we have chosen to run submit speciÀc answers reÁecting their between direct reference to the value and actual abilities, the conative aspects, alluding to it through an opposite term, including values, require measurement in order to urge the student to be focused tools involving phrases that have no speciÀc as much as possible and prevent his/her stereotyped responses, therefore not relying answers from turning into mechanic and on the ‘right and wrong’ principle. Hence, unaware responses. the scale’s items are presented in the form The following table shows the of statements reÁecting varying degrees distribution of values:
TABLE 5-4 Values distribution
Cognitive dimension Conative dimension Social dimension
Love of knowledge / spirit Sense of dignity / self-confidence / Respect for codes of ethics, of creativity and innovation / personal balance / love of life / customs and traditions / respect In line with the initiatives / interest in scientific conative and family stability / sense for the rules of coexistence orientations in the developments / intellectual of social valuation (i.e. recognition) / (civilisation) / sense of belonging: first section of the openness to accept the new / sticking to personal freedom / national and Arab belonging diligence and perseverance / honesty with the self / self- / respect for others: opinion ‘skills testing’ tool, independence of thought and monitoring and belief, etc. / tolerance and attention has been action / scientific modesty / moderation / spirit of solidarity ambition with others / social modesty paid in this section / keeping of trust / will of to the exploration participation in public life of values relevant to cognitive, conative of importance to which respondents rank A number of ‘universal’ values have and social skills the values presented to them. Then the been added such as democracy, human student is asked to determine the degree rights, equality in rights and duties, world of similarity between the people described peace, food security, justice, freedom of by the speakers and himself/herself. The opinion, environmental awareness, ethics, response options extend from the minimum and equality between men and women (or ‘not at all like me’ to the maximum ‘much gender equality). This is due to the fact like me,’ or he/she is provided with a set of that students are living today in an open opinions to which the students shows his/ world, and just as they need values to guide her degree of approval. We have selected their behaviour and dealings within their this approach because when a person immediate environment, they now need expresses a value, he/she is in fact talking a system of values shared with those in about what seems valuable and important other parts of the world to be a common to him/her; that is, the situation necessarily framework for integration, peaceful involves a self-dimension, which is why we coexistence and mutual respect. note that many of the values embraced by Thus, the values scale contains 74 items an individual or a group may be considered covering the values mentioned above: the secondary or worthless to others (Schwartz, cognitive, conative, social and global ones. 2008, in French). In terms of form, we collected items In line with the orientations in the Àrst in two separate parts where they were section of the ‘skills testing’ tool, attention distributed randomly. Also, in building the
84 ARAB KNOWLEDGE REPORT 2010/2011 Examples of items used in the Scale of Values
100% 75% 50% 25% 0% Not Like Me Like Me Like Me Like Me Like Me
Certificates are not as important to me as 1234 5 wealth and high standing I wish I belonged to a country other than my 1234 5 current one
Fully Cannot Do not Do not Agree Agree tell agree agree at all
The principle of human rights contradicts 12345 public interest Of the main reasons for failure in school is
12345 GENERAL REPORT GENERAL REPORT the lack of trust in one’s abilities survey’s items, we placed some formulas focused on the factors that have a direct indicating the existence of values and relationship with the skills to be achieved others indicating their absence. and the values to be developed. Thus, the items of the questionnaire have been QUESTIONNAIRE ON related, as provided for in the conceptual STUDENT PERCEPTIONS OF reference of the research, to cognitive ENABLING ENVIRONMENTS enabling, conative enabling, and societal enabling. With the outlook of preparing the young As for the content of the questionnaire, for the desired knowledge society, the we have made sure that they have two basic questionnaire aims to survey students’ conditions: opinions and perceptions of the To be truly linked to the Arab reality; to characteristics of the enabling environment put under the microscope the cultural, in which they live, and to what extent economic, social and political factors it provides them with the intellectual, and variables distinguishing Arab physical, social, political and other facilities societies; and they need. In the questionnaire, we have To relate to factors that are subject to
TABLE 5-5 Examples of major focus for cognitive enabling
Environment Examples of environment components
Environment providing the The spread of education and qualification institutions and their accessibility to the student necessary infrastructure for Availability of essential educational materials accessing knowledge Equipping education institutions with information technologies and expanding their use
Environment providing basic Adoption of active educational methods (e.g. encouraging self-learning, training in self-assessment) education that prepares for Provision of treatment and support programmes for students suffering from learning difficulties lifelong learning Activation of internal motivation to learn (seeking knowledge while believing in its importance)
Environment providing Assistance in covering the expenses incurred in learning or qualification (e.g. obtaining references or incentives for knowledge- paying registration fees) seekers Granting financial privileges to value learning and acquisition Available support to outstanding students
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 85 TABLE 5-6 Examples of major focus for conative enabling
Environment Environment components
Environment providing health care Regular health follow-up in all educational institutions at all stages necessary for forming sound mind Clinics at schools Dissemination of health culture (e.g. teaching health education, awareness campaigns, and establishment of health clubs)
Environment providing a sound Stable and balanced family condition family setting that helps to build a Good level of parents’ education balanced personality Continuous family profiling (e.g. continuous follow-up of children’s study progress, integrated relationship with school, etc.)
Environment providing Psychological and social counselling units at educational institutions to help students solve their psychological and social care problems
TABLE 5-7 Examples of major focus for societal enabling
Environment Environment components
Environment supporting freedoms Free choice of intellectual orientations and affiliations (of thought, opinion, belief, etc.) Free expression of opinion without fear or pressure Laws and legislation that protect rights-holders Environment instilling the principle Laws and legislation to deal with cases of breach of duties of equal rights and duties Assurance of objective considerations in certification, recruitment, promotion, and others Environment giving a sense of trust Honesty and integrity of the media / confidence Control and accountability structures
change, because the study does not QUESTIONNAIRE ON only provide a descriptive survey of the TEACHERS’ PERCEPTIONS ON phenomena, rather it goes beyond that ENABLING ENVIRONMENTS to identify the strengths that should be reinforced as well as weaknesses that The teachers’ questionnaire aimed to should be addressed in a timely and gather information about teachers’ appropriate manner. perceptions and opinions about the skills In order to ensure a positive response and values of students, and their available by students to the questionnaire, most enabling conditions to help them prepare questions are of the closed or semi-open the young to access the knowledge society. type, where they can place a check mark Also, the questionnaire aimed to explore (9) before the answer that suits them, teachers’ attitudes with respect to some assign a degree on a scale reÁecting the modern educational concepts, and detect extent of their approval/disapproval of their various educational practices. This the opinion proposed to them, or note the is in order to determine to what extent availability/lack of the described factors teachers are aware of the characteristics and circumstances. This is in addition to and requirements of the knowledge some open questions to make room for society, as well as their self-assessment of explanation and commenting for those their abilities to respond to them. who wish to do so.
86 ARAB KNOWLEDGE REPORT 2010/2011 BASIC PRINCIPLES FOR THE profession and its related matters SELECTION OF ITEMS (e.g. curricula, teaching aids, enabling conditions, etc.). Also, the tool has largely Items were chosen based on the following focused on identifying the teacher’s principles: opinion and attitudes towards the - Principles maintained by modern knowledge society and its requirements theories, particularly Constructivism and in general, and those related to his/her Cognitivism,25 on the role of the teacher profession in particular. As for the issue in facilitating the learning process, of teacher’s educational skills, given that A random sample changes required in his/her practices, and they are of a practical nature and cannot representative of forms of interaction with students. be measured objectively except through the community - Qualities teachers should acquire in the Àeld observation and direct surveying, 21st Century to be able to prepare new we have tried to approach them indirectly targeted in the generations for the knowledge society as through various items reÁecting different study was selected GENERAL REPORT GENERAL REPORT deÀned by exploratory research. educational orientations. using the relative distribution method ASPECTS MEASURED IN THE RESEARCH SAMPLES TEACHER’S QUESTIONNAIRE STUDENT SAMPLE In line with the objectives of the questionnaire, items were focused on The study targeted 12th grade students determining the academic, personal and (who have completed the 11th grade) in professional identity of the teacher, and the schools located in Àve major cities in identifying his/her different educational the four case studies (Amman in Jordan, practices and relations with other Abu Dhabi and Dubai in the UAE, Rabat education parties, as well as exploring in Morocco, and Sana’a in Yemen). A his/her perceptions towards the teaching random stratiÀed sample representative
Testing, modifying, and verifying the tools
After developing the initial version of all tools in consultation with coefficients reached 0.793, noting that we preferred covering members of the central team, the tools were presented in a workshop as much as possible of the skills and values with only a to the authors of country case studies to discuss the appropriateness paragraph or two (at best) for each skill or value, in order of each item in the questionnaires to the students’ and teachers’ to compress size. This explains to some extent why Alpha level of comprehension or experience. It was agreed that the tools Cronbach coefficients were not very high, but given the would measure the desired level, i.e., the skills level that the students exploratory nature of the study and its objectives, they can be and teachers should have. Moreover, the terms and phrases used considered acceptable. were revised to ensure that they could be understood by the target 9Pearson’s correlation coefficients were all positive links, and respondents. Other observations were discussed with respect to the though they varied in strength, they were all statistically testing format and readability of images and figures contained. significant, revealing the presence of bilateral links among Once the final version for the tools was approved (or skills themselves, with values themselves on one side, and authenticated), it was subjected to testing during May 2010 in three skills and values on the other. With regard to skills, correlation countries, namely, Jordan, the UAE and Yemen, covering 541 male coefficients ranged between 0.359 (between cognitive and and female students in the 11th grade. Also, the tools were later conative skills) and 0.596 (between conative and social skills), tested to a lesser extent in Morocco and reviewed by Moroccan while values ranged between 0.384 (conative and social values) technical specialists, including making sure that the terms used in and 0.636 (conative and universal values), indicating that they the tools were suitable to common use in Morocco. The statistical positively affect and are affected by each other. analyses adopted to study various internal links (between items Accordingly, we can say that the tools maintained an acceptable that fall under the same category) and external links (between the degree of consistency and stability, which may not be very high, but constituent groups of the tool), and to verify the authenticity and for a prospective study designed to get a sense of reality away from stability of tools included: all forms of generalisation, the results are sufficiently trustworthy. It 9 Calculation of Alpha Cronbach coefficients ranging from remains an initial version for the tools we hope to further develop 0.6320 (conative skills), 0.7610 (cognitive skills), and 0.666 and improve the eudiometric standards of further projects. (social skills, placed in-between). As for values, Alpha
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 87 TABLE 5-8 Distribution of respondents by country and gender variables A. Students Gender Jordan UAE Morocco Yemen Total 855 629 725 860 3,069 Males 49.09% 45.7% 46.1% 49.8% 47.8% 887 746 849 864 3346 Females 50.91% 54.34% 53.9% 50.2% 52.2% Total 1,742 1,375 1,574 1,724 6,415
B. Teachers Jordan UAE Morocco Yemen Total 103 138 147 117 505 20.4% 27.3% 29.1% 23.2% 100%
The sample was of the community targeted in the study participate in the students’ questionnaire. limited to students was selected using the relative distribution This is in order to cover most disciplines in who were actual method. This method is useful as it does the school with an emphasis on following citizens of the not require any information on category a random selection of teachers within each concerned country disparity or the cost of sampling units in specialty. different categories. It also leads to a higher enrolled in the degree of reliability in results compared to LIMITS OF THE STUDY 12th grade in other methods. schools teaching Procedurally, the study relied on In terms of sample selection, the research national curricula databases sent by the Ministries of samples were selected from Àve major cities Education in each country, which contain in four Arab countries (see the Methodology the names of schools and the number in the Introductory Chapter).26 The sample of classrooms and students in schools. was limited to students who were actual The percentages of targeted categories citizens of the concerned country enrolled have been speciÀed in the current study, in the 12th grade in schools teaching national including: type of school, specialisation, curricula. Accordingly, the results are only and gender. The Àeld research included valid with respect to the sample community 6,415 students, distributed as illustrated and it does not accept generalisation to in table 5-8. all Arab countries nor to the concerned The samples of countries participating countries themselves. in the research share a common feature, With regard to measuring conative and i.e. the number of females exceeded the social skills and values: Contrary to the number of males with a difference ranging cognitive skills that can be measured by between approximately 1% in Jordan and the students’ answers through adopting 8.9 % in the UAE in favour of females. the cognitive testing method, conative and social skills need direct observation of the TEACHER SAMPLE student’s behaviour in order to identify the skills he/she actually owns and practices. The questionnaire targeted a sample of But since this process requires huge secondary school teachers from various material resources and logistic procedures disciplines from the same schools and for (a qualitative study based on observation the same students who were selected to and individual discussions, which require
88 ARAB KNOWLEDGE REPORT 2010/2011 time and material and human resources), with students specialising in information the current research has relied on the and technology. But as long as the beneÀt questionnaire method. Therefore, the is distributed among various disciplines, information provided by students reÁect the impact of specialisation will not be what they declare to exist; statements decisive for any particular one of them. which may be driven by a tendency of ‘social desirability,’ and thus may or may SECTION II: DISPLAY OF not agree with reality. This requires dealing RESEARCH RESULTS with results as general trends needing further conÀrmation. In the following, we will review the key In terms of the eudiometric characteristics conclusions reached in the Àeld research. of educational measurement: The classical Due to the absence of previous Arab theory of testing has been adopted, studies dealing with the same dimensions particularly in measuring the difÀculty index. that could be used as a reference point GENERAL REPORT GENERAL REPORT Although this approach enables examining for comparing and judging the validity of the difÀculty level of the targeted skill and research results, we will try to elaborate helps in selecting items of homogeneous such results by focusing on three different difÀculty, the resulting index remains subject points of reference: to the performance level of the sample, Theoretical Reference: Referring to and therefore may vary from one group to literature and studies concerned with Given that the another. On the other hand, consistency education in the context of the knowledge research targets the coefÀcients ranging between 0.632 and 0.793 society; youth in their final should be appraised with caution to avoid Research Reference: Referring, as generalising results to all countries. Here, possible, to international studies which year of secondary we indicate that the weakness of Cronbach Arab countries participated in. It should school which is a coefÀcients in previous studies has not be noted that different objectives and multidisciplinary prevented the adoption and application of methodologies require us to act with great group, emphasis tools and even generalisation of their results, caution so as not to fall into inaccurate such as the Schwartz Human Values Scale comparisons or interpretations; and has been placed on (Schwartz, in French, 2006), (which ranged Contextual Reference: Referring to exploring a range between 0.47 and 0.80 with an average of workshops and case studies of the of skills that apply 0.68), and the European Social Survey (where participating countries that provide a to several fields Cronbach coefÀcients ranged between 0.36 description of the educational reality and 0.70 with an average of 0.56). and its surrounding economic, social Given that the research targets the and cultural conditions. youth in their Ànal year of secondary The statistical measures we rely upon school which is a multidisciplinary group, in reading results are represented in the emphasis has been placed on exploring a following: range of skills that apply to several Àelds. For the descriptive analysis of skills Thus we have tried as much as possible to and values, the arithmetic mean is neutralise the contents that address a certain used as a measure of central tendency specialisation to the exclusion of others. indicating the general orientation of This does not mean that we have succeeded the group. The standard deviation is completely in doing so. To illustrate, also used as a measure of variation the skill of written communication, for indicating the extent of homogeneity example, gives preference to students or heterogeneity of the group, along of literary disciplines, while the skill of with maximum scores as an indicator information processing comes in favour of of variation. students of scientiÀc disciplines, whereas For the distribution of students on the skill of using technology is in line the readiness scale, we have adopted
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 89 percentages for the students in each STUDY OF STUDENTS’ SKILLS degree of this scale, noting that the scale is built on the basis of the expected COGNITIVE SKILLS range of performance for each skill (e.g. from 0 to 25 for each skill). It is divided COLLECTIVE COGNITIVE into 4 equal categories reÁecting 4 SKILLS levels of gradual performance towards acquiring the feature of readiness to Averages recorded in the level of collective access the knowledge society: cognitive skills ranged between 27.72 and 36.33, with an overall average of 32.67. This Under 25% of [25% - 50% [ of [50% - 75%[ of [75% and above reveals a poor level of cognitive skill for the the total score the total score the total score of the total score participating students in the four concerned
Not ready In the beginning In the process Ready countries alike. If we consider that the score 50 of 100 is the minimum limit to acknowledge the existence of an acceptable For comparison between females and level of cognitive skills, we note that the males, we adopt the ‘T Student Test’ for overall average is below that by about 17 two independent groups. This is a statistical degrees, taking into account that only 8.2% test comparing the average scores obtained of the total students were able to reach the by the two groups (a group of male medium score of 50 points or higher. This is students and another of female students) a troubling result because the students’ non- to determine the extent of signiÀcant acquisition at the end of secondary school differences between them. of a minimum of cognitive skills necessary For comparison between the scores of to continue learning is a shortcoming that skills among themselves, and values among threatens the ‘security of knowledge’ for For analysis of themselves, the Analysis of Variance these countries and prevents their youth the impact of (ANOVA) is used. This is a statistical test from engaging and participating in the environmental enabling comparison between more than knowledge society. two averages to ascertain the signiÀcant factors on skills and differences between them. DETAILED COGNITIVE SKILLS values, we adopt For analysis of the impact of the Regression environmental factors on skills and Searching and processing Analysis, a values, we adopt the Regression Analysis, information skill a statistical analysis method enabling the statistical analysis selection of variables with denotative Averages for the participating countries method enabling inÁuence and estimation of each variable’s ranged between 9.37 in Yemen and 10.53 the selection weight. in Morocco, with an overall average of 9.88 of variables with denotative TABLE 5-9 influence and Descriptive measures for collective cognitive skills estimation of each (Total score ranging from 0 to 100) variable’s weight Average (Arithmetic Standard Minimum Maximum Mean of 100) Deviation Score Score
Jordan 34.06 12.02 1.19 72.94 UAE 32.91 11.54 3.61 72.45 Morocco 36.33 10.86 0 71 Yemen 27.72 10.16 3.57 64.49 Total Sample 32.67 11.61 0 72.94
90 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 5-2 Levels of collective cognitive skills
The required minimum score scores Students' Students'
Jordan UAE Morocco Yemen Total sample GENERAL REPORT GENERAL REPORT out of 25, which indicates a signiÀcant levels of performance), considering it as the weakness in the skill of searching for and minimum level required for the knowledge The findings reveal processing information in view of the vast economy. Plainly, the skill of information majority of the tested students who failed processing, with all that it involves of the the significant to reach the medium score, i.e. 12.5 of 25. student’s ability to search for speciÀc deficiency of the In fact, intellectuals and experts concerned information, understand its meaning, participating Arab with educational affairs expected this identify relationships therein, place it in its countries, which result. They unanimously agreed during contexts, and invest it to provide speciÀc the national workshops on the importance responses, is one of the keys to acquiring have failed to reach of the skill of searching for and processing knowledge and continuing life-long learning. the international information, at the same time admitting, Therefore, we Ànd international attention average and with the exception of participants in the to this dimension. Also, the Programme for actually appear in Moroccan workshop, that most students International Student Assessment (PISA), the lower ranks currently lack this skill. in its last session of 2009, paid special This result poses concern, especially attention to it (see Chapter 2). The Àndings if viewed from the perspective of the reveal the signiÀcant deÀciency of the International Adult Literacy Survey IALS27 participating Arab countries, which have (1997) issued by the Organisation for failed to reach the international average Economic Cooperation and Development), and actually appear in the lower ranks. This which stresses the importance of ‘document correlates with the results of the current literacy’ and places it in the third level (of Àve study despite differences in methodology.
TABLE 5-10 Descriptive measures for searching and processing information skill (Total score ranging from 0 to 25) Average (Arithmetic Standard Minimum Maximum Mean of 25) Deviation Score Score
Jordan 10.00 3.59 0 20.24 UAE 9.65 3.71 0 20.24 Morocco 10.53 3.58 0 19.05 Yemen 9.37 3.35 0 20.24 Total Sample 9.88 3.58 0 20.24
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 91 The averages of Dubai, Jordan, Tunisia four case countries did not exceed 5.12, The averages of and Qatar in the PISA study came below revealing a major weakness in writing skills. Dubai, Jordan, the international averages in all target areas This is surprising for at least two reasons. (e.g. understanding written information, First, the required activity was relatively Tunisia and Qatar identifying and extracting information, simple, as it was not a rhetorical literature in the PISA study integration and interpretation, thinking and text or an analytical article, but it was mere came below the evaluation, and connected and disconnected expression in limited and separate sentences international texts). See Chapter 2 of the General Report. on some ideas on a common subject, i.e. the environment. Second, this skill is important averages in all Written communication skill for the acquisition, production and target areas communication of knowledge. To explain, The average of the total samples for the ‘prose literacy’ is not less important than the
FIGURE 5-3 Views of participants in workshops on the status of skills in the case study countries UAE Jordan
Skills to be available Highly existing skills Skills to be available Highly existing skills
25 14 20 12 10 15 8 10 6 4 5 2 0 0 l Creativity Negotiation Negotiation Compassion Compassion Communication Communication Pressure handling Pressure handling Technical capacities Technical Technical capacities Technical Planning for the future Planning for the future Analytic/critical thinking Analytic/critical thinking Thought/opinion diffusion Thought/opinion Thought/opinion diffusion Thought/opinion Promoting learning motivation Self-knowledge and self-control Self-knowledge and self-contro Decision making and problem solving Decision making and problem solving Acceptance of change and adaptation Acceptance of change and adaptation
Morocco Yemen
Skills to be available Highly existing skills Skills to be available Highly existing skills
35 20 30 25 15 20 10 15 10 5 5 0 0 Creativity Creativity Communication Pressure handling Pressure handling Technical capacities Technical Technical capacities Technical Planning for the future Planning for the future Analytic/critical thinking Analytic/critical thinking Promoting learning motivation Promoting learning motivation Self-knowledge and self-control Self-knowledge and self-control Decision making and problem solving Decision making and problem solving Acceptance of change and adaptation Acceptance of change and adaptation
92 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-11 Descriptive measures for written communication skill (Total score ranging from 0 to 25)
Average (Arithmetic Standard Minimum Maximum Mean of 25 ) Deviation Score Score
Jordan 5.38 6.34 0 25 UAE 5 5.39 0 25 Morocco 5.29 4.84 0 25 Yemen 4.79 5.11 0 25 Total Sample 5.12 5.47 0 25
skill of reading and processing it; rather, it does not differ from its predecessors. GENERAL REPORT GENERAL REPORT may even exceed it in importance if viewed That is, results revealed the low ability from the perspective of its importance in of participating students to deal with The status of the facilitating the process of communication situations that involve a problem derived problem solving with others. That is, without having a from everyday life. The averages ranged skill does not minimum level of language and ability to use between 5.89 in Yemen and 8.09 in and employ it in communication situations, Morocco, and the overall average did not differ from its one will not be able to communicate one’s exceed 6.66 of 25, which conÀrms the predecessors. That purposes effectively. presence of difÀculties among students is, results revealed In this context, it should be noted in understanding the dimensions of a the low ability that this skill was not highlighted in the problem, performing simple mathematical workshops held with the academic experts operations, and applying logical thinking of participating as part of the skills required for the in the possible solutions and choosing the students to deal knowledge society, with the exception of most suitable of them to the situation. This with situations Moroccan experts who have classiÀed it result reminds us of the Àndings reached that involve a as among the skills possessed by students, by another research conducted in 1994. which indicates the existence of a gap Despite the passage of more than a decade problem derived between what is expected by those experts and a half on that research, it seems that from everyday life and reality. the situation has not differed much. That research, analysing the methods of teaching Problem solving skill sciences in eleven Arab countries selected randomly, revealed that: “They focus on the The status of the problem solving skill theoretical aspects of sciences and neglect
TABLE 5-12 Descriptive measures for the problem solving skill (Total score ranging from 0 to 25)
Average (Arithmetic Standard Minimum Maximum Mean of 25 ) Deviation Score Score
Jordan 6.56 4.01 0 22.22 UAE 6.09 3.81 0 22.22 Morocco 8.09 4.72 0 25 Yemen 5.89 3.61 0 19.44 Total Sample 6.66 4.15 0 25
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 93 the application of sciences in unusual and ANALYSIS OF DIFFERENCES everyday circumstances, and do not seek to BETWEEN THE AVERAGE develop the students’ ability to use the skills PERFORMANCES IN of inquiry, problem-solving and thinking.”28 COGNITIVE SKILLS With respect to the experts in the countries surveyed in the study, they According to the descriptive criteria emphasised the critical importance mentioned earlier, we note a discrepancy of problem solving skills, but did not between the surveyed cognitive skills as acknowledge its possession by students. shown in Figure 5-4. Rather, the participants in the UAE and The statistical analysis proved the Morocco workshops classiÀed it as one existence of signiÀcant differences between of the skills least possessed by students, overall averages in the four skills. Though attributing this to the educational system they share the feature of weakness, they and methods of familial and societal differ in degree with respect to the pooled upbringing. sample or for each country separately. On this basis, these skills can be arranged With respect to Using technology skill according to students’ possession of the skill, as follows: (I) the skill of using the experts in the The total sample average did not exceed a technology, (II) the skill of searching for countries surveyed score of 11, with some disparities among and processing information, (III) the skill in the study, they the participating countries. This result was of problem solving, and (IV) the skill emphasised the below the desired level for this skill (61.2% of written communication. This does critical importance of the students received marks below not seem surprising as there is a growing 12.5 of 25), in spite of the rapid spread demand by the young to use modern of problem solving of technologies and their growing role in technologies unlike the writing skill, which skills, but did not disseminating knowledge and facilitating is now threatened due to the proliferation acknowledge access to it. of communication methods and codes that its possession Some surveys (ALECSO, 2003) have do not require possessing language or being indicated that internet usage by the age able to compose and generate it. by students group (14-19) is almost exclusively for entertainment or communication (e.g. READINESS OF STUDENTS IN social networks) and that the use of the TERMS OF COGNITIVE SKILLS internet for the purpose of research, capacity development and facilitation of Collective cognitive skills business remains very limited, despite the disparities between countries in the level According to the readiness measure of accessibility (Hafeez, Abdul-Wahhab, adopted in this research, almost two-thirds background paper for the report). of the sample was concentrated at the early
TABLE 5-13 Descriptive measures for the skill of using technology (Total score ranging from 0 to 25) Average (Arithmetic Standard Minimum Maximum Mean of 25) Deviation Score Score Jordan 12.10 3.89 0 21.72 UAE 12.15 3.92 0 22.13 Morocco 12.41 3.62 0 20.9 Yemen 7.67 3.71 0 20.28 Total Sample 11.00 4.29 0 22.13
94 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 5-4 Comparison of cognitive skills in the participating countries
Information searching and processing
Written communication
Problem solving
Use of technology
Jordan UAE Morocco Yemen Total sample GENERAL REPORT GENERAL REPORT
stage of readiness, while none of the tested This result reminds us of the Àndings students reached the level of full readiness of the international assessments, such in cognitive skills. We also noted that more as TIMSS 2007, wherein a very limited In mathematics, than one quarter of the sample was not percentage of 8th grade students were able 0% of Arab ready at all. This means that the components to reach an advanced level of performance students reached of knowledge required to access the (science: 6% in Dubai, 5% in Jordan and knowledge society are not possessed by the 0% in Morocco; and mathematics: 3% in an advanced level vast majority of students (91.9 %). Dubai, 1% in Jordan and 0% in Morocco). of achievement compared to FIGURE 5-5 7% of students Levels of cognitive readiness in the participating countries (%) worldwide
Total sample
Yemen
Morocco
UAE
Jordan
0% 50% 100%
Total Jordan UAE Morocco Yemen sample
Not ready (less than 25% of 23.9 26.8 15.2 44.3 27.8 total score)
In the beginning (25% to 65.9 65.2 73.1 53 64.1 50% of the score)
In the process (50% and 10.2 8 11.7 2.7 8.1 less than 75% of the score)
Ready (75% or more of the 0 0 0 0 0 score)
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 95 In this respect, the results showed that process of ’, with a very small minority in 1% of Arab students in the 8th grade the category of ‘ready’. reached an advanced level of achievement For the two skills of written compared to 6% of students worldwide. communication and problem solving, the In mathematics, 0% of Arab students majority were concentrated in the bottom reached an advanced level of achievement two categories (‘not ready’ and ‘in the compared to 7% of students worldwide. beginning’ of acquiring readiness) against This indicates that the Arab educational two small minorities in the top two systems could not produce students (after categories (‘in the process’ and ‘ready’). eight years of involvement in school Overall, it can be said that the education) able to master the scientiÀc and responding students are still far behind the mathematical skills that would make them desired level of readiness; most of them able to compete with their colleagues in did not prove that they possess the basic the world (see Chapter 2 of the General cognitive skills to the extent that prepares Report.) them to respond to the requirements of the knowledge society and participate It should be noted Detailed cognitive skills effectively therein. It should be noted that that the issue of the issue of poor skills is not found in poor skills is not For an accurate diagnosis of weaknesses, the Arab region alone, as previous reports we looked for the levels of readiness of of UNESCO show it is a problem in found in the Arab each cognitive skill separately. We found developing and developed countries region alone, as distributions that did not differ much with varying degrees. These reports also previous reports from the previous distribution based on conÀrmed that students’ lack of necessary of UNESCO show the overall result, but with the emergence knowledge and skills would prevent them of two features: from playing their roles effectively in it is a problem For the two skills of processing the modern world (UNESCO, 2003). in developing information and using technology, the The underlying reasons of this problem and developed majority were concentrated in the two are often attributable to deÀciencies in countries with categories ‘in the beginning’ and ‘in the current educational curricula which are varying degrees TABLE 5-14 Levels of readiness for the information processing skill (%) Not ready In the beginning In the process Ready Jordan 16.6 58.3 24.5 0.6 UAE 20.8 56.0 22.8 0.4 Morocco 13.0 55.5 31.0 0.5 Yemen 20.4 61.5 17.8 0.3 Total Sample 17.6 58.0 23.9 0.5
TABLE 5-15 Levels of readiness for the skill of using technology (%) Not ready In the beginning In the process Ready Jordan 7.6 42.8 46.2 3.4 UAE 7.6 44.1 44.3 4.0 Morocco 4.3 46.9 44.5 4.3 Yemen 36.9 51.9 10.9 0.3 Total Sample 14.7 46.5 35.9 2.9
96 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-16 Levels of readiness for the written communication skill (%) Not ready In the beginning In the process Ready Jordan 65.3 19.5 9.7 5.5 UAE 69.4 19.5 8.3 2.8 Morocco 62.8 27.4 9.0 0.8 Yemen 68.3 22.0 7.7 2.0 Total Sample 66.4 22.1 8.7 2.8
TABLE 5-17 Levels of readiness for the problem solving skill (%) GENERAL REPORT GENERAL REPORT Not ready In the beginning In the process Ready Jordan 56.1 36.5 7.2 0.2 UAE 60.5 34.5 4.7 0.3 Morocco 44.7 38.9 12.5 3.9 Perhaps the most Yemen 63.9 32.0 3.9 0.2 important reason Total Sample 56.4 35.4 7.1 1.1 as mentioned is the absence of national based on rote learning and memorisation, CONATIVE SKILLS projects for a known as ‘banking education’, as well as methodological the backwardness of assessment systems COLLECTIVE CONATIVE encouraging such curricula. This leads to SKILLS upbringing to the formation of the so-called ‘mechanical achieve cognitive mind’. Perhaps the most important reason The average scores of collective conative mastery as mentioned is the absence of national skills range between 37.33 (Morocco) and projects for a methodological upbringing 43.17 (Jordan), with an overall average of to achieve cognitive mastery. This is either 40.41, a score exceeding the medium level due to the lack of material resources to (37.5 of 75) by more than two points. This implement these projects, or the lack of indicates that students possess a minimum comprehension of the urgent need for level of the targeted conative skills, unlike them when resources are available. Thus, the case with respect to cognitive skills. there is no serious determination to Although this result does not reach the accomplish these projects in both cases. desired maximum level, it remains positive as it indicates a degree of psychological
TABLE 5-18 Descriptive measures for collective conative skills (Total score ranging from 0 to 75)
Average (Arithmetic Standard Minimum Maximum Score Mean of 75 ) Deviation Score Jordan 43.17 11.45 0 69.94 UAE 41.10 13.6 0 66.77 Morocco 37.33 16.8 0 66.27 Yemen 39.99 13.68 0 63.10 Total Sample 40.41 14.16 0 69.94
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 97 FIGURE 5-6 Levels of collective conative skills
The minimum required score
In this context, psychological Jordan UAE Morocco Yemen Total sample studies have shown that the and personal readiness, which can be the external tensions (conÁicts with others) age group 12-18 base for building a character respecting which might reÁect negatively on his/her is characterised as itself and capable of learning, especially psychological and conative balance. being a stage of when talking about an age group still passing through adolescence and thus has DETAILED CONATIVE SKILLS conflict between not yet completed its self-identity features. dependency In this context, psychological studies Self-knowledge and self-esteem skills imposed by the have shown that the age group 12-18 is remnants of characterised as being a stage of conÁict We note that the students’ averages for between dependency imposed by the self-knowledge and self-esteem are almost childhood and remnants of childhood and independency equal across the board at about 20 points, independency promised by adulthood. Accordingly, the thus approaching the maximum score promised by adolescent experiences a state of double of 25. This indicates a high degree of adulthood rejection: (a) his/her rejection of the image self-conÀdence and a positive perception of the ‘child’ attributed to him/her by towards self-capacity. However, it remains the older age group, and (b) the rejection vital to verify the objectivity and by the latter group of the image of the truthfulness of students’ answers to make ‘adult’ which he/she is trying to impose on sure that the depicted image conforms them. This leads in many cases to internal to reality, and that this conÀdence is not tensions (psychological conÁicts) and a kind of self-favouritism. In general, it
TABLE 5-19 Descriptive measures for the skill of self-knowledge and self-esteem (Total score ranging from 0 to 25) Average (Arithmetic Standard Minimum Maximum Mean of 25) Deviation Score Score Jordan 20.71 2.93 2.68 25 UAE 20.73 2.91 3.57 25 Morocco 20.61 2.89 2.68 25 Yemen 20.42 3.27 0.89 25 Total Sample 20.61 3.02 0.89 25
98 ARAB KNOWLEDGE REPORT 2010/2011 seems that this tendency towards ‘self- age group unable to understand the esteem’ is a widespread characteristic capabilities and attitudes stored by the among Arab students. A TIMSS study young, and, consequently, unable to revealed that Arab students do not suffer predict the actions they may take. from a lack of self-conÀdence, nor from a lack of positive attitudes towards science Skill of promoting learning motivation and mathematics; rather, they surpass their counterparts worldwide (the percentage of The averages of students’ skill of promoting Arab students’ high conÀdence was 67% in learning motivation in the four case studies mathematics versus 43% globally, and 73% range between 18.58 and 19.24, with an in science versus 65% globally). However, overall average of 18.86. Students combine these indicators remain the product of self-esteem with an interest in learning questionnaires asking about points of and accessing knowledge, which is a very view, which, as acknowledged by those important element consensually agreed GENERAL REPORT GENERAL REPORT who have conducted the TIMSS study, do by specialists to have a positive impact on not enable accurate judging of the success the continuity of educational efforts and of education reform programmes. This success. However, we note that this skill is because the culture of questionnaires was not strongly present in the minds of According to the is still unfamiliar to the Arab student. If educational experts participating in the education-related these results were realistic, the results of national workshops. With the exception experts belonging Arab students’ achievement would have the of UAE experts who strongly recognised to the surveyed highest level of conformity with the quality that students possess this skill, none of the countries, it seems of their attitudes and self-conÀdence. others referred to it at all. According to the education-related that the skill of experts belonging to the surveyed Skill of planning for the future self-knowledge countries, it seems that the skill of self- and self-esteem knowledge and self-esteem does not The average of the total sample for the does not represent represent an essential skill for accessing skill of planning for the future did not the knowledge society. None of them reach 5 degrees, with a large disparity an essential skill referred to it other than the Moroccan among students. During workshops held for accessing the intellectuals who considered it among in the participating countries, experts knowledge society the students’ weakest skills. Once again, afÀrmed that this skill was only found to a there rises a contradiction between the very weak degree in students. This can be skills possessed by students and those ascribed to several reasons including: expected by experts familiar with the The phase of adolescence experienced subject. Perhaps this emphasises the by the sample students and its distinct existence of a gap making the older psychological state of conÁict between
TABLE 5-20 Descriptive measures for the skill of promoting learning motivation (Total score ranging from 0 to 25)
Average (Arithmetic Standard Minimum Maximum Mean of 25 ) Deviation Score Score Jordan 19.24 3.05 2.08 25 UAE 18.82 3.04 2.08 25 Morocco 18.73 3.33 1.39 25 Yemen 18.58 3.22 1.39 25 Total 18.86 3.17 1.39 25
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 99 the desire for independence and the the environment. This ability is also affected state of moral and Ànancial dependency by the prevailing culture in society. There is a to the family, leads to a lack of clarity of growing need for this ability more than ever vision; due to the current knowledge explosion Educational stage in which students are as well as rapid intellectual, social and enrolled, i.e. late secondary school; this cultural changes. Hence, future generations may be a strong deterrent to thinking must acquire the ability to anticipate these about the future which often depends changes and plan to address them. It is a on the results of the general secondary prerequisite to, “prepare men and women school examination; to possess fertile thinking, recall different School and university counselling or alternatives, weigh and judge them, and advisory systems that link the fate of a explain consequences.”30 student to the score he/she achieves in the exam, and disregards his/her real ANALYSIS OF DIFFERENCES tendencies and aptitudes, thus closing BETWEEN AVERAGE the prospects of choice and free PERFORMANCE SCORES IN planning for the future; and CONATIVE SKILLS Whatever the Upbringing methods prevailing in the reason is, the region, which are exaggerated through Concerning the descriptive measures, ability to overcome coddling children, making choices for we observe a discrepancy between the the present and them and planning for their future. An conative skills studied, especially between analytical study focusing on several the skills of self-esteem and motivation envision and Arab countries stated: “The upbringing and the skill of planning for the future. prepare for the methods followed by the majority of This is shown clearly in Figure 5-7. future is not Arab families have a negative impact The statistical analysis has conÀrmed inborn but rather on the growth of independence, self- the signiÀcance of these differences, acquired through conÀdence and social competence, which is applicable to all countries and accustom the child to submission participating in the research. If we assume interactions with and evasion of responsibility, and that this result is true, we Ànd it carrying the environment thus lead to increased negativity and two faces: a positive face represented poor decision-making skills not only in the students’ level of conÀdence in in behaviour, but also in the way of themselves and their abilities and their thinking.”29 level of motivation to seek and update Whatever the reason is, the ability to knowledge; and a negative face in the overcome the present and envision and absence of what is called in literature prepare for the future is not inborn but as ‘Savoir-devenir’ (knowledge for the rather acquired through interactions with future), which is no less important in
TABLE 5-21 Descriptive measures for the skill of planning for the future (Total score ranging from 0 to 25)
Average (Arithmetic Standard Minimum Maximum Mean of 25) Deviation Score Score Jordan 5.03 4.03 0 25 UAE 4.72 4.38 0 25 Morocco 4.41 3.65 0 17.86 Yemen 4.48 3.62 0 25 Total Sample 4.66 3.92 0 25
100 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 5-7 Results of conative skills in the participating countries
Self-knowledge and self-esteem
Promoting learning motivation
Planning for the future Jordan UAE Morocco Yemen Total sample GENERAL REPORT GENERAL REPORT the preparation of an individual than students are distributed on the scale all other Àelds of knowledge related of readiness in greatly varying degrees. to action (Savoir-faire) and trends and While about two-thirds of the sample is Concerning behaviour (Savoir-être). concentrated in the ‘in process’ category, the descriptive we Ànd two small groups at both ends measures, THE READINESS OF STUDENTS of the scale; a small group in the ‘not we observe a IN TERMS OF CONATIVE ready’ category and an even smaller one discrepancy SKILLS in the ‘ready’ category where the sample is qualiÀed to access the knowledge society. between the Collective conative skills Figure (5-8) reveals the size of discrepancy conative skills between the different categories on the studied, especially With regard to collective conative skills, scale: between the skills of self-esteem and FIGURE 5-8 motivation and the Levels of conative readiness in the participating countries (%) skill of planning
Total sample for the future Yemen Morocco UAE Jordan 0% 50% 100%
Total Jordan UAE Morocco Yemen sample
Unready (less than 25% of total score) 5 8.4 16.7 9.9 9.9
In the beginning (25% to 50% of the score) 10.3 13.6 10.3 11.6 11.3
In the process (50% and less than 75% of the score) 80 73.3 70.5 75.7 75.1
Ready (75% or more of the 4.7 4.7 2.5 2.8 3.7 score)
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 101 Detailed conative skills SOCIAL SKILLS
Individual analysis shows a signiÀcant COLLECTIVE SOCIAL SKILLS discrepancy among students in terms of conative readiness. Regarding the The students’ averages for collective social skill of self-esteem the following tables skills ranged between 36.39 and 44.43, show that while the vast majority have with an overall average of approximately proven to be ready (about 75%) or in the 39.5 of 75 degrees. 60.5% of the total process of being ready (about 20%) the students reached this score and above, situation has reversed completely with which indicates that nearly two-thirds of respect to the skill of planning for the them possess the minimum or higher of future. As for the skill of promoting social skills. On the other hand, we note learning motivation, the majority were that the scores of students in social skills distributed between the two categories: are closer to their scores in conative skills ‘in process’ and ‘ready’ than to cognitive skills; that is, students’ level of social and conative skills is much
TABLE 5-22 Individual Levels of readiness for the skill of self-knowledge and self-esteem (%) analysis shows Country Not ready In the beginning In process Ready a significant Jordan 0.7 1.3 21.8 76.2 discrepancy UAE 0.6 0.9 22.6 75.9 among students Morocco 0.5 1.9 19.2 78.4 in terms of Yemen 0.9 1.8 23.8 73.5 conative Total Sample 0.7 1.5 21.9 75.9 readiness TABLE 5-23 Levels of readiness for the skill of promoting learning motivation (%)
Country Not ready In the beginning In the process Ready Jordan 0.4 2.8 38.3 58.5 UAE 0.5 2.6 46.1 50.8 Morocco 1.4 3.1 45.1 50.4 Yemen 1.0 3.6 47.4 48.0 Total Sample 0.8 3.1 44.0 52.1
TABLE 5-24 Levels of readiness for the skill of planning for the future (%)
Country Not ready In the beginning In the process Ready Jordan 70.7 23.2 5.8 0.3 UAE 70.3 22.4 7.1 0.2 Morocco 75.5 20.2 4.3 0 Yemen 76.0 19.4 4.5 0.1 Total Sample 73.2 21.3 5.4 0.1
102 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-25 Descriptive measures for collective social skills (Total score ranging from 0 to 75) Country Average Standard Minimum Maximum (Arithmetic Mean of 75) Deviation Score Score Jordan 44.43 16.54 0 72.81 UAE 39.17 17.43 0 69.84 Morocco 36.39 22.37 0 73.25 Yemen 37.54 19.93 0 71.10 Total Sample 39.48 19.47 0 73.25
FIGURE 5-9 GENERAL REPORT GENERAL REPORT Levels of Collective Social Skills
However, this conclusion needs further investigation, as we are dealing with information The minimum required score that is not subject to the same logic
Jordan UAE Morocco Yemen Total sample higher than their level of cognitive skills. skill at least to a minimum. In fact, this However, this conclusion needs further view was announced by the majority investigation, as we are dealing with of participants in national workshops information that is not subject to the where the skill of communication came same logic: our judgment on cognitive on top of the list of skills believed to be skills is based on ‘real’ achievements by strongly possessed by students in all the students while our judgment on conative surveyed countries. and social skills is based on students’ statements (i.e. perceptions). TABLE 5-26 Descriptive measures for the skill of direct communication DETAILED SOCIAL SKILLS with others (Total score ranging from 0 to 25) Average (Arithmetic Standard Minimum Maximum Country Skill of direct communication Mean of 25) Deviation Score Score with others Jordan 17.58 5.66 0 25 UAE 16.8 6.03 0 25 The overall average reached 17.10 of 25 Morocco 18.19 4.63 0 25 with disparities between participating Yemen 15.86 5.94 0 25 countries. Generally speaking, statistics Total Sample 17.10 5.69 0 25 indicate that most students possess this
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 103 TABLE 5-27 But if this situation was acceptable in the past, it is a shortcoming today, because the Descriptive measures for the teamwork skill changes occurring in all walks of life are of (Total score ranging from 0 to 25) concern to everyone. The risks facing the Average Standard Minimum Maximum young generation in modern societies do not Country (Arithmetic Deviation Score Score exclude anyone and individual efforts remain Mean of 25) unable to Ànd solutions to the emerging Jordan 15.36 6.07 0 23.68 and growing problems. Therefore, we Ànd UAE 14.17 6.70 0 24.12 that all modern educational approaches Morocco 12.70 8.52 0 24.56 emphasise the need to empower students Yemen 13.05 7.68 0 24.12 to master the mechanisms of collaborative Total Sample 13.82 7.38 0 24.56 action, involving the concepts of active participation and cooperation, but without sacriÀcing independence. Teamwork skills Averages of countries with respect to the Participation in public life skill teamwork skill ranged between 12.70 and 15.36, with an overall average of 13.82, Averages of countries for this skill ranged which is a score below the average for between 11.57 and 14.33, with an overall the skill of direct communication with average not exceeding 13.50, which is others, indicating relative possession close to the average score of the skill of of the teamwork skill. This score may teamwork. This result shows that there is be a logical product of the absence of a relative interest in participation in public the culture of teamwork in the school life (within the limits of the average), but environment in the Arab region, where with disparities among countries and even educational methods are still subject to among students in the same country. This top-down organisation, which instils may be due to prevailing social, political the spirit of individualism more than and cultural factors. of cooperation and collaborative work. This is in addition to the role of political ANALYSIS OF DIFFERENCES The risks facing the systems prevailing in the region whose BETWEEN AVERAGE young generation way of management and decision-making, PERFORMANCE SCORES IN in modern societies even for highly crucial issues, reÁect SOCIAL SKILLS do not exclude individual and isolated performance, spreading a general atmosphere avoiding Based on the previous descriptive anyone and cooperation, participation, and the measures, we realise there is a relative individual efforts exchange of experiences. discrepancy between social skills as seen remain unable to find solutions to TABLE 5-28 the emerging and Descriptive measures for the skill of participation in public life growing problems (Total score ranging from 0 to 25) Country Average (Arithmetic Standard Deviation Minimum Score Maximum Score Mean of 25 ) Jordan 14.01 6.79 0 25 UAE 11.57 6.74 0 25 Morocco 13.80 7.13 0 25 Yemen 14.33 6.73 0 25 Total Sample 13.50 6.92 0 25
104 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 5-10 Results of social skills in the participating countries
25 22.5 20 17.5 15 Communication with 12.5 others 10 Teamwork 7.5 5 Participation in public 2.5 life 0 Jordan UAE Morocco Yemen Total sample GENERAL REPORT GENERAL REPORT through Figure 5-10. THE READINESS OF STUDENTS The process of The process of analysing the averages of IN TERMS OF SOCIAL SKILLS analysing the social skills revealed statistically signiÀcant averages of social differences therein, giving precedence to Collective social skills skills revealed the skill of direct communication with others over the two skills of teamwork We note that the percentage of those statistically and participation in public life. This may ‘ready’ in terms of social skills to access the significant be attributable to cultural factors, as the knowledge society did not exceed a quarter differences therein, Arab environment depends on oral, rather of the sample in the best cases, while it giving precedence than written, communication, favours was concentrated between 40% and 50% individual work to teamwork, and does not in the category of ‘in the process’. In fact, to the skill of direct provide avenues for youth involvement in it is a distribution better than that of the communication with public life. cognitive readiness, but remains below the others over the two level of conative readiness. skills of teamwork FIGURE 5-11 and participation Levels of social readiness in the countries participating in the research in public life
Total sample
Yemen
Morocco
UAE
Jordan %0 %20 %40 %60 %80 %100
Total Jordan UAE Morocco Yemen sample Not ready (less than 25% of 8.6 13.8 26.1 19.7 17 total score) In the beginning (25% to 17 22.5 16.7 20.2 19 50% of the score) In the process (50% and less 49.9 49.4 35.3 42.9 44.3 than 75% of the score) Ready (75% or more of the 24.5 14.3 21.9 17.2 19.7 score)
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 105 Detailed social skills existence of differences at the country level. If we compare these results to As for the skill of Tables (5-29, 5-30 and 5-31) show that statements made by experts who communication students’ distribution on the scale of participated in workshops on the basic skills with others, the readiness varies relatively from one skill to to access the knowledge society, we note highest percentage another. As for the skill of communication that they have completely missed the skill with others, the highest percentage of of participation in public life, unlike a skill of students was students was concentrated in the ‘ready’ they called the ‘skill of empathy’ (involving concentrated in the category, and declined to the ‘in process’ the ability to understand others and respect ‘ready’ category category for the skill of teamwork, and their opinions and the skill of teamwork), ‘in the beginning’ category for the skill which they have emphasised to be strongly of participation in public life. But this possessed by students. dominant feature does not conceal the In the end, we realise that the performance level of the sample of respondents indicates TABLE 5-29 that they do not possess adequate cognitive skills required for accessing the knowledge Levels of readiness for the skill of society, while they enjoy a better status with direct communication with others (%) respect to conative and social skills. This is Country Not ready In the In the Ready a result that may seem surprising, given the beginning process known intimate link between cognitive and Jordan 6 7.6 35.9 50.5 conative aspects. In this regard, we can offer UAE 7.2 10.8 36.9 45.1 two explanations: Morocco 2.6 8.9 35.6 52.9 - The theory of Multiple Intellects Yemen 8.2 12.9 44.4 34.5 suggests that humans have a variety of intellects for the multiple capabilities they Total Sample 6.1 10 38.3 45.6 display, but when missing any of them, he or she can employ the remaining ones TABLE 5-30 according to ability (Howard Gardner, Levels of readiness for the skill of teamwork (%) in French, 2009). Conative and social intelligence are one of these intellects and Country Not In the In the Ready an integral part of the life skills considered ready beginning process by the World Health Organisation to Jordan 10.3 12.9 40.0 36.8 be essential for achieving adaptive and UAE 15.5 12.4 41.7 30.4 positive behaviour and dealing effectively Morocco 28.4 11.2 22.7 37.7 with the demands and challenges of Yemen 23.5 12.8 33.3 30.4 daily life. Consequently, if respondents’ Total Sample 19.4 12.4 34.3 33.9 statements are true, the possession of these conative and social skills can be TABLE 5-31 beneÀcial in developing cognitive skills. - Methodological interpretation manifested Levels of readiness for the skill of participation in the variety of tools used to measure in public life (%) these skills reveals another explanation. The In the In the measurement of cognitive skills depends on Country Not ready Ready beginning process situations that truly require mind exertion, Jordan 16.2 22.4 33.9 27.5 recalling and utilising cognitive capacities; UAE 23.6 42.0 18.3 16.1 thus, there is no room for pretending Morocco 18.3 33.3 18.7 29.7 to possess such skill. However, the Yemen 13.4 36.2 20.2 30.2 measurement of conative and social skills depends, for reasons already mentioned, Total Sample 17.6 35.7 20.5 26.2 on students’ responses to a number of
106 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-32 Descriptive measures for collective values (Total score ranging from 1 to 5)
Country Average (Arithmetic Standard Minimum Maximum Mean of 5 ) Deviation Score Score Jordan 3.80 0.34 2.33 4.72 UAE 3.77 0.34 2.41 4.66 Morocco 3.94 0.33 2.54 4.77 Yemen 3.94 0.27 2.22 4.65 Total Sample 3.86 0.33 2.26 4.77 questions relating to personality, attitudes score indicating a signiÀcant possession and actions in certain situations, and thus of values. Students’ scores are consistent GENERAL REPORT GENERAL REPORT the question of the compatibility of these in this respect regardless of their country. answers with reality remains questionable. That is, the cognitive skills are a kind DETAILED VALUES of academic intelligence, which can be measured through artiÀcial situations, The average scores achieved by respondents while social and conative skills are a kind in cognitive values reached 3.98, 3.96 in The cognitive of practical intelligence used in everyday conative values, 3.68 in social values and situations which are not easily measured 3.87 in universal values. These high scores skills are a kind due to the difÀculty of listing life situations indicate the attention paid to these values. of academic and measuring them theoretically. Most students agree on this regardless of intelligence, which their country. can be measured EXAMINING STUDENTS’ The Àndings concerning cognitive, VALUES conative, social and universal values differ through artificial from those stated in other reports with situations COLLECTIVE VALUES regard to the existence of a gap between scientiÀc and technological development The average of the total sample scored which is moving upwards and the system of by respondents reached 3.86 of 5, a high human values which is moving downwards
FIGURE 5-12 Levels of Aggregate Values
The minimum required score Students’ scores
Jordan UAE Morocco Yemen Total sample
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 107 TABLE 5-33 Descriptive measures for cognitive values (Total score ranging from 1 to 5) Average (Arithmetic Standard Minimum Maximum Mean of 5 ) Deviation Score Score Jordan 3.94 0.47 2.05 5 UAE 3.86 0.45 1.84 4.89 Morocco 4.01 0.44 2.06 5 Yemen 4.05 0.39 1.84 5 Total Sample 3.98 0.44 1.84 5
TABLE 5-34 Descriptive measures for conative values (Total score ranging from 1 to 5)
Country Average (Arithmetic Standard Deviation Minimum Score Maximum Score Mean of 5) Jordan 3.94 0.45 2.00 5 UAE 3.86 0.44 2.26 5 The human race Morocco 4.00 0.38 2.37 5 “is undergoing a Yemen 4.03 0.35 2.74 5 cultural, spiritual, Total Sample 3.96 0.41 2.00 5 moral, and even existential TABLE 5-35 degradation.” Descriptive measures for social values (Total score ranging from 1 to 5)
Country Average (Arithmetic Standard Deviation Minimum Score Maximum Score Mean of 5) Jordan 3.55 0.38 2.17 4.72 UAE 3.70 0.39 2.38 4.75 Morocco 3.75 0.42 2.00 4.88 Yemen 3.75 0.36 1.67 4.72 Total Sample 3.68 0.40 1.67 4.88
at the world level, including in the Arab held in sample countries have conÀrmed, region. This has led some to warn that in part, this comprehensive interest in the human race “is undergoing a cultural, values among students. They have done spiritual, moral, and even existential so indirectly through their answers to the degradation.” 31 question on the values that they believe Though we are aware that the to be strongly possessed by students; they expression of interest in a value does not have submitted a list containing a mixture necessarily mean acting according to it, we of cognitive, personal and social values, consider this Ànding a sign of students’ but missing universal values. This is despite awareness of the importance of values. the fact that when they were asked about Put differently, when a student declares the values they deemed necessary for the that he/she possesses or agrees with a knowledge society, most of their choices certain value, this is either because he/she focused on the cognitive values, especially possesses it in reality or he/she realises the love of knowledge, scientiÀc ambition, that it involves a positive, personally and and the spirit of creation and creativity. socially acceptable meaning. In this regard, On the other hand, the Àndings of the the experts participating in the workshops current research are contradictory to those
108 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-36 Descriptive measures for universal values (Total score ranging from 1 to 5) We hear Average (Arithmetic Standard Minimum Maximum Country Mean of 5 ) Deviation Score Score increasing appeals to make curricula Jordan 3.83 0.47 2.21 5.00 UAE 3.72 0.43 1.00 4.85 more concerned Morocco 3.98 0.44 2.00 5.00 with the issue of Yemen 3.93 0.39 2.47 5.00 values, but not to Total Sample 3.87 0.44 1.00 5.00 compartmentalise them in a number reached by some previous studies with of ethical rules implicitly or explicitly
of ethical rules GENERAL REPORT GENERAL REPORT respect to the erosion of the system of taught to the young. In this respect, a study values in recent decades, or what some call published by ISESCO in 2008 on Islamic implicitly or ‘normless’ or ‘anomie’, as popularised by values and the mechanisms of reinforcing explicitly taught Durkheim, under the inÁuence of political, them stated: “The overall perspective of to the young economic and social factors. Therefore, we the educational mission means conÀguring hear increasing appeals to make curricula the learner’s personality in its various more concerned with the issue of values, but dimensions. In addition to knowledge and not to compartmentalise them in a number skills, the learner is in need now, more
FIGURE 5-13 Views of workshop participants on the status of values in the case study countries UAE Jordan Values to be available Highly existing values Values to be available Highly existing values in the youth in the youth 14 8 12 7 10 6 8 5 4 6 3 4 2 2 1 0 0 -
Ambition
Protection of Emotional and Persistencediligence andSelf-confidence Social modesty Independence of Spirit of creationSelf-honesty and responsibilities Scientific modestySelf-honesty andInsistence on per family stability and creativityself-censorship and trusts sonal freedom Respect of code of Taking responsibilityLove of knowledge self-censorship traditions thought and action ethics, norms and
Yemen Morocco Necessary values for Existing values in the youth Values to be available Highly existing values knowledge society in the youth 12 16 14 10 12 8 10 8 6 6 4 4 2 2 0 0
Belonging Persistencediligence and Self-confidence Independence of Love of knowledgeTaking responsibility creativity creativity Independence of Respect of othersSpirit and of creation and thought and actionin public life Love of knowledge Taking responsibility Feeling of affiliation Spirit of creation and thought and action acceptance of difference Willingness to participate
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 109 than ever, of a system of values that that most students are ‘in the process of ’ enables him/her to absorb his/her culture readiness with a signiÀcant proportion of and civilisation and open up consciously them in the ‘ready’ category. Accordingly, to other cultures and civilisations. The we conclude that the status of respondents learner also needs standards to weigh out in the four countries with respect to the whatever principles, behaviours and ideas values aspect is much better than their coming to him/her in order to distinguish skills aspect. the wicked from the good. Moreover, the learner needs to know others in the context DETAILED VALUES of open communication regulated by his/ her system of values stemming from his/ The students’ level of readiness regarding her religion and civilisation” (Khaled Al values exceeds their level of readiness with Samadi, in Arabic, 2008). respect to skills; when we compare the rates of those ‘ready’ in each category of DIFFERENTIAL ANALYSIS OF skills to the rates of those ‘ready’ in each THE AVERAGE SCORES FOR category of values, we Ànd a wide gap The statistical VALUES between them: comparison - The percentage of those ‘ready’ in the Based on the above-mentioned descriptive cognitive skills is 0% versus 50.4% in the between values measures, we note a degree of closeness cognitive values. revealed a between the scores of the surveyed values, - The percentage of those ‘ready’ in the statistically which all exceeded the average (3 of 5). conative skills is 3.7% versus 48.8% in the significant The statistical comparison between conative values. difference in the values revealed a statistically signiÀcant - The percentage of those ‘ready’ in the difference in the degree of attention social skills is 19.7% versus 19.5% in the degree of attention paid to them. Cognitive values came Àrst, social values. paid to them. followed by conative values, then universal When considering the distribution of Cognitive values values, and Ànally social values. students on the scale of readiness in the came first, followed various values, we note that the vast majority THE READINESS OF STUDENTS of students are concentrated in the two by conative values, IN TERMS OF VALUES upper levels of the readiness scale. Therefore, then universal it can be said that the value balance held by values, and finally COLLECTIVE VALUES participants qualify them to adapt to the social values requirements of the knowledge society. Through the Àgure 5-15, we observe Previous analyses showed the openness
FIGURE 5-14 Results of values in the participating countries
Knowledge values
Social values
Conative values
Universal values Jordan UAE Morocco Yemen Total sample
110 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 5-15 Levels of values readiness in participating countries (%)
Total sample Yemen Morocco UAE Jordan 0% 50% 100%
Total Jordan UAE Morocco Yemen sample
Unready (less than 25% of GENERAL REPORT GENERAL REPORT 0 0 0 0 0 total score) In the beginning (25% to 1.8 1.5 1.3 0.3 1.2 50% of the score) In the process (less than 50% 67.8 70.8 51.5 55.7 61.7 Previous analyses to 75% of the score) Ready (75% or more of total showed the 30.4 27.7 47.2 44 37.1 score) openness of students to universal values, of students to universal values, which is of people away from their historical roots which is a basic a basic requirement for engaging in the could have explosive consequences in requirement for knowledge society. However, social values many regions of the world.” engaging in the seem less present at the level of readiness. This view raises a question: Has knowledge society. That calls attention to the interpretation of the current generation become more the relationship between what is social and convinced of or attached to the values However, social what is universal. This problematic issue linking it to the far wider world than to values seem less was addressed by many experts. In this the values linking it to others in the social present at the regard, the report of the 47th International context that surrounds it? If so, does this level of readiness Conference for Education states, “Young mean that understanding and responding people are increasingly drawn towards to the different ‘other’ belonging to a consumer culture and transnational another culture have become more likely lifestyles, which tends to detach them than understanding and responding from their traditional heritage and culture. between neighbours, inhabitants of the Although this could make them more same area, and the people of one nation? open to the world, this ‘estrangement’ Or is it a natural result of societal changes
TABLE 5-37 Levels of readiness in cognitive values (%)
Country Not ready In the beginning In the process Ready
Jordan 0 4.1 49.1 46.8 UAE 0.1 4.3 56.8 38.8 Morocco 0 3.4 42.3 54.3 Yemen 0.1 1.3 42.0 56.6 Total Sample 0 3.3 46.3 50.4
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 111 TABLE 5-38 Levels of readiness in conative values (%)
Country Not ready In the beginning In the process Ready
Jordan 0.1 3.7 48.2 48 UAE 0 4.5 56.3 39.2 Morocco 0 1.9 45.6 52.5 Yemen 0 0.8 45.3 53.9 Total Sample 0 2.6 48.6 48.8
TABLE 5-39 Levels of readiness in social values (%)
Country Not ready In the beginning In the process Ready
Jordan 0 10.2 80.1 9.7 UAE 0 5.9 73.9 20.2 Morocco 0.1 5.5 67.6 26.8 Yemen 0.1 3.1 74.5 22.3 Total Sample 0 6.2 74.3 19.5 Teachers expressed interest in almost all TABLE 5-40 kinds of educational Levels of readiness in universal values (%) practices, and their Not ready In the beginning In the process Ready responses did not Jordan 0 5.0 58.0 37.0 reflect as much UAE 0.1 4.9 69.3 25.7 difference in type Morocco 0.1 2.7 47.5 49.7 as in degree. Yemen 0 1.7 55.8 42.5 Total Sample 0 3.5 57.2 39.3
taking place in the Arab environment remarkable attention paid to values into due to globalisation. an educational practice that implants such values in students and encourages them to TEACHERS’ OPINIONS ON act accordingly? VALUES Also the analysis revealed the existence of statistically signiÀcant differences IMPORTANCE OF VALUES between values; universal values came in FROM THE VIEWPOINT OF Àrst place while cognitive values came last, TEACHERS and both conative and social values came in the middle without a signiÀcant difference Teachers expressed interest in all values, between them. Hence, the difference lies in without exception and with close degrees. the degree and not in type, which indicates This is something positive as it reminds us the presence of a ground that can prepare of the role of the teacher-educator whose these teachers to deal positively with the mission is not conÀned to the formation issue of values. This is what is called for of minds but also the development of by recent educational approaches which emotion. Yet, a question remains: To what stress, “It is essential that nurturing extent do those teachers translate this values in students becomes a part of
112 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-41 Comparison between values in terms of their importance from the viewpoint of teachers (Total score ranging from 1 to 5) Values Cognitive Values Conative Values Social Values Universal Values
Average 4.21 4.28 4.26 4.30 Standard Deviation 0.87 0.77 0.90 0.90 Minimum 1111 Maximum 5555 every educational activity in the various the second place according to teachers school subjects within the context of an with averages having no signiÀcant integrated project format. Educational difference, 4.28 and 4.26, respectively. GENERAL REPORT GENERAL REPORT institutions should have a clear mission and vision of how to complete this task STUDENTS’ POSSESSION OF and thus produce graduates who are well- VALUES FROM TEACHERS’ educated and balanced, have a sense of PERSPECTIVE The comparison identity and belonging, skills to master showed that there work, updated knowledge, and able to As for the extent of students’ possession is no equivalence continue improving themselves in all of of values from the perspective of teachers, between the these qualities” (Khaled Al-Samadi, 2008). the analysis revealed the presence of However, the order of values according statistically signiÀcant differences between importance of to their importance from teachers’ the cognitive values and other values. In values in the eyes perspectives, compared to their order by other words, students possess cognitive of teachers and students showed a difference in the type values less than other values. Moreover, their judgment and degree summarised in the following: the comparison showed that there is no on the existence Cognitive values take Àrst place for equivalence between the importance of students with an average of 3.98, while values in the eyes of teachers and their of such values it ranks fourth for teachers with an judgment on the existence of such values among students average of 4.21. among students. In fact, this trend is not Universal values take third place for restricted to the teachers belonging to the students with an average of 3.87, concerned countries only; that is, there were while it ranks Àrst for teachers with an previous studies that addressed the same average of 4.30. subject in other Arab countries and almost Conative and social values come reached the same conclusion represented in in the third and fourth places with value deÀciency among Arab youth. There averages of 3.96 and 3.68, respectively, were attempts to explain this issue and most according to students, while they share of them concluded that there was a state of
TABLE 5-42 Comparison between students’ possession of values from teachers’ perspective (Total score ranging from 1 to 5) Values Cognitive Values Conative Values Social Values Universal Values
Average 2.56 3.01 2.89 2.96 Standard Deviation 0.82 0.81 0.90 0.93 Minimum 1111 Maximum 55 55
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 113 ‘cultural rupture’ between a conservative students to conatively and actively engage environment and a trend of openness to in the proposed system of values. other civilisations, resulting in an imbalance at the level of references, not to mention STUDYING ENABLING the decline in the educational role of the ENVIRONMENTS family (Fahmy Howeidi, Background Paper for the report). But we can add another ENABLING ENVIRONMENTS reason related to educational curricula. FROM STUDENTS’ Namely, when considering the reforms PERSPECTIVE made during the last ten years, we note that most of them (at least in the countries We note that more than 70% of students that have undergone the experience of fully agree on the existence of good essential reform in curricula, such as relations with their colleagues as well Morocco, Tunisia, Jordan and Egypt) have as their teachers. The strong degree of summarised knowledge and school values, agreement reduces with respect to the which are in fact skills primarily concerned ideas relating to the understanding of with the preparation for life, to the point educational materials and the role of More than 70% where such values have become mere schools in encouraging seeking knowledge of students fully ready-made forms packed in books and and preparing for the future. This reveals a agree on the transferred to the young through strict relative uncertainty in students’ conÀdence existence of good instruction (i.e. replacing the old dictation in school and in the content it provides. relations with their with new instruction), (Hafeez, Abdul- Wahhab, Background Paper for the report). STUDENTS’ OPINIONS colleagues as well Even in the countries where we observe ON HEALTH ENABLING as their teachers the presence of values in legal educational ENVIRONMENT texts, whether through declared objectives or the lessons and content included in The health enabling environment does not textbooks, it remains restricted to the seem to have a consensus among students; extent and method of applying such the percentage of those supporting the values. This is because values require free statement that “school provides regular will and personal conviction separate from health checks for students” does not exceed dictations and external instructions whereas 37%, while 39.7% of students agree that Arab schools still operate according to an there is an equipped school clinic. At the authoritarian principle in which students counselling level, services seem relatively are subject to superior choices. Indeed, better from students’ perspective, wherein this would put into question the ability of the percentage of those ‘fully agreeing’ on
TABLE 5-43 Students’ opinions on the school and their relationship with its components (%)
Fully Somewhat Do not Do not Agree agree agree agree at all (a) I can easily understand subjects. 25.1 64.7 8.3 1.9 (b) School strengthens my desire to seek knowledge and 42.3 41.3 10.7 5.7 excel in it. (c) I feel comfortable and secure in school. 50.3 34.3 10.1 5.3 (d) I have a good relationship with my teachers (mutual 70 24.1 3.3 2.6 respect). (e) I have a good relationship with my classmates in school. 73.8 22.3 2.6 1.3 (f) The school prepares me well for the future. 50.3 36.2 8.2 5.3
114 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-44 Students’ opinions on health enabling environment
Fully Somewhat Do not Do not Agree agree agree agree at all (a) The school provides regular health checks for students. 37.0 26.6 16.7 19.7 (b) The school provides free treatment for all students. 34.7 22.2 19.2 23.9 (c) School clinics have all the necessary supplies and 39.7 21.3 14.5 24.5 equipment. (d) Health campaigns against emergency epidemics are 41.2 29.4 13.8 15.6 organised in schools. (e) The school offers awareness programmes against 47.8 30.4 11.5 10.3 serious diseases.
(f) The school has a social worker to help students solve GENERAL REPORT GENERAL REPORT 46.5 24 12.6 16.9 their problems. (g) The school has an educational advisor/psychologist to 41.5 22.5 14.7 21.3 help students solve their problems. (h) Topics related to health education are taught. 35.7 30.5 17.2 16.6 In this context, the provision of awareness programmes political participation, the percentage of international reached 47.8%. However, though these supporters did not exceed 30.7 and 31.8%, reports indicate percentages are encouraging, they should respectively, with a signiÀcant percentage that public not make us lose sight of the percentages of not less than 11.3% of those who expenditure of those who deny the availability of abstained from responding (see Table m-1 the necessary components for a healthy in the Annex). This result corresponds on health as a enabling environment. with those of several European studies percentage of In this context, international reports proving that the youth in this age group total government indicate that public expenditure on health are more interested in all that concerns spending is high in as a percentage of total government humans, such as wars, natural disasters, spending is high in Jordan (9.5%) and racism, than in public affairs. Jordan (9.5%) and the UAE (8.7%), while it is low in This situation is almost normal in view the UAE (8.7%), Morocco and Yemen (5.5%), (UNDP, of the political environment prevailing while it is low 2009). Speaking about the importance in the Arab region and which does not in Morocco and of the health dimension, we refer here provide, in many cases, an atmosphere Yemen (5.5%) to the FRESH initiative involving WHO, of trust that encourages the involvement UNICEF, UNESCO, World Bank, the in political activities and announcing Association of International Educators, this without fear. In fact, this issue was the Partnership for Child Development addressed in the Human Development and the Education Development Centre. Report (2003) which stated that the This initiative aims to create healthy unstable status of freedoms and human school environments covering four key rights, oppression, and marginalisation components: health-related school policies, experienced by most peoples of the Arab healthy environments for learning, skill- region have contributed to suppressing based health education, and school health aspirations for achievement, happiness, and and nutrition services (Abdul Samee’, belonging, creating a sense of indifference Mustafa, background paper for the report). and political depression, and thus citizens’ abandonment of political participation. STUDENTS’ OPINIONS ON However, the mobility currently witnessed POLITICAL PARTICIPATION in the Arab region now proves that dictatorial practices may have alienated As for political activity and the desire for young people from political activity, but
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 115 has not deprived them of a political sense seems, from their point of view, lacking and the desire to bring about change. in objectivity, neutrality, and real diversity of views. Here a question is raised about STUDENT OPINIONS ON LEGAL the media’s ability to practice its role in AND SOCIAL ENABLING preparing the young for the knowledge ENVIRONMENTS society.
It seems that trust in laws, and the TEACHERS’ PERSPECTIVES OF seriousness of their application in ENABLING ENVIRONMENTS school, is not very widespread among students. That is, the percentage of those TEACHERS’ OPINIONS ON THE fully agreeing on the existence and strict EDUCATIONAL SYSTEM AND application of laws did not exceed 46.3%, ITS COMPONENTS and is actually below that with respect to the laws in society as a whole (34%). The quality of education in the Arab region With regard to social justice in education does not seem to enjoy a consensus among and employment, the percentage is teachers. To elaborate, while 20.6% of them The quality of worse, as those fully agreeing with the conÀrmed an improvement in quality, the education in statement “adoption of objective criteria rest were divided between those doubting it the Arab region and considerations in employment and (46.2%) and those denying it (33.2%), (see does not seem to promotion” did not exceed 30%. Also, Table m-12 in the Annex). These views agree enjoy a consensus 52% of students expressed their decisive with the image depicted by international support for the idea of “who has money reports on the low quality of education among teachers. has a better opportunity to receive in the Arab region. It is enough to refer to To elaborate, while education,” and this is partially supported the World Bank’s report ‘The Road Not 20.6% of them by 23.1% (see Table m-3 in the Annex). Travelled’ and UNESCO’s ‘EFA Global confirmed an This perception by students shows that Monitoring Report 2010’ to reveal the educational systems do not play their reality of educational systems and the gaps improvement in developmental role in achieving equity separating them from their counterparts in quality, the rest were and justice, a role which we hope to be developed countries (see Chapter 2 of the divided between achieved by these systems in order to General Report). those doubting it act as a mechanism for realising social Since we cannot approach the quality mobility based on justice and equal of education without talking about the (46.2%) and those opportunities (see chapter 1). school as the institution entrusted with denying it (33.2%) the achievement of educational goals, we STUDENTS’ OPINIONS ON THE have asked teachers about their opinion GOVERNMENT AND NON- on it and their answers have reÁected a GOVERNMENTAL MEDIA sense of dissatisfaction. 58.1% of teachers agreed with the statement that “the role of Students’ opinion on government media school has become secondary with respect does not differ from their opinion on the to providing students with sciences and legal environment; only 35.1% conÀrmed knowledge” (14.1% fully agreed and 44% its integrity and 38.3% supported the idea somewhat agreed). Also, 79.1% of them that “the media transmits various views agreed on the idea that “the educational to society”. Moreover, their opinions methods adopted in schools do not on non-governmental media were no motivate students to seek knowledge” more positive; only 32.4% conÀrmed (34.2% fully agreed and 44.9% somewhat its integrity (see Tables m-4 and m-5 in agreed), (see Table m-15 in the Annex). the Annex). This refers to students’ lack From the above we conclude that of conÀdence in the Arab media which school image and school role witnessed a
116 ARAB KNOWLEDGE REPORT 2010/2011 decline among teachers. Perhaps the main values among most students.” On the reason that has led to this ‘questioning contrary, only 21.8% agreed on the idea is the broad availability of educational that “the current generation of students alternatives, topped by the media and is characterised by a strong personality” recent communication technologies which and only 9.2% agree that “the current compete with formal education, especially generation of students is better prepared since the latter has failed to keep up with than previous generations”. These negative the evolving/developing reality and actual images of teachers towards students needs of students. The UNESCO report remind us of the image of teachers as seen states, “General secondary education is by students. This situation suggests that often too academic and is not preparing there is an educational misunderstanding young people adequately for the world of whereby each party throws responsibility work and responsible citizenship. When on the other. Here, a question arises: Can attending secondary school, young people we consider this negative image held by GENERAL REPORT GENERAL REPORT often still discover a universe of knowledge teachers about students as an implicit fragmented into many subjects (languages, recognition of the failure in upbringing in mathematics, history, geography, natural general and in education in particular? If sciences, social sciences, etc.). What do so, what is the responsibility of teachers We must not they really learn? And is that useful for and society for this situation? And what entering into active life, the world of work is the responsibility of the government forget the teacher and society?” (UNESCO, 2004). represented in the Ministry of Education, as an essential We must not forget the teacher as an which remains unaccountable in most component of the essential component of the educational countries of the region and does not educational system. system. International organisations submit a statement of account to the International concerned with education have attributed people showing what it has achieved in teachers paramount importance. They stress any of the Àelds? organisations that the quality of education is directly concerned with related to the quality of the teacher, and TEACHERS’ OPINIONS ON THE education have there is no way to improve the quality TEACHING PROFESSION AND attributed teachers of educational outcomes without the THEIR RELATION TO IT training of competent teachers in skills that paramount qualify them to take responsibility for the The attitudes expressed by teachers importance preparation of the young, and who enjoy express a fragile relationship with the the respect of all other participants in the teaching profession, as 55.9% of them education process. However, the question of state that their monthly salary does respect has become a serious phenomenon not bring them self-sufÀciency, and in many countries of the world, including approximately 40% of them express Arab countries. This has been conÀrmed their willingness to give up teaching and by the responding teachers, who stated, get another job that guarantees them a “Teachers no longer enjoy the same degree higher income. This position reÁects a of respect in society”; 58.4% fully agreed state of dissatisfaction with the teaching and 33.9% somewhat agreed (see Table profession regarding income, while the m-13 in the Annex). majority feel moral comfort (79.9% Teachers’ perceptions towards students expressed that the teaching profession have not been better; 62.2% of teachers makes them feel they are deliverers of conÀrm that “students have become less a message). If we refer to the research respectful of the teacher”. 60.4% of them literatures on this issue, we Ànd that they indicate that “the interest of students in agree on the existence of a decline in study is decreasing,” and 53.9% stated that appreciation by the society and teachers “material values dominated over cognitive themselves for the teaching profession
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 117 TABLE 5-45 Teachers’ opinions on the teaching profession and their relation to it (%)
Fully Somewhat Not Fully applicable applicable applicable opposing
(a) I will give up the teaching profession if I find another job which 27.7 17.1 36.6 18.6 provides me with the same income and living standard. (b) I will give up the teaching profession if I find another job which provides me with an income higher than my current income received 38.6 22.1 28.2 11.1 from teaching. (c) The income I receive from teaching does not achieve self- 55.9 28.5 13.6 2 sufficiency. (d) Teaching gives me a feeling of being a deliverer of a message in a 79.9 15.9 3.9 0.3 unique position to pass on knowledge.
compared to other professions equal to its actual requirements (34.7%). This it in the years of study. Some have tried is an interesting indicator, because to explain this by stating that many of the admission by teachers themselves those who practice teaching in primary of deÀciencies in teacher preparation and secondary schools are graduates who programmes reÁects the difÀculty they have had no opportunity to complete encounter and strengthens the hypothesis their post-graduate studies, who have not that links teacher’s poor preparation to If we refer to found better jobs, or who have become student’s low achievement, as revealed the research content with it under economic, social or by various evaluation studies. In this literatures on this other pressures (e.g. family commitments, context, we recall the Àndings reached by issue, we find health conditions, etc.). Yet, this does the McKinsey and Company study about that they agree not negate the existence of a category the correlation between the quality of practicing teaching out of their desire education and the quality of the teacher. on the existence and conviction of its noble message. It conÀrmed that the quality of education of a decline in Additionally, the conditions of the cannot precede the quality of the teacher, appreciation teaching profession often contribute to and thus the readiness of universities by the society the loss of desire to continue practicing and teacher preparation colleges (with it, such as the absence of Ànancial and their programmes and staff) should be and teachers professional incentives, lack of teaching examined in order to produce competent themselves for the aids, and strained relations with other teachers who can move towards teaching profession educational parties. delivering the message of education, compared to i.e., forming a generation of youth able to access the knowledge society. This other professions TEACHERS’ OPINIONS ON THE PREPARATION FOR THE issue should be reconsidered, especially equal to it in the TEACHING PROFESSION since we know most secondary education years of study teachers concentrate on a specialised There is no dominant trend with respect subject at the expense of the pedagogical to the preparation of teachers for the preparation which is essential for success teaching profession. Answers were in the teaching profession. limited to two small groups: one feels that On another level, there are different preparation is somehow not responding views of teachers on the existence of to the requirements of the teaching rigorous standards for the selection of profession (42.3%), and another fully candidates for the teaching profession; supports the existence of a gap between 52.4% of respondents denied this the preparation for the profession and (ranging between denial and absolute
118 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-46 Teachers’ opinions on preparation for the teaching profession (%) Fully Somewhat Do not Do not Agree agree agree agree at all
(a) There is a gap between the formation (preparation) of teachers and the real 34.7 42.3 16.7 6.3 requirements of the teaching profession. (b) The selection of candidates for the teaching 18.5 29.1 26.1 26.3 profession is not subject to rigorous standards. denial) versus 47.6% distributed between deny that there is a shortcoming but they those fully agreeing and those agreeing absolve themselves of it (see Table m-16 GENERAL REPORT GENERAL REPORT to some extent. This would aggravate in the Annex). the problem. Plainly, if the training of teachers does not respond to the TEACHERS’ OPINIONS ON requirements and the selection process EDUCATIONAL METHODS AND is not subject to objective conditions EQUIPMENT AVAILABLE AT related to these requirements, this means SCHOOL the responsibility of preparing young There are different people is threatened. In order for the school to dispose of views of teachers It is worth mentioning here that despite traditional methods, wherein the role on the existence of this recognition of poor capacities in the of the learner is restricted to listening, rigorous standards teaching profession, the percentage of storing and recalling, and transform it into those who feel in real need of “vocational a suitable learning environment that helps for the selection of training to be able to teach the future students to actively acquire knowledge, it is candidates for the generation” did not exceed 15.3%. necessary to provide modern educational teaching profession Even if we add to them the percentage methods that allow learners to observe, of those reluctant to confess this need experiment, and research. However, the (31.2%), disparity remains, which reality as depicted by teachers is that signiÀes that there is a tendency among more attention needs to be given to the some teachers to distance themselves equipping of schools with the necessary from such shortcomings; i.e. they do not tools and teaching materials. According to
TABLE 5-47 Teachers’ opinions on the equipment available at schools and its condition (%)
In a good condition In a bad condition NA
(a) Scientific laboratories 69.1 25.4 5.5 (b) Language laboratories 21.2 6.1 72.7 (c) School library 70.7 21.6 7.7 (d) A computer for each teacher 16.1 8 75.9 (e) Educational computer software 26.1 10.9 63 (f) Access to the internet 52.6 15.9 31.5 (g) Subscription to a study-related website 21.8 6.4 71.8 (h) Printing and copy machines 61.2 21.9 16.9 (i) Tools for teaching the subject 42.2 26.5 31.3
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 119 teachers, most of the necessary equipment when they noted that the existing at school should include a library (70.7%), infrastructure for acquiring knowledge scientiÀc laboratories (69.1%), printing was strong in their countries. This may and copying machines (61.2%), and access be due to their mere observation of the to the internet (52.6%). Though these spread of educational institutions, while percentages are important, we should not the factor that is of equal, if not more, forget that there are a signiÀcant number importance to teachers is the availability of schools still lacking such requirements. of pedagogical means in the classroom If the lack of a computer for each teacher to help them perform well. is understandable, the lack of tools to teach various disciplines is in fact an obstacle to TEACHERS’ OPINION ON THE learning. ATMOSPHERE OF RELATIONS The experts who participated in IN THE SCHOOL the workshops held in the four case study countries were more optimistic Violence at school has become a
FIGURE 5-16 Workshop participants’ opinions on environments status in the case study countries Jordan UAE
Environments to Highly existing Environments to Highly existing be available environments be available environments dedicates for equal An environment that An environment that An environment that An environment that An environment that An environment that An environment that An environment that respects the freedom respects the freedom obtaining knowledge obtaining knowledge incentives for students spreads knowledge to all facilitates trust in officials facilitates trust in officials provides infrastructure for provides infrastructure provides infrastructure for provides infrastructure responsibilities and duties An environment that provides materialistic and professional an educational base prepares an educational base prepares people for life-long education people for life-long education An environment that provides An environment that provides An environment that provides An environment that provides building a balanced personality building a balanced personality equal responsibilities and duties An environment that dedicates for proper family atmosphere that helps proper family atmosphere that helps Morocco Yemen
Environments to Highly existing Environments to Highly existing be available environments be available environments duties inclusion knowledge knowledge to all dedicates for equal An environment that An environment that An environment that An environment that An environment that An environment that respects the freedom respects the freedom obtaining knowledge incentives for students psychological and social materialistic/professional spreads knowledge to all facilitates trust in officials provides infrastructure for provides infrastructure responsibilities and duties infrastructure for obtaining infrastructure for equal responsibilities and An environment that spreads an educational base prepares an educational base prepares people for life-long education people for life-long education An environment that provides An environment that provides An environment that provides An environment that provides An environment that provides An environment that provides An environment that dedicates building a balanced personality proper family atmosphere that helps
120 ARAB KNOWLEDGE REPORT 2010/2011 widespread phenomenon not only in 47.5% for those who somewhat agree Arab schools but almost across the whole that “the state provides opportunities for world. Though its causes are numerous and in-service training to improve the level of differ from one environment to another, education,” while the weakest percentage there is some agreement on the decline (29.1%) was for those who somewhat of school’s ‘esteem’ and ‘inviolability,’ agree that “the selection of candidates accompanied by the decline in teachers’ for the teaching profession is subject to status in society and in their educational rigorous standards”. role. This is in addition to the discourses More dissatisfaction is witnessed in and drama broadcast by the media which matters relating to salaries and incentives, has spread the culture of violence among as well as the structures that protect the students and in society as a whole. The rights of teachers, where the percentages teachers’ responses have conÀrmed that of those who deny their availability
Violence at school GENERAL REPORT GENERAL REPORT there are cases of violence in the schools (i.e. ‘do not agree’ and ‘do not agree at where they work, and it appears that most all’) ranged between 61% and 67.8%; has become of them are among students. In fact, accordingly, we recognise that teachers a widespread 69.1% of teachers absolutely denied the complain of a lack of material and phenomenon existence of violence among themselves, moral support. This has been conÀrmed not only in Arab while only 36.3% of them denied the by experts in the Jordan workshop existence of violence between them and when they put the lack of Ànancial schools but students. (See Table m-11 in the Annex). and professional incentives ahead of almost across the vulnerable environments, unlike their whole world TEACHERS’ OPINIONS ON counterparts in the UAE and Yemen AVAILABLE SUPPORT who classiÀed Ànancial and professional incentives as strongly available in their Teachers’ responses about the types of countries’ environments. Whatever pre- and in-service support provided by the reality of the status of enabling the state indicate their dissatisfaction. environments for the teacher, they Their attitudes towards the proposed remain in constant need of care and facilities were conÀned between the modernisation and efforts must be made category of ‘somewhat agree’ and the to remove the obstacles which can cause category of ‘do not agree at all.’ The teachers’ frustration and thus their failure percentage of consensus did not exceed to deliver their educational message.
TABLE 5-48 Teachers’ opinions on available support (%)
Fully Somewhat Do not Do not Agree agree agree agree at all
(a) The educational system provides facilities for teachers to continue their 15.5 27.4 39.6 17.5 education while in service. (b) There are centres near the school for training teachers and I can join them 12.3 16.5 35.8 35.4 whenever I feel the need. (c) The state offers incentives for highly competent teachers. 15 19.9 30.5 34.6 (d) The state provides many opportunities for in-service training to improve the level 15.5 47.4 23 14.1 of education. (e) The state provides training for novice teachers (or new teachers). 32.8 43.5 13.5 10.2 (f) The state provides teachers with salaries that ensure them a decent living. 11.9 20.3 27.5 40.3 (g) There are systems and institutions that protect the rights of teachers. 14.2 24.8 24.1 36.9 (h) The state provides teachers with in-service training system on demand. 11.9 35.4 30.7 22
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 121 TEACHERS’ OPINIONS ON We would like to point out that the SUPPORT PROVIDED FOR teachers’ attitudes varied with respect to STUDENTS the issue of absenteeism among teachers. While 37.6% acknowledged the existence While the majority of students represent a of a permanent system to compensate for heterogeneous mix, both in terms of their absent teachers, 34.8 % of the teachers mental abilities and on the cultural level of denied it completely. In fact, the reasons their families or social environment, the and severity of this problem may differ school must provide equal opportunities from one person to another and from for each student by following a distinctive one setting to another, but its implications Whatever the approach that takes into account the needs remain negative on the level of academic reality of the of students and provides them with the achievement. Besides the material cost and status of enabling support they need in order to be a fair and waste of time incurred by the group, the environments for equitable environment. However, through absence of teachers contributes to creating the responses of teachers, it seems that a discrepancy between students enrolled in the teacher, they this demand is still out of reach for Arab the same educational level, which may lead remain in constant schools; the percentage of those who to delays and accumulation of difÀculties need of care and assert the existence of constant support for in subsequent levels (i.e. a class may contain modernisation and students did not exceed 43.1% in the best students who have completed each subject cases, particularly for talented students. of the previous level and others who have efforts must be If we are satisÀed with the percentages not completed it because of a teacher’s made to remove of those who assert the existence of absence for some reason). the obstacles support ‘always or sometimes,’ this which can should not blind us from the presence of TEACHERS’ OPINIONS ON THE cause teachers’ schools where there is no support ‘at all’ IMPORTANCE OF EDUCATION for many needy cases, such as those with PRACTICES frustration and learning difÀculties (approximately 25%), thus their failure talented students (approximately 26%), Teachers expressed interest in almost to deliver their and those with social and psychological all kinds of educational practices, and educational problems (46.9%). This means that there their responses did not reÁect as much are categories of students threatened by difference in type as in degree. In other message exclusion, simply because they differ in a words, they did not exclude or favour a certain characteristic from the rest and do certain method or approach; rather, most not Ànd an environment that takes care of responses concentrated in the category them and helps them solve their problems of ‘very necessary’ except for the two and overcome difÀculties. ideas: “Following up students step by
TABLE 5-49 Teachers’ opinions on support provided to students (%)
Always Sometimes Rarely Never
(a) The school offers assistance to students who 34.8 40.3 13.8 11.1 complain of facing difficulties while studying. (b) The school offers incentives for outstanding 43.1 30.8 16 10.1 students. (c) The school has a system to compensate for 37.6 17.6 10.1 34.7 absent teachers. (d) The school has specialists who help teachers deal with the difficulties faced by students, 31.9 21.2 13.1 33.8 whether they are physical, psychological or social.
122 ARAB KNOWLEDGE REPORT 2010/2011 step in all the activities they are assigned which enables the teacher to master the to accomplish” and “obliging students to mechanisms of application, as admitted memorise lessons.” As for the practices that earlier by teachers themselves, as well as received the highest degree of importance, the adoption of pedagogical regulations they include “encouraging students to that limit discretion and initiative, not to interact with the teacher,” followed by mention the lack of adequate working “training students to solve problems” conditions (e.g. overcrowded classes, lack and “teaching students social principles of teaching aids, etc.). Teachers expressed and values.” But when comparing these trends on the importance of activity with TYPES OF ACTIVITIES interest in almost all those related to the practice of a number PRACTICED BY TEACHERS kinds of educational of methods and activities, we see a gap AND THE WEEKLY TIME practices, and their between what is expressed by teachers as ALLOCATED FOR EACH OF responses did not important and what they acknowledge to GENERAL REPORT GENERAL REPORT THEM reflect as much practice in reality. For example: 88.3% of the teachers (see Table 5-50) A comparison between the time allocated for difference in type as acknowledge the maximum necessity of routine educational and pure administrative in degree. In other interaction between them and students activities and the time allocated for support words, they did not compared to 69.8% who declare that activities revealed precedence in favour of exclude or favour they practice this in all classes (see the former, which means that teachers, Table m-6 in the Annex). according to their statements, devote a certain method 75.8% acknowledge the maximum most of their time to activities related or approach necessity of training on problem solving to their daily work. This is considered a versus 31.6% who declare that they negative indicator if we look at it from the practice this in all classes. perspective of the characteristics of the Certainly, there are many factors that teacher required for the knowledge society. can explain this disparity between teachers’ The skills needed by the future generation perception and actual practice. An example cannot be secured by teachers who spend of this is the absence of good preparation most of their time in routine educational
TABLE 5-50 Teachers’ opinion on the importance of education practices (%)
Not Somewhat Very Do not necessary necessary Necessary know
(a) Training students to analyse diverse information. 2.9 25.1 71.6 0.4 (b) Training students to think critically. 3.8 27.0 66.1 3.1 (c) Urging students to work independently and take initiatives. 3.9 32.7 61.4 2.0 (d) Helping students conduct research. 3.7 42.6 51.9 1.8 (e) Training students to solve problems. 1.4 20.7 75.8 2.1 (f) Helping students to memorise rules and laws of scientific material. 3.3 32.0 62.0 2.7 (g) Encouraging students to interact with the teacher. 1.4 9.0 88.3 1.3
(h) Following students step by step in all the activities they are assigned to 10.1 49.3 39.0 1.6 accomplish.
(i) Accustoming students to self-assessment practices. 2.2 32.7 64.1 1.0 (j) Accustoming students to teamwork. 2.5 27.4 69.1 1.0 (k) Teaching students social principles and values. 4.5 20.1 74.0 1.4 (l) Obliging students to memorise lessons. 19.0 53.0 26.4 1.6
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 123 TABLE 5-51 Types of activities practiced by teachers and the weekly time speciÀed for each (%)
Nothing Less than 1 to 2 3 to 4 More than an hour hours hours 5 hours (a) Planning and preparation of lessons. 2.3 18.4 19.1 24.0 16.2
(b) Correcting students’ homework. 2.7 12.8 32.2 27.6 24.7
(c) Attending administrative meetings. 9.7 44.3 37.2 6.5 2.3
(d) Holding interviews with parents. 30.3 48.5 14.7 5.7 0.8 (e) Organising work with students (e.g. in clubs, support 41.0 26.1 23.7 7.4 1.9 classes, etc.) (f) Activities to improve professional performance (e.g. 13.8 27.1 36.1 13.8 9.2 attending lectures, reading journals, etc.) (g) Participating in an educational production (e.g. writing 48.8 19.8 16 9.6 5.8 books, developing programmes, etc.)
activities wherein they repeat themselves, practices with their responses on their ability but by active teachers who are familiar with to apply them, we discover a new disparity developments related to their Àeld of work which appears this time between the degree and who actively participate in developing of importance they attach to educational educational action. practices associated with the cognitive skills required by the future generation and TEACHERS’ ASSESSMENT OF their ability to enable students to acquire The skills needed THEIR ABILITIES TO ENABLE such skills. While most of the answers to by the future STUDENTS TO ACQUIRE the question of the importance of such generation cannot VARIOUS REQUIRED SKILLS practices were concentrated in the category be secured by ‘very necessary,’ their answers to the teachers who When comparing teachers’ responses on question related to the assessment of their the importance of particular educational abilities were concentrated in the category spend most of their time TABLE 5-52 in routine Teachers’ assessment of their abilities to enable students educational to acquire various necessary skills (%) activities wherein Limited Moderate Strong Do not they repeat ability ability know (a) Analysing diverse information 17.5 51.8 26.9 3.8 themselves (b) Applying critical thinking 21.4 52.7 20.8 5.1 (c) Taking initiatives 20.2 51.6 24.8 3.4 (d) Conducting research 21.2 46.5 29.6 2.7 (e) Solving problems 18.8 50.0 27.1 4.1 (f) Using the learned knowledge in different situations 17.6 44.5 31.4 6.5 (g) Memorising the rules and laws of scientific material 9.6 38.8 45.8 5.8 (h) Working independently 21.5 46.5 26.0 6.0 (i) Memorising lessons 14.4 43.9 37.7 4.0 (j) Committing to lifelong learning 25.0 38.8 24.1 12.1 (k) Working in a team 17.0 44.0 36.5 2.5 (l) Planning for the future 25.2 37.6 27.7 9.5
124 ARAB KNOWLEDGE REPORT 2010/2011 ‘moderate ability’. For example: the responding teachers (40%) are still While 75.8% of teachers considered below the desired level (see Table m-9 the skill of problem solving ‘very in the Annex). Of those who possess important’, only 27.1% declared these skills, only 68.6% use them for their ‘full ability’ to enable students educational purposes (see Table m-10 to acquire it (see Table 5-50); in the Annex). While 66.1% of teachers considered When examining the percentages the skill of critical thinking ‘very in Table (5-53), we note that the use of important,’ only 20.8% declared technology is more focused on activities their ‘full ability’ to enable students related to the preparation of lessons. The to acquire it; and communicative role of technology still While 71.6% of teachers considered needs to be reinforced, especially in light the skill of analysing information of growing promotion of the concepts of ‘very important,’ only 26.9% the ‘virtual school’ and ‘distance learning’. GENERAL REPORT GENERAL REPORT declared their ‘full ability’ to enable Undoubtedly, the rationalisation and students to acquire it; utilisation of technology to serve learning It is noted that the highest percentage requires double efforts by both the teacher in the category ‘strong ability’ was 45.8% to develop his/her skills and the institution The communicative concerning the ability to “enable students to provide equipment and training role of technology to memorise the rules and laws of necessary to facilitate the integration of still needs to educational material,” i.e., the traditional technologies into the educational process. be reinforced, task of the teacher. These declared trends can be considered an indirect confession ANALYSIS OF FACTORS especially in which explains the disparity between the AFFECTING STUDENTS’ light of growing importance of practice and the extent of PERFORMANCE IN SKILLS AND promotion of the its application and the poor level observed VALUES concepts of the in the various targeted skills of students. ‘virtual school’ and Consequently, this issue calls for intensifying Analysis of the average performance efforts to review and develop teacher of students by gender ‘distance learning’ training programmes to be more responsive to the knowledge society’s requirements. In general, the results revealed the superiority of females in all skills with TEACHERS’ ASSESSMENT statistically signiÀcant differences in most OF THEIR TECHNOLOGICAL cases, which agrees with the results of other CAPABILITIES AND SCOPE OF international studies. If we go back to the USE two studies of TIMSS and PISA, we Ànd them announcing the same phenomenon As stated by teachers, the technological in several Arab countries. skills of a significant proportion of TIMSS 2007, science: for example,
TABLE 5-53 Purposes of teachers’ use of technology (%)
Yes No Searching for educational curricula 91.5 8.5 Preparing lessons 83.3 16.7 Choosing exercises and activities 85.1 14.9 Consulting with other colleagues 68.8 31.2 Communicating with students 66.8 33.2
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 125 the results concerning the eighth grade females represented only 22% of internet showed that males performed better users in Asia, 38% in America, and 6% in than females in Syria and Tunisia, while the Middle East (UNESCO, 2004). females performed better than males in Egypt, Palestine, Saudi Arabia, Jordan, CONATIVE SKILLS Bahrain, Kuwait, Oman and Qatar, with a statistically signiÀcant difference. We note that females were superior PISA 2006: the analyses of literacy to males with statistically significant skills showed that females performed differences in the two skills of self-esteem markedly better than males in most of the and planning for the future, contrary participating countries, reaching 55 points to the skill of learning motivation in in Jordan and 66 points in Qatar. which males were superior but without a Below are the details of the comparison statistically signiÀcant difference. In this between the genders in the current respect, differences remain signiÀcant research: when considering all skills, which conÀrm the overall superiority of females. This may COGNITIVE SKILLS be attributable to a change in upbringing A report by methods which are now giving girls the UNESCO states that We note that females are ahead of males in same opportunities after being limited all cognitive skills, with the exception of the for a long time to investing primarily in females are often skill of using technology. This superiority males, which boosted their conÀdence and excluded from has already been revealed in several other pushed them to pay attention to the future using technologies studies. Many researchers attribute this to and their responsibility for caring for the in the same way the high degree of motivation among girls family. as they were who consider study as the main entrance for breaking free of cultural and social SOCIAL SKILLS and are excluded restraints, and the key to self-realisation from schools in in a society where males have the upper We note that females come ahead of males some regions hand. As for the advancement of males in the two skills of communicating with in the skill of using technology, this can others and teamwork, unlike the skill of be explained by the greater opportunities participating in public life where males come available to males to use it, whether at Àrst but without a statistical signiÀcance. The home or in internet cafes, which may not difference becomes signiÀcant and expands be equally available to females. A report more when considering the entire pool of by UNESCO states that females are often skills, which again underlines the overall excluded from using technologies in the superiority of females. The result seems same way as they were and are excluded natural as studies have demonstrated the from schools in some regions. In 2001, communication capabilities and tactfulness
TABLE 5-54 Comparison of students’ performance averages in cognitive skills by gender Significance Skills Males Females Level at 0.05
Information processing (up to 25 points) 9.26 10.50 in favor of females Written communication (of 25 points) 3.92 6.27 in favor of females Problem solving (of 25 points) 6.46 6.68 in favor of females Use of technology (of 25 points) 11.36 10.69 in favor of males Aggregate cognitive skills (of 100 points) 31 34.33 in favor of females
126 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 5-55 Comparison of students’ performance averages in conative skills by gender Significance Males Females level at 0.05
Self-esteem (of 25 points) 20.46 20.77 in favor of females Learning-motivation (of 25 points) 18.93 18.80 no difference Planning for the future (of 25 points) 4.21 5.09 in favor of females Aggregate conative skills (of 75 points) 38.74 42.06 in favor of females enjoyed by females, making them better note that the cognitive values have the able to communicate and integrate into strongest presence in males comparing collective action. As for participation in the other values, whereas the conative GENERAL REPORT GENERAL REPORT public life, it seems a male’s domain though values take the lead in females. This recalls no signiÀcant difference is demonstrated. the traditional image or classiÀcation of We note that Undoubtedly, the cultural factor plays a capabilities whereby reason is attributed to females come major role in this respect. men and emotion is attributed to women. ahead of males in VALUES ANALYSIS OF RESULTS IN the two skills of LIGHT OF THE ENABLING communicating Just as for skills, female students showed FACTORS with others an edge over male students in all values; and teamwork, a statistically signiÀcant superiority. When Starting with factors covered in the students’ unlike the skill of comparing the overall results of values, the questionnaire, enabling environments can difference remains signiÀcant in favour of be elaborated using the following factors: participating in female students. From another angle, we 1. Family composition: an integrated family public life where males come first but TABLE 5-56 without a statistical Comparison of students’ performance averages in social skills by gender significance Significance Males Females level at 0.05
Communication with others (out of 25 points) 16.51 17.62 in favor of females Teamwork (of 25 points) 12.96 14.67 in favor of females Participation in public life (of 25 points) 13.69 13.34 no difference Aggregate social skills (of 75 points) 37.62 41.34 in favor of females
TABLE 5-57 Comparison of students’ performance averages in values by gender (From 1 to 5)
Values Males Females Significance level at 0.05
Cognitive 3.92 4.03 in favor of females Conative 3.85 4.06 in favor of females Social 3.65 3.71 in favor of females Universal 3.74 3.99 in favor of females Aggregate 3.78 3.94 in favor of females
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 127 (father, mother and children) or a will be. Nevertheless, an exception could disintegrated family (the absence of the occur which is seen in the emergence of father or mother because of divorce, the negative impact of the Ànancial welfare death or migration) variable on all values. 2. Father’s level of education: the highest However, avoiding conclusiveness level of education reached by the father and generalisation, this latter result can 3. Mother’s level of education: the highest be explained by observing that family level of education reached by the extravagance is accompanied in many cases mother by a decline in the parents’ role in the child’s 4. Family’s follow-up on child’s study: upbringing (considered by some as a kind of the presence or absence of follow-up parental resignation). The parents may pay and care of the child’s school affairs by for other people to follow up with children’s family daily and education affairs which weaken 5. Family’s Ànancial well-being: Family supervision and leads to children having ownership of housing, furnishing, and mixed values (see the analysis relating to equipment. the pattern of upbringing in the wealthy 6. Household educational well-being: families - Chapter 3 of the General Report). Facilities and aids provided by the family However, it should be noted that to help student in his/her studies though these variables are important, they 7. Educational well-being of the local do not explain all the differences we have environment: Facilities and aids available observed among students, i.e. they alone We note that the to the family and school in the do not determine the degree of skills and surrounding environment that help values acquisition, whose impact scores cognitive values student in his/her studies range between 5.4% and 14%. This result is have the strongest 8. Educational well-being at school: Facilities similar to that revealed by the TIMSS study, presence in males and equipment provided by the school which showed that indicators of the quality whereas the to help the student in his/her studies of educational environments in Arab 9. Family upbringing pattern: Type of schools were not poor, and would actually conative values take communication and treatment prevailing sometimes exceed international indicators. the lead in females in the family, democratic or authoritarian Nonetheless, the academic achievement When examining the impact of of Arab students has remained weak over these variables on skills and values by time, which indicates that educational using regression analysis, we observe reform programmes have paid off in different impacts with varying degrees providing the necessary equipment for of importance from one skill to another teaching and learning at school, but their and from one value to another (see Table positive impact on academic achievement m-20 in the Annex). The results conÀrmed is still very limited (see the policies of the theoretical concepts and analyses reforming education in Arab countries - introduced by the report in both the second Chapter 2 of the General Report). This and third chapters concerning patterns means that there are other factors involved of family upbringing and effectiveness of in the process of enabling students that enabling environments. have not been considered by the present The analysis showed that the higher study. Perhaps the most important are the level of parents’ education is, the more those directly related to the learner, such as democratic the atmosphere will be in the learning strategies and the type and level of family, ensuring the student will get the motivation and ambition, as well as factors attention he/she needs. Also, the more related to parents’ economic and social accessible educational facilities are at home, conditions, not to mention the impact of school and the local environment, the widespread ICT. higher the acquisition of skills and values The analysis concludes that the family,
128 ARAB KNOWLEDGE REPORT 2010/2011 with its available material and educational in daily life. facilities and follow-up of children, can For values, the situation does not seem play an important role in enabling them to bad, as students have shown a high level acquire basic skills. This underlines the urgent of readiness to access the knowledge need to develop programmes to cognitively society. But it is worth mentioning that empower the Arab family to undertake a the measurement of values raises a positive role in the upbringing process, and to methodological problem that should be establish a genuine partnership between the taken into account so as not to slip into family, school and various actors in society. erroneous interpretations. To illustrate, we In this context, lessons could be learned only measure the attitudes and values as from other countries’ experiences such as stated, not actually practiced, by students, the initiative launched by the American and therefore whatever the degree of Association for the Advancement of Science students’ approval of or interest in a value, under the name ‘Science Everywhere’. This this does not necessarily mean that they hold GENERAL REPORT GENERAL REPORT programme aims to spread awareness of the such a value and act according to it. Here value of scientiÀc knowledge among families lays the difÀculty referred to by UNESCO in order to support the school’s efforts in in its Education For All (EFA) Global teaching the sciences to their children. (Visit: Monitoring Report which monitored two www.scienceeverywhere.org) indicators targeting the quality of the education system. The Àrst indicator is For values, the SOME CONCLUSIONS represented in the extent of the learner’s AND GENERAL possession of a system of knowledge and situation does RECOMMENDATIONS concepts about the universe, humanity not seem bad, and life, and the degree of development as students have When considering the scale of readiness achieved by the learner thereof. The second shown a high adopted by the present research, a deep indicator is the system of values held by gap was seen between the current level the learner after going through the learning level of readiness of cognitive skills of tested students and experience. It should be noted that the Àrst to access the the knowledge requirements for accessing indicator is easy to measure and quantify knowledge society the knowledge society, unlike social and while the second is difÀcult to measure and conative skills (except for ‘planning for the quantify (UNESCO, 2004). future’) in which students’ performance In general, the present study emphasised was better. This calls for an urgent review the Àndings demonstrated by previous of existing educational systems in order to studies in relation to “the growing sense guide their objectives, practices and tools of dissatisfaction with the educational of work towards the future. Additionally, environment” in Arab countries. Despite the educational approaches based on what is stated in their referential texts encyclopaedic compartmentalisation, (e.g. visions, approaches and plans) of automatic memorisation, and superÀcial the keenness to keep up with scientiÀc comprehension of content must be and technological developments and overcome as they lead to the temporary modern educational principles, the reality achievement of collecting information is at a standstill, indicating the existence which expires when the test is over. This of a huge gap between ‘objectives’ (input), situation will not be overcome except by ‘practices’ (processes), and ‘gains’ (output). adopting an advanced educational system Undoubtedly, this huge gap will never be that supports thinking, careful planning bridged unless the message of the education and an active search for information, in system is reconsidered: Which system addition to working to emphasise the for which future? That is, the message of practical dimension of knowledge and tomorrow’s education system needed by the functional transfer of acquirements the future generation goes beyond mere
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 129 ‘provision of knowledge’ and ‘keeping up The Arab educational library lacks adequate with changes’. (This is a traditional role education-learning software responsive which this system can no longer claim for to students’ needs and mental and class itself due to the multiplicity of competitive levels, and (b) many of the students and means and channels). Its message should teachers do not possess the linguistic involve higher and more effective functions abilities necessary for using and beneÀting represented in ‘producing knowledge’ and from these technologies. Here stems a need ‘leading transitions.’ According to some to improve the quality of teaching foreign intellectuals, we need a ‘pre-emptive’ not an languages to provide students with the ‘adaptive’ system. technical and scientiÀc terminology and The study of perceptions of both concepts they need to access, understand students and teachers revealed the ‘collapse and use knowledge, but without neglecting of conÀdence in the school’, in the the Arabic language and encouraging its use content it provides, and in its ability to in scientiÀc writing. prepare the young for tomorrow’s world Undoubtedly, developing the means for in light of many changes. This calls for a engaging in the knowledge society requires deep analysis of the components of the the provision of qualiÀed teachers who school environment, including curricula, possess the educational knowledge and regulatory laws, and systems of relations skills that help them carry their message to in order to become a truly student-friendly the fullest. But this alone is still not enough, environment, which embraces rather as the teacher must be able to exercise The school should than repels. The school should not only reÁective thinking and self-criticism in not only teach but teach but also educate, raise and prepare order to diagnose his/her needs, and thus also educate, raise young people for living in the knowledge improve results. Put differently, teacher and prepare young society we aspire for. This end cannot be training institutions today are in need of a people for living in achieved except by laying the foundations new culture that goes beyond the concept for a school life dedicated to democratic of ‘fully-prepared teacher’ to the concept of the vicinity of the values, mutual respect and unequivocal ‘continuously-prepared teacher,’ as without knowledge society belief that the success of the education doing so the task of preparing the young we aspire for enterprise is a shared responsibility wherein for the future will remain in the hands of the government, private sector and civil teachers inspired by the content and tools society organisations collaborate to restore of the past. The tremendous scientiÀc young people’s conÀdence in science and and technological progress experienced by knowledge as a factor in the success of the current era calls for changes in roles both the individual and the community. and working methods. Therefore, it is The tangible lack of technological unreasonable for ‘conservative teachers to skills among students and teachers alike remain with their traditional perceptions would pose an important question about on the teaching profession and its goals the prospects for integrating ICT in and requirements, and continue to exercise education, and the ways to rationalise their their role steadily in the light of educational use in order to play a real role in knowledge theories outpaced by events. This requires acquisition by new generations. The arrival placing the pre- and in-service training of of new information and communications teachers in the context of a continuing technologies was heralded as a revolution process of updating, in addition to allocating for the world of learning and Àred the necessary human and material resources, the hopes of many (UNESCO, 2003). and providing sufÀcient (Ànancial and However, the current results and other professional) incentives to ensure teachers’ reports have revealed that ICTs are still far involvement and beneÀt. from fulÀlling their promises. Perhaps the The difÀculty we faced in locating most important reasons behind this are: (a) performance data to compare with the
130 ARAB KNOWLEDGE REPORT 2010/2011 Àndings reached by the present study made us resort either to theoretical analyses or to the Àndings of national or international studies, requiring methodological precautions. This presents an urgent need to found Arab research traditions and invite regular regional evaluation research projects that provide a quantitative and qualitative database accurately diagnosing the Arab reality and facilitating sound modiÀcation decisions. The results of such studies should be activated and utilised to understand and improve current conditions. It is imperative to acknowledge that despite the participation of Arab countries in a number of international assessments, their method of handling results is still negative or superÀcial with much sensitivity among Finally, although themselves (e.g. they pay more importance to the Arab ranking than the international there are efforts ranking and knowing the reasons for failure). Reports often end up in the archives of in various Arab Ministries of Education. As for national studies, most are dominated by quantity (i.e. countries and at quantitative indicators) at the expense of quality indicators: Quality of Arab students, quality of the outcomes of educational development programmes, quality of Arab several levels to GENERAL REPORT GENERAL REPORT teachers, quality of Arab schools as attractive, educational institutions, and other prepare young quality indicators. people for the Finally, although there are efforts in various Arab countries and at several levels to requirements prepare young people for the requirements of the present time, the reform process of of the present relative systems, topped by educational systems, still needs great will, effort and hard work. This is because the reform process is complicated and closely linked to several other sectors time, the reform (e.g. economy, health, etc.), while there is a wide gap between the current situation and process of relative what should exist. In addition, it is a collective responsibility, and requires the concerted systems, topped efforts of all concerned parties: decision-makers, experts, researchers, educators, parents, by educational and all members of civil society, within a framework of effective partnerships to promote a system of preparing the young with all its components, including the family system and the systems, still needs educational system, and place it on the right track. great will, effort and hard work
GENERAL REPORT - THE FIELD RESEARCH OF THE READINESS OF FUTURE GENERATIONS 131 132 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER SIX THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY
In this concluding chapter we shall intersecting with each other. The Àrst build on the Àndings reached in the axis involves ‘the willingness to act’ and to preceding chapters in monitoring and accept change and development, or rather, analysing the knowledge reality, enabling encouraging and supporting change and GENERAL REPORT GENERAL REPORT environments and the readiness of the creating the will and determination to achieve youth to meet knowledge requirements it. The identiÀcation of shortcomings and in the Arab region, as well as the Àndings limitations and the provision of construction reached by the four case studies in the mechanisms will not be enough unless previous chapter concerning skills. there is a real willingness for change and This chapter proposes pathways, construction stemming from different The willingness to mechanisms, and a paradigm for action, segments of society, including the individual, which we hope will help maximise the family, developmental decision-maker, and act is not restricted possibility of stimulating a renaissance even the policymaker. This may involve to young people and preparing new generations to access systems of incentives and encouraging only, but it includes the knowledge society. creativity in addition to instilling and the willingness of developing some values and practices, or QUATERNARY OF ACTION perhaps changing them. The willingness to society in general act is not restricted to young people alone, to move positively The vision proposed here is based on but includes the willingness of society in towards building a dynamic system of four main axes general to move positively towards building the desired knowledge society FIGURE 6-1 Quaternary of action for preparing future generations to access the knowledge society
Securing Action Requirements (Economic and socio- cultural reforms and financial requirements...)
Skills Values Willingness to act Ability to act (Legal, societal, (Incentives, cultural... obstacles...) innovation, ...) Enabling
How to act (methods of ability building, value acquisition, and educational reform,...)
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 133 the desired knowledge society, which results weakness of the cognitive conditions and in changes in beliefs and practices relating enabling environments, as well as the need to societal, cultural and political structures. for reforming them. In the context of the In addition, it is necessary to tackle other four case studies covered by the report, related issues, such as the role of religion the experts and advisors participating in building society and issues of gender in workshops stressed the importance equality, as well as economic development of providing students with the required choices; turning from stagnant practices skills, especially cognitive skills (e.g. skills into productive societies and economies, of searching for information and solving open to the world, sponsoring creativity problems), values (e.g. love of knowledge, and promoting the qualiÀcation of future scientiÀc ambition, the spirit of creativity generations for the knowledge society. and teamwork), and enabling needed to The second axis is ‘the ability to act,’ prepare young people for the knowledge which identiÀes the constraints and society. All of these constitute the most limitations that could inhibit the efforts of important elements of preparing the Arab societies and their ability to rehabilitate Arab youth. Many Arab countries, such and prepare the young for the knowledge as Jordan, Morocco, the UAE, Egypt society, as well as those that could inhibit and Yemen, have set the establishment young people from moving to acquire the of a knowledge economy and society as a Many Arab needed skills and values. strategic objective in their declared policies. countries have The third axis deals with the issue of The willingness of Arab countries is witnessed initiatives ‘how to act,’ which covers the methods emphasised in several indicators, such of building skills, how to implant values, as high rates of spending on education in the development and enabling people to deal with available which are close to those of some of the of curricula to possibilities and opportunities. Organisation of Economic Cooperation keep up with The circle is completed with the fourth and Development countries,32 improved rapid, global element which deals with ensuring the enrolment rates in primary, preparatory and developments availability of the prerequisites for direct and secondary education, and reduction of the sustainable action, including identiÀcation gender gap, with disparities in achievement of the nature, type, and speciÀcations from one country to another (see Chapter of the institutional, regulatory, legislative, 2 of the General Report). As part of administrative and material requirements initiatives for developing education, the for positive action towards building future cornerstone in the preparation of young generations and preparing them for the people for the knowledge society, many knowledge society. Arab countries have witnessed initiatives in the development of curricula to keep up THE WILLINGNESS TO ACT with rapid, global developments. We also observe several initiatives with respect to Willingness alone is not an achievement, the requaliÀcation of teachers and reform but it indicates that there is a will to move of the enabling environment to promote towards change and progress. Following the teaching profession. Moreover, on from the points presented in the mechanisms have been set in the context previous chapters and in the four case of implementing ofÀcial and semi-ofÀcial studies, the report stresses that the Arab projects relating to developing the means region is not lacking in the willingness of access to the knowledge society, such to make a qualitative change towards as ‘The Plan for the Development of preparing future generations for accessing Education in the Arab World’ (ALECSO, the knowledge society. It seems that Arab 2008) and ‘Guiding Framework of countries, at least through their declared Performance Standards for Arab Teachers’ policies, have become aware of the (League of Arab States, 2010). Additionally,
134 ARAB KNOWLEDGE REPORT 2010/2011 Arab regional institutions have been environment for them, and invest their established, such as the Arab Council for research results for development in Arab Childhood and Development in Cairo societies. The Kuwait Science Club held which focuses on early childhood care and the Àrst International Invention Fair in the the protection of child rights in the Arab Middle East. The Club sponsors Kuwaiti region. A number of Arab countries have inventors and helps them register and launched national strategic plans for the protect their patents. This is in addition to development of pre-university education. a number of other initiatives and efforts The second chapter of the report showed made by a number of Arab countries, as that Arab legislation and laws support, the case in Tunisia and Morocco, who albeit in varying degrees, the rights of cared to support initiatives for scientiÀc citizens to free and compulsory education research and excellence. In spite of this, we with equal opportunities. are still in the early stages as the number In the same context, the fourth chapter of patents in all Arab countries is low, the GENERAL REPORT GENERAL REPORT referred to development efforts that led highest number reaching an average of to a relative improvement in many of the 18.4 in Saudi Arabia from 2003-2007.33 relevant indicators, such as the reduction While these efforts are important, most of poverty rates from 20% in the last of them represent partial reforms and non- “It is simply decade of the last century to 17.1% at integrated actions, and they do not build a unrealistic to expect the beginning of this century (UNDP general context for systemic reform, even that introducing and the Arab League, 2010), a decrease within the same sector at the national in child mortality and maternal mortality, level. An example of this can be seen in reforms one by increased life expectancy at birth, and the a report by the World Bank, substantiated one, even major apparent interest in the importance of by research in our report, which indicates ones, in a situation science and technology in the knowledge that reforms in the education sector in which is basically society. Furthermore, many centres and Arab countries have focused most of initiatives were launched to prepare their efforts on structural and quantitative not organised to enabling environments and young people, aspects, and not on the development of engage in change including, but not limited to, the Princess incentives, accountability and participation will do anything Basma Youth Resource Centre in Jordan, systems. Consequently, the results of but give reform founded in 2004, and known regionally reforms were weak. Also, the reform a bad name” for its creative and enabling approaches. efforts were not linked by sector; that is, In the UAE, the Mohammed bin Rashid what was achieved in the education sector Al Maktoum Foundation was established did not complement or correlate with in 2007 to develop knowledge and human what was taking place in the media, family resource capacities and form a new development and women’s liberation, or generation of leaders qualiÀed to support the reform of political life and quality of overall development in the Arab region. social life of the Arab people (World Bank, The ‘Qatar Foundation’ was established 2008). When reforms come individually to prepare young people for the challenges without a conscious vision, a key element of a rapidly changing world. It sponsors is missed; the ‘synergy’ which springs from programmes in science and research, the process of interaction and integration and supports a group of educational resulting in an additional impact and thus institutions known for their well-developed making the whole greater than the sum programmes in various learning phases. In of its parts. Such partial reforms were 2008, the Arab Science and Technology accurately described by a researcher who Foundation in Egypt signed a cooperation said, “It is simply unrealistic to expect agreement with the Egyptian Science and that introducing reforms one by one, even Technology Development Fund to sponsor major ones, in a situation which is basically Arab inventors, to create an appropriate not organised to engage in change will do
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 135 anything but give reform a bad name.” among intellectuals regarding the renewal (Fullan, 1993). of the cognitive abilities of young people versus the expected contraction THE ABILITY TO ACT of material resources, starting with water and ending with oil. Considering If there are positive trends indicating knowledge can generate wealth and work the Arab region’s willingness as well as through innovation, it is expected that awareness of the importance of moving third generation knowledge will increase towards preparing new generations to with respect to creativity, such as the access the knowledge society, the question existing relation between interest in the then is: Is there an ability to achieve this environment and biotechnology, which willingness? What are the limits and seems to be in its early stages in most Arab determinants of this ability? To answer this, countries (Abdel Wahhab Bin Hafeez - reference studies of this report indicate background paper for the report). that there are three key factors inÁuencing the ability of Arab States to act. COUNTRY SITUATIONAL VARIATIONS FACTOR HISTORICAL STAGE FACTOR Arab capabilities have clearly emerged By this we mean current historical in the development of enabling circumstances such as the revolution environments supporting the preparation The current of knowledge and information and of young people for the knowledge society. communications technology spreading However, these capabilities may vary from generation must be across the world and surpassing time and one Arab country to another. The Human one of intelligence space, and thanks to which information, Development Report (2010) showed that industries and knowledge and cooperation mechanisms Àve Arab countries came among the top innovation, and be (Chapter 1) Áow abundantly. They are ten with the fastest progress in the Human available in different ways. This historical Development Index compared to their able to transform situation is a decisive external inÁuencing previous status in 1970. Oman occupied knowledge factor - perhaps for the Àrst time in history the Àrst place, followed by Saudi Arabia into wealth - in determining the paths of knowledge in the Àfth place, Tunisia in the seventh, acquisition and production for the beneÀt Algeria in the ninth, and Morocco in of the Arab region, if properly exploited. tenth. The UAE ranked Àrst among Arab It seems that Arab region countries in States in the Human Development Report general are moving in this direction; (2010), and 32nd place at the world level available indicators show that Arabic is among 169 countries (UNDP, 2010). the fastest growing language on internet These indicators do not deny the existence websites (2,000% over the last decade), of signiÀcant disparities between Arab and the number of internet subscribers States; Yemen, Djibouti and Sudan ranked in Arab countries has grown to 520 low on the world level in the same Index per thousand in the UAE, and 200 per (133, 147 and 145, respectively). thousand in Jordan, and 140 per thousand Previous indicators show that many in Egypt. However, these Àgures should countries of the region possess the not obscure the urgent need to accelerate foundations for this desired development. progress in this area, which is still slow Some have made signiÀcant strides towards and partial in many cases. Hence, the building the foundations of the knowledge current generation must be one of society,34 while others are still lagging intelligence industries and innovation, behind the Arab march, let alone the and be able to transform knowledge into world’s. Perhaps creative Arab cooperation wealth. There is serious thought today in several Àelds, such as information and
136 ARAB KNOWLEDGE REPORT 2010/2011 communications technology, industrial and the gender gap, the absence of social agricultural production, scientiÀc research, justice, the weakness of political freedoms, and joint programmes in education and including freedom of expression, and preparation of young people, would bring the weakness of good governance in the about the desired positive change. In this era institutions of most Arab countries. In other of globalisation based on massive clusters words, the slight improvement in economic and entities, we are required more than ever freedoms in some Arab countries has not before - for reasons relating to our presence seen an improvement in political and on the knowledge map and achievement intellectual freedoms and practices or in the of knowledge and development security - management of governance institutions. to intensify joint efforts, share experiences, This is in addition to the poor investment and encourage cooperation projects for the climate and underdeveloped technology, beneÀt of Arab society as a whole. The albeit with signiÀcant variations in Arab establishment of a knowledge society in the States in this arena. Another hindrance GENERAL REPORT GENERAL REPORT expansive Arab region and the preparation of is the lack of an institutionalised view of its young people necessitate economic and knowledge and its requirements, especially social development. Also, the establishment in the Àeld of legislation and laws, at the of this society will inevitably contribute to top of which is the issue of intellectual achieving sustainable development, kindling property. The Arab region suffers from the a comprehensive Arab renaissance. absence of a clear vision and a regulatory The establishment strategy for the knowledge society. This CHALLENGES FACING THE has been conÀrmed by the results of of this society ARAB REGION FACTOR the four case studies that have shown will inevitably weak preparation and readiness of new contribute While indexes show a willingness and generations to meet with the requirements to achieving capacity, albeit relative and disparate, to of the knowledge society as well as poor move the Arab youth towards accessing enabling environments. The results of sustainable the knowledge society, the Arab region still the Àeld studies call on us to reconsider development, faces a number of challenges that hinder the educational systems, enabling kindling a its ability to move towards this objective. environments, and governing legislation if comprehensive Throughout the previous chapters, we really want to move towards preparing Arab renaissance the report has discussed many of the new generations to access the knowledge challenges that constrain efforts to prepare society. and equip young generations to bring about Perhaps the biggest challenge is a renaissance and establish the desired within the cultural dimension because it knowledge society. The most important reaches beyond the formulation of laws of these challenges include illiteracy, which or improving the economy to involve reached 13% among Arab youth, while the process of changing mentalities and poverty ranged from 4% to 17.1% in ways of thinking that have become deeply Arab countries, and reached up to 36.4% rooted over time. The report addressed in the least developed countries (UNDP this issue in the Àrst chapter (Problematic and the Arab League, 2010), as well as the Issue of Cultural Development) and in challenges of rapid population growth, and the third chapter, where it described the unemployment which reached 50% among strengths of upbringing in Arab countries young Arabs (previous reference). These for various historical, economic, social, challenges hamper human abilities to act political and cultural reasons. Most Arab and show initiative. They kill creativity and families do not provide an appropriate disable interaction and contribution to a social environment to mobilise the renaissance. Moreover, these challenges creative capabilities of the young. When include the marginalisation of Arab women, adding to that the weakness and fragility of
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 137 the Arab media as an enabling and active support its progress, and create a critical environment in upbringing and preparing mass of youth able to actively participate in young people for the knowledge society a genuine, strong march of advancement. (despite the growing role of modern means This will promote productivity, support the through the computer and the internet), transfer and indigenisation of knowledge, we Ànd ourselves facing major challenges and maximise opportunities for creativity, that hinders efforts to rehabilitate young invention and innovation. people for the desired knowledge society The report shows that these capacities, and which must be dealt with seriously skills and values should be linked to their and as soon as possible. respective enabling environments. That is, there is a strong interactive reciprocal HOW TO ACT relationship between the required pattern of resources capable of work and Previous analyses showed that most Arab production in the knowledge society, and states possess the willingness to act, with the composition and structure of this new relative awareness of its importance. society with its social, political and cultural Identifying However, this is faced with a variety of dimensions. Therefore, the failure of many the desired challenges that lie mostly in the enabling Arab countries to prepare workforces with characterisitics environments. In this regard, a question the experience and ability to transform of the young remains: How to move towards preparing imagination into creativity, renewal and young people for the desired knowledge invention can be attributed to the fact that Arab generation society and establishing the Arab the acquisition of this type of experience has been a key Renaissance? (skills and values) is constricted in the objective on the The preparation of the Arab youth present Arab cultural reality, despite the road towards and young generations, which represents large number and diversity of projects. This 62.9% of the total population (43.8% of stems from several reasons attributable to preparing new Arabs are 19 years of age or under, and the core of the cultural, political and social generations 19.1% are between 20 to 24 years), and structure (Ibrahim Badran, 1985). to reach the equipping them with the skills and values The triad of cognitive upbringing (i.e. desired goal of the knowledge society, will provide a skills, values, and enabling environments), competitive advantage for the Arab region, adopted by the Arab Knowledge Report
BOX 6-1 Youth characteristics required for the Arab knowledge society This report has elaborated a theoretical triad of pursuit of career development, and flexibility in skills, values, and enabling environments, and working in different areas, are all features that generally defined them in order to systematically empower young people to contribute positively address prerequisites for the knowledge society. and actively to economic life in the knowledge Identifying the desired characteristics of the society, pursue lifelong self-learning, deal with the young Arab generation (in terms of acquiring the developments of digital knowledge, integrate into necessary skills, values, and enabling) has been a work teams, and show flexibility of transferring key objective on the road towards preparing new through changing jobs. Furthermore, these attributes generations to reach the desired goal. The most provide workers with a strong base enabling them important of these skills and values are flexibility, to deal with the variables of work structure and a sense of responsibility, self-esteem, development cognitive and behavioural requirements, and thus of critical thinking, creativity, and ability to assume the quality of life. The abilities of citizens to responsibility, all of which are key attributes that apply critical thinking and rational behaviour, deal support individuals in developing the values and with cultural diversity, dialogue with others, show skills of survival, activity and participation in the tolerance, and promote social sensitivity, all reflect knowledge society. These skills, including the ability on the work environment, innovation and creativity, to engage in lifelong self-learning, independent and unleash human creativity. Source: Report Methodological Framework
138 ARAB KNOWLEDGE REPORT 2010/2011 2010/2011, are interactive and correlated three other elements: Freedom, democracy factors. In light of the previous analyses and human rights. However, we Ànd another that showed the social, political, and cultural analyst (Amartya Sen, 2004) has emphasised weaknesses of the enabling environments, the importance of these elements and the step of ‘how to act’ should be taken established links between freedom and by way of a comprehensive and integrated development. The Arab Knowledge Report process towards equipping Arab youth 2009 and the present report focuses on with the required skills and values. This the triad of ‘knowledge, freedom and should be done as part of comprehensive development’. Moreover, most intellectuals radical reforms of the sponsoring enabling in the Arab region have declared their bias environments with and through which the to democracy, freedom and human rights as youth are equipped with new attributes the basis of Arab renaissance. in skills and values. Simply speaking, this movement is a comprehensive social, ACTION STEPS GENERAL REPORT GENERAL REPORT political and cultural process demanding signiÀcant steps to build the ediÀce of Action must be in accordance with speciÀc renaissance that enables the establishment clear steps. Figure 6-2 illustrates a guiding of the knowledge society. model proposing how to act within a Some researchers state that the reason comprehensive process to prepare the Most intellectuals for the return of Asian societies to their youth to create the renaissance. This model in the Arab region heightened historical position among world has three axes. The Àrst constitutes four civilisations was surprisingly not due to re- basic requirements within the broader have declared their discovering some aspects of their power, framework of the Arab renaissance: A bias to democracy, but because they discovered the elements of comprehensive long-term vision based freedom and the success of the West which enabled them on the triad of knowledge, freedom and human rights as to excel over other Asian communities over development; policies in the Arab region the past two centuries. The progress spread as a whole, and national policies for each the basis of Arab from America to Japan in the late 19th individual country separately; strategic renaissance Century, wherein Singapore was inÁuenced plans and major development projects; by the latter, and continued thereafter. We and institutions to manage, change, and Ànd Malaysia, which looked at the East, implement projects. The second axis denotes learned from Japan and South Korea. In Àve columns of work towards building the 1970s, China followed in the footsteps the knowledge society. Information and of Singapore, which was following Japan, communication technology is the central which had adopted the methods and column along with education, training and approaches of progress from America. media as institutions for preparing and Then India in the early 1990s adopted these upbringing new generations; work and same methods. Mahbubani, 2009, conÀrms investment environments; invention and that there are at least seven correlated innovation systems and social, political and joint elements behind the success of and cultural environments. Finally, the Western countries, and Asian communities third axis involves the output resulting have achieved progress when endeavouring from efforts towards preparing the Arab to implement these elements: A free youth for the knowledge society, which market economy, science and technology, include equipping them with the triad of competence, a culture of peace, respect for ‘skills, values and enabling environments’. the rule of law, education and pragmatism. This ediÀce is crowned by ‘sustainable Some researchers have examined these human development,’ which represents the seven elements in Western civilisation, broader context covering all the processes which led to the advancement of Asian of preparing the young for establishing the communities, but they often don’t stress desired knowledge society.
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 139 FIGURE 6-2 Moving towards preparing the youth for the knowledge society
Sustainable Human Development
Knowledge Society Outcomes Arab Youth Skills... Values... Empowerment and media Axes of action Axes environment environment and creativity Education, training Education, System of innovation of innovation System Business and investment Business ICT and communications Social, political, and cultural Social,
Change management institutions and project implementation
Policies regional and national Prerequisites
Comprehensive vision for change Development.... freedom.... knowledge
REQUIREMENTS OF on a long-term commitment to change PREPARING THE FUTURE and the knowledge-freedom-development GENERATION FOR THE triad, covering a period of ten to twenty KNOWLEDGE SOCIETY years depending on the local circumstances in each country in the Arab region. It must Formulating a comprehensive be a comprehensive vision that includes vision for change all dimensions of the required change, starting from perceptions of how to To prepare the young Arab generation for prepare the Arab youth, and Arab people the knowledge society, there must be a in general, who are capable of meeting the comprehensive vision for the future, based requirements of the knowledge society,
140 ARAB KNOWLEDGE REPORT 2010/2011 to the perceptions of how to reform magnitude of the tasks at hand for enabling environments which serve as the passage to the knowledge society, structural conditions with and through relates to several inherent problematic which the process of preparing young issues: Does engagement in the people is achieved. This vision requires a knowledge society need only a ‘critical strong political leadership and a conscious mass of youth’ or ‘quantitative mass,’ or societal will to turn it into policies, plans, does it need to build a ‘historical mass,’ and both small and large enterprises. i.e., a coalition of all social classes and strata convinced of the importance Clear policies paving the of this historical action, striving to way to the future overcome the problems in accessing the world of modernity, democracy The preparation of young Arab generations and development? Further, the building and equipping them with knowledge, of critical mass should be perceived in GENERAL REPORT GENERAL REPORT skills and values requires translating the an interactive three-sided system. The comprehensive future vision into clear Àrst involves the educated and cultured policies that outline steps for the future young generation mastering the keys and set the basic working guidelines to of information and communication build the Arab Renaissance and establish technology. The second includes the There is a the knowledge society. The following are category of intellectuals, innovators, significant the most basic guidelines that must be researchers, experts and all those competitive included in any policy in order to establish working in the Àeld of knowledge advantage in all the processes and environments for and culture. The third one involves Arab countries, preparing young people for the knowledge rehabilitation and training institutions, society: universities, research and literary, which is the Building a critical mass of young scientific and technological centres, presence of a people equipped with knowledge and and their respective budget allocations, large mass of skills to deal with the requirements in addition to the oases of knowledge young people of the knowledge society: There is a that provide models for knowledge- signiÀcant competitive advantage in all based societies and cities. Arab countries, which is the presence The idea of critical mass is decisive of a large mass of young people. but it will be insufÀcient if reduced Emphasis must be made on two main to a single segment, i.e. the young, points relating to the building of critical because it needs a supportive base that mass. The Àrst relates to infrastructure. guides and provides it with strength The Arab world lacks infrastructure for and perseverance to overcome the information technology similar to the Arab’s lack of modernity, knowledge, Multimedia Super Corridor (MSC) in democracy and development. None Malaysia, a country rapidly ascending in but the so-called ‘historical and cultural this arena. Although there are limited mass’ can undertake these roles. This initiatives in some Gulf countries, we mass should be organised in the Arab still lack scientiÀc and technological world (Abdullah Al Khayari, Member cities able to employ human resources of the Readers Committee). specialising in knowledge-intensive productions. Therefore, ofÀcials Participation and decentralisation: must take the initiative to Àll this The preparation of youth for gap and work to establish intelligent the knowledge society involves a environs to produce, instil and comprehensive process of mobilisation. disseminate knowledge. The second The experience of countries that have point, which takes into account the made progress in this area show that
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 141 BOX 6-2 India’s experience in accessing the knowledge society Since the beginning, India’s vision has been to become a superpower There are now about twenty thousand Indians working in in knowledge. It has set all plans and implementation mechanisms ‘Silicon Valley’ in the United States of America. Major international to turn this vision into a reality. The credibility gained by India in companies in the information industry are now seeking trained this field has depended on establishing and protecting intellectual staff with PhDs in information from India. Fourth, India has property rights. made quantum progress in scientific research and experimentation India launched its plans from the following vantage points. First, in agriculture, biology, and applied and engineering biology. It India enjoys a political system based on democracy, open society established outstanding research centres similar to those in the and liberalism. Second, it possesses a human capital considered West. India also founded the Indian Institute of Technology (IIT), the best source in the world, as India has focused on protecting which ranks among the most important centres of excellence. and sponsoring excellence and outstanding professionals in the Information technology has led India to be one of the world’s industry of communications technology and creating programmes economies in knowledge. Its progress in this field has allowed it to to develop cadres capable of excellence and competition, and establish bridges of cooperation with many developed countries worked from the beginning to build a large human capital in Europe, America, China and Japan. The IT infrastructure, possessing good learning skills based on mathematics. Third, India web/internet, well-trained labour, scientific research, and English has focused on improving English language skills among its people language have become essential components strongly interacting everywhere. The English language, which has become a universal with each other to turn India into a regional power in Asia based language thanks to the internet, has been an important factor used on the knowledge economy, and a destination for work and successfully in India’s experience. investments from everywhere in the world. Source: World Bank 2000, Ragan 2003.
development policies require joint the marginalised, care for children, action including the upper levels of liberate women and enable them socially, government in various sectors, as politically and culturally. In this respect well as private businessmen, trainers, political reform must not just tolerate but scientiÀc researchers, political forces, rather complement with both economic corporations, and non-governmental reform and social reform. organisations. Everyone takes part The approach in developing plans and executive Integration of economic policies towards policies in order to create a sense of among Arab countries, and integration ownership among all. In this context, into the global economy: decentralisation is the partnership between the public and Arab integration into various Àelds the other side to the private sectors has become one of of development has become a necessity achieving societal the main features in the economics more than ever, especially since the participation and of knowledge. The approach towards factors of integration and cooperation are decentralisation is the other side to guaranteed on the Arab scene that should securing people’s achieving societal participation and be exploited through visions, policies, right to manage securing people’s right to manage their plans and projects that form enabling their own life own life affairs in a free democratic environments to prepare young people for affairs in a free society.57 the knowledge society, while seeking to democratic society achieve the common interests of the entire Achieving balance between the Arab region. However, Arab regional policies of free market, economic integration must be complemented by growth and social reform: integration into the global economy, to Granting each individual the freedom ensure global investment opportunities, to work or invest would strongly boost particularly in the areas of advanced the economy, but emphasis must be scientiÀc and technological domains. Such placed on the need for social reform openness to the world requires establishing programmes to achieve social justice, partnerships for the transfer of knowledge, combat poverty and ensure a basic decent hiring highly skilled and trained cadres, and life guaranteeing individual freedom and exchanging specialists and professors from dignity, as well as the need to support major universities; all these are considered
142 ARAB KNOWLEDGE REPORT 2010/2011 important policies and strategies to develop indicators, and evaluation and follow-up and support the spread of technology and systems. Plans act as social contracts that develop information systems, education, provide responsibility, accountability and productive institutions, and innovation transparency, and facilitate the building of and renewal systems. sound governance for project management. Such plans should have clear time frames Multiple means and approaches to (short, medium or long term) that are building the knowledge capacities of determined according to the nature and young people: priorities of targets, while clearly identifying Perhaps the most important process responsibilities and executive bodies, and of capacity-building for the younger allocating the material and human resources generations lies in knowledge management required to ensure success. policies, including the policies of scientiÀc research and development to serve Institutions for change GENERAL REPORT GENERAL REPORT the objectives of sustainable human management and project development and building the knowledge implementation: society. In this regard, the initiatives to To achieve the required change in the develop and support the capacity of processes of preparing young people, young people in Arab countries are almost government should play an important There is a need to restricted to government agencies and role in establishing institutions for change translate vision and organisations, with an obvious weakness in management and project implementation the roles of non-governmental institutions according to strategic plans and directing policies, according and agencies. Also, knowledge management policies. Such institutions can be found to specific and capacity building must be open to through full partnership with the private directions, into initiatives and ideas which may be political, sector according to the Public/Private long to medium artistic, cultural, religious or intellectual, Partnerships (PPP) model. Arab states and the door must be open to competition should develop and improve the systems and short-term in cognitive creativity and innovation (Bin of these institutions to ensure effective strategic plans Hafeez, Abdul Wahhab, Background Paper management and good governance, which for the report). With a focus on applications guarantees achieving a qualitative quantum to reduce the gap between knowledge, leap in society, at the behavioural and cultural work and development in production and levels, and reÁects the form of participation, industry, there must also be an interest in democracy, accountability, rule of law, social and human dimensions of knowledge, and transparency. It is essential that such similar to what is happening now in Japan institutions are run by leaders enjoying a high and Europe (Alain-Marc Rieu, 2006). level of knowledge using the methodology followed by major international institutions. Strategic and executive action They must also have a strategic vision, trained plans: human cadres, management systems based There is a need to translate visions and on participation in decision-making away policies, according to speciÀc directions, into from authoritarianism, scientiÀc research long to medium and short-term strategic and development, work-supportive values, plans. These plans, whether comprehensive and freedom systems associated with the or in sections, national or regional, help strategies, plans and overall vision (Sabry Al- direct efforts according to performance Shabrawi, 2010). indicators speciÀc in time and place. It is not implausible. For example, Experiences described in this report show Malaysia, which is close in many cultural the importance of planning and turning aspects to the Arab states, has experienced policies and trends into plans that determine multiple programmes of ‘organisational actions, responsibilities, cost, performance change’, labour development, individual’s
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 143 enabling, and cadre building.35 This has To ensure optimal use of ICT in the been done in industry, education and preparation of the young, the following services. Malaysia has also established strong points must be considered: institutions to manage change, such as Reviewing management institutions the National Productivity Corporation to and their readiness to use and absorb support productivity and quality assurance, technology, particularly in the Àeld of and provide standards, indicators and education and training. information systems. Emphasising intellectual property rights and reviewing the legislation and WORK AXES FOR BUILDING laws governing the use of technology THE RENAISSANCE AND in a way that achieves its deployment KNOWLEDGE SOCIETY and supports the freedom of using it. Training on quality systems and Comparing international experiences, such enabling individuals to use technology as those of Malaysia, India, Japan, Turkey, efÀciently. the EU and others, the previous analyses Encouraging foreign investment to covered by the report, which include the achieve a quantum leap, especially in the knowledge-freedom-development triad and areas needing highly-qualiÀed cadres. the four problematic issues raised in the Developing major projects to create theoretical framework (Chapter 1) we can a critical mass to deploy, employ and The essence of identify Àve axes for preparing the young produce technology in schools, the knowledge Arab generation for the knowledge society: universities, homes, productive institutions, economy and government, and public life in all areas. Information and Communications society lies in the Technology (ICT) Systems of innovation and renovation system of creativity, innovation and ICT is a major component in the processes The essence of the knowledge economy invention of preparing young generations for the and society lies in the system of creativity, knowledge society. It represents the vehicle innovation and invention. The ability of of progress for development and renewal innovation and renovation are measured in education, knowledge production, using multiple indicators, most notably work government works, civil society, and the productivity, value-added workers, scientiÀc business sector. The OECD’s Policy research and development, and rates of Document (2000) stated that scientiÀc workers in research (experts and scientists). progress and technological development The activation of this axis in the process of were vehicles of economic development, building the Arab renaissance and preparing which enhanced creativity and innovation generations for the knowledge society and investment in and dissemination requires the establishment of institutions of knowledge. ICT has also become a to manage innovation, technology transfer, major source for competitive advantage, research and development management, generating wealth, and improving the and long and short-term strategic plans. quality of life. Some of the key features It also requires building and creating a of the transformations occurring in the climate supporting innovation, including knowledge society are seen in the rapid the following: growth in the use of scientiÀc progress Structuring incentive systems and in new products and processes; the high encouraging innovation and renovation rates of renewal and inventions, the major Seizing the opportunities of foreign shift to industries and services based on investments to support scientiÀc knowledge and the increasing need for capability. skills (World Bank, 2004). Supporting research and development
144 ARAB KNOWLEDGE REPORT 2010/2011 by building supportive institutions, the case studies conducted in the four Arab providing the necessary funding, countries also conÀrm the weakness of developing trained cadres of scientiÀc learning outcomes and the non-readiness research, and encouraging exchange of of the Arab youth to acquire the cognitive, international expertise. behavioural and conative characteristics Linking the triad of scientiÀc research, needed to access the knowledge society. universities, the labour market and These facts require action and great effort production. in the education and preparation of labour. Promoting Arab collaboration networks Based on the quaternary model for the in scientiÀc research, and linking them development of education, introduced in to international networks of innovation Chapter 2 of this report, and the explanations and scientiÀc ideas. and approaches for an integrated vision for Encouraging the study of science, reforming and directing education to play a engineering and technology, starting from pivotal role in preparing young people for GENERAL REPORT GENERAL REPORT secondary education, and expanding it in the knowledge society, the efforts devoted universities and other institutes in order to preparing Arab human capital should to build a critical mass of scientists, focus on the following procedural aspects engineers, technicians and makers of in comprehensive plans and programmes The linking of the knowledge in Arab countries. targeting development: Arabic language Developing humanities and enhancing Elimination of illiteracy; as no to scientific and research centres in order to make a country can access the knowledge quantum leap and shape the efforts society without eliminating all types of technological of establishing the knowledge society illiteracy. progress helps within the ultimate goal of achieving Dissemination and instilling of ICT; support the sustainable human development. to enable young people to master the development of Developing methods of publishing and skills of ICT in schools and production distribution and announcing the results and service institutions. an enlightened, of scientiÀc research and incorporating Investment and early childhood progress-supportive them into the public culture through care; there must be an emphasis on Arab culture education institutions and the media. early intervention in schools and Focusing on building clear systems institutions and childhood care in in legislation and licences, and the poor neighbourhoods, as well as on accreditation of patents and property supporting the culturally and socially rights. disadvantaged. Enabling of Arabic language; Education and preparation Mastering the correct Arabic language of human labour is vital to identity development, social and political integration, and stressing Transformations in the work structure the values of enlightened citizenship. of the knowledge society have had major The linking of the Arabic language to effects that necessitate developing education scientiÀc and technological progress and systems of preparing the Arab youth helps support the development of workforce in order to enhance the triad an enlightened, progress-supportive of skills, values and enabling environment. Arab culture. This should be linked Unfortunately, world reports conÀrm that to language reform and the need to the progress made by Arab countries since develop technologies that provide the the adoption of the principle of ‘Education Arabic language with capabilities close for All’ (Dakar, 2000) was less than that to those enjoyed by other languages achieved in other parts of the world, such (especially languages of Latin origin) as South and West Asia. The Àndings of with respect to advantages in the
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 145 coming internet generations and search management based on decentralisation engines. and social participation and partnerships Focus on learning the most widespread with business persons in the private sector, world languages (especially English); in addition to creating international links Global experience has shown that and networks to communicate with every mastering foreign languages represents new and innovated educational method. a driving force towards the knowledge Positive interaction with the society and guarantees access to a wealth international assessment; It is of information on the internet, not to necessary to expand the participation mention the ability to communicate with in international standardised tests, such the world in the era of globalisation, as as TIMSS, PISA and others, to provide happened in East Asia. international standardised rules to Development of teaching and measure the success of education Emphasis should learning methods, and student and outcomes and student’s performance be placed on the curricula assessment; Emphasis on according to what is going on in the the integration of the elements of world, and investing it in formulating importance of educational process in classrooms policies for developing education. the work done to form an environment supporting In this regard, emphasis should be by the present thinking, creativity, criticism, discovery placed on the importance of the work report, through and innovation in a new system which done by the present report, through the helps them acquire the skills and values Àeld studies in Jordan, the UAE, Morocco the field studies in needed to prepare new generations for and Yemen with respect to building Jordan, the UAE, the knowledge society. tools to measure and evaluate education Morocco and Adoption of individual and collective outcomes in the skills, values and enabling Yemen with respect initiatives; by focusing on enabling the environments of young people. It is worth student, teacher and school to access mentioning that expansion in using these to building tools learning resources in a democratic tools will provide Arab countries with to measure and learning climate that stimulates and standardised measurements and reference evaluate education adopts individual and collective creative criteria for evaluation. This will meet an outcomes in initiatives. urgent need in the region for such tools the skills, values Expansion and enhancement of along with international tests. The total secondary education; to create a sum of such steps would light-up the way and enabling large critical mass of youth mastering for the planner and decision-maker to reach environments of science, mathematics and information the most effective ways to deal with gaps young people technology. and maximise achievements to be able to Building national qualification reform educational systems and put them frameworks; The experiences of on the right track. EU countries and Turkey confirm that among the basic tasks for the Business environment and integration of labour into the global investment climate knowledge economy is to build national qualiÀcation frameworks to connect A great part of the motivation and positive the levels and various programmes of incentives for preparing young people and education on one side, and the level of providing them with the necessary skills, skills required in the labour market in the values and enabling relates to the existence production and service institutions on of supportive environments. By this we the other side, according to international mean modern labour markets that enable the standards in the knowledge economy. youth to practice the skills and characteristics Re-structuring educational institutions; they have acquired and to gain self- to achieve good governance and democratic esteem through creativity and innovation,
146 ARAB KNOWLEDGE REPORT 2010/2011 BOX 6-3 The Àve pillars of building the knowledge society in Turkey Turkey has realised that there are five main correlated, it integrate into the European economy, Turkey has succeeded in interactive and adaptive pillars in the framework of comprehensive attracting much foreign investment as a source of new technology action strategies required to move to a knowledge society, namely: and knowledge. For Turkey, it has become important to transfer (I) building a national system for innovation and creativity (e.g. technology from foreign business and industry centres to business policies, institutions, incentives, development, internal and external and industry centres within Turkey. Moreover, Turkey has worked trade); (II) developing human resources, especially the development to support the governing legislative and legal framework, especially of the educational system, to produce specialists in the industry of in the field of intellectual property rights and technology licensing. knowledge and technology; (III) deploying ICT; (IV) establishing a In developing education through work, Turkey has focused on work environment supporting the growth of knowledge economies; three elements: (a) developing a comprehensive system to determine and (V) allocating a proportion of national income to support occupational standards and the National Qualification Framework; scientific research and development. (b) reforming secondary education, including secondary vocational Turkey made its leap while relying on a competitive advantage education, and improving linkages with higher vocational schools; represented in the low cost of labour, enabling Turkey to challenge and (c) increasing participation in international assessments and
competition from Eastern Europe and Asia. That labour has helped benchmarking programmes (e.g. PISA, TIMSS, etc.) in order to GENERAL REPORT GENERAL REPORT to enrich industries, such as textiles manufacturing which needs develop standardised references to measure human resources intensive labour, thus achieving a degree of social stability. development and capacity compared to other countries. Such Through business networks, including small and major reforms have enabled Turkey to achieve integration of labour market companies, and scientific research networks which have helped and manpower in the developed European and world economies. Source: World BanK, 2004. to beneÀt them and society as a whole to lead development processes and through achieving greater well-being and establish projects in industry, agriculture development. Hence, developing business and services. and investment environments as well as Supporting scientiÀc and technical rigid business relations to allow Áexibility capacities of the workforce, education within production and service institutions, and continuous life-long training. rejuvenating workers, and encouraging Building a national qualification innovation and creative initiatives are all framework to link work and production important factors motivating young people skill levels with educational programmes. and harnessing their potential to engage Restructuring institutions to build strong positively in the processes of accessing the enabling environments that sponsor knowledge society. This requires developing production and service projects, in good governance, reforming incentive addition to research and development systems, preparing the overall work climate, networks and universities to enhance the adapting the climate so that relations motivation of the Arab youth to work, be are based on democracy and promoting creative, and produce knowledge. creativity, using advanced communication The establishment of decentralised means related to the internet, and developing systems in governance and institutions self-management, which are of the most management and development of important principles for running business in endogenous capacity of localities, and the era of knowledge. to enable them to achieve democracy, Procedurally, the development of the transparency and the rule of law. business environment and investment climate requires focusing on the following Social, political and aspects: cultural environments Encouraging balanced international investment and partnerships with the The rapid changes in science and technology private sector interacting positively and the explosion of knowledge inevitably with general development and social mean changes in the social structure demands. encompassing values and culture. The Building a critical mass of entrepreneurs willingness of new generations of young
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 147 Arabs to respond to such changes is a that support the spread of a democratic condition of their scientiÀc and vocational climate based on work, tolerance, qualiÀcation if they are to contribute with acceptance of others, and protection their occupational, mental and physical of citizenship rights. potentials to the ultimate degree. Since Supporting a climate of cultural social, cultural, and political structures freedom to encourage cultural ties and have a great impact on the preparation of communities, and building incentive new cadres required for the knowledge systems for arts, literature and humanities. industry, setting a dividing line between what is professional, social, cultural, or ACTION EXPECTED OUTCOMES political becomes unacceptable when preparing these generations to develop Arab countries can prepare new generations their skills and values to contribute to who are able to build the renaissance and building the knowledge society. establish the knowledge society, by using In light of the analyses presented the following proposed paradigm pivoting by this report with respect to the status from the Àve axes detailed above. The of social, cultural, and political enabling goal is to achieve the outcomes sought by environments in the Arab region, and their the Second Arab Knowledge Report in The rapid changes relation to the preparation of young people terms of the triad of skills-values-enabling in science and for the knowledge society, we see a need to environments described in the previous focus on reforms in the following areas: chapters of the report. technology and Setting clear social policies, plans and The Àeld research of the four case the explosion programmes to establish social justice, studies combined a plethora of results of knowledge eliminate unemployment especially among that revealed potential weaknesses in skills, inevitably mean young people, and combat poverty. values and environments among emerging Promoting political freedoms and generations. The low readiness in cognitive changes in the democracy which have become a skills, for example, calls for the necessity to social structure mainstay for reinforcing development work to strengthen such skills in upbringing encompassing and cultivating a culture of relationships and educational curricula, and the relative values and culture rooted in the concepts of relativity, readiness in values refers to a factor that differences, acceptance of others, equality, can be conÀrmed, deepened and expanded justice, equity, political participation, and in the preparation of young people, as self-determination for individuals. required, to access the knowledge society Empowerment of women and family and reap the beneÀts. support, taking an interest in women at the cognitive, scientiÀc and cultural SECURING ACTION levels, and launching programmes for REQUIREMENTS development and family and parental education. After tackling the willingness to act, Letting media undertake its responsibility determining the extent of ability to move to enlighten society. The state must play in terms of opportunities and challenges, a crucial role in this area in order to create then developing perceptions in a paradigm an atmosphere of responsible freedom of how to act towards preparing young towards enlightening and developing people to establish the Arab renaissance society, and promoting a cultural climate and access the knowledge society, we that nurtures new generations, increases come to the fourth element, namely the the love of science and rational thinking, ‘quaternary of action’. This fourth element and encourages creativity and critical is represented in the conditions that must thinking. be met to proceed with and monitor the Fostering enlightened religious trends integrity of development and change,
148 ARAB KNOWLEDGE REPORT 2010/2011 BOX 6-4 Malaysian experience in accessing the knowledge society
Mahathir Mohamed’s vision is to transform a comprehensive vision, and provided strong Malaysia into a developed country by the year 2020, enabling environments that support the culture relying on ICT as the engine of development and of a knowledge society and help individuals progress within a comprehensive vision. According master the terminology and requirements of this to the Strategic Plan (1996-2000), the Multimedia society. It has done so through the deployment of Super Corridor (MSC) was established on an area information technology centres, scientific research of 15 × 40 km to enable Malaysia to access the and development, enhancement of education, age of information and achieve the development and enabling young people to master science, goals stated in ‘Vision 2020’. This project provided mathematics and the English language, and to use a strong infrastructure, incentives, educated and technology efficiently. Malaysia has also instigated highly-trained workforces skilled in technical cultural renewal and wide societal development, works, and research and development. Within five encouraged openness to the world, built a global years of well-planned, diligent work and accurate network for managing development investments,
visions, Malaysia was able to change from a state improved service levels and quality standards, GENERAL REPORT GENERAL REPORT dependent on rubber and palm oil production in achieved organisational reform, and established the the 1980s to a knowledge-based society by the year thought of innovation and creativity in all centres of 2000. Possessing the power of knowledge enabled industry, production and services as a key process. Malaysia to achieve comprehensive development Foreign investors have found a good environment and economic and social progress. It took Malaysia for work, an appropriate infrastructure, educated and 20 years to transform itself from an agrarian skilled labour, and highly qualified technical cadres. economy to a knowledge economy, compared with These investments have created opportunities for the 150 years it took England. Globalism was a key operating and transferring modern technology, and element in building ‘Malaysia’s Vision 2020’. established a global market able to compete in the Figure 6-3 shows that Malaysia has established era of globalisation. an environment of information technology within Source: Hanz, 1998.
FIGURE 6-3 IT, the development drive (Malaysia experience) Education, Skills, Technology
Industrial Policy
Economic IT Diffusion Environmental Factors Factors
Employment, Social, political productivity, and economic economic upbringing growth Technology production and use Industrial structure
local and joint industries, development researches
Source: Hanz, 1998. while ensuring their sustainability in order In order to ensure successful movement to progress towards preparing the young towards preparing young people for Arab generation to access the knowledge the knowledge society, according to the society. proposed paradigm, there should be a set of
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 149 systems already in place in active institutions. in international tests, such as TIMSS and Some basic systems representing the PISA, wherein they achieve advanced requirements for sustainable and successful rankings. In this respect, perhaps the action include: measurement tools introduced by the Àeld research of the four case studies in INCENTIVE SYSTEMS this report will represent a good nucleus for the possession of Arab tools and Efforts to ensure the prerequisites of standards to measure learning outcomes action entail developing systems to motivate and identify strengths and weaknesses on and support those working on preparing scientiÀc and objective bases. future generations, as well as those working in the overall supportive systems and SYSTEMS OF GOOD enabling environments discussed above. GOVERNANCE In this regard, linking material and moral incentives to achievement, and building Similar to the element of ‘how to act’, Efforts to ensure effective systems to manage this relationship good governance is key in securing the the prerequisites and associate it with accountability would move and making changes as described maximise the possibility of achieving in the visions and strategic plans. Though of action entail the results sought by society in its efforts good governance is an objective in the developing systems towards preparing young Arab generations. processes of ‘how to act’, it is an important to motivate and ‘mean’ for ensuring the necessities and support those MONITORING AND shrewd management of the processes of working on EVALUATION SYSTEMS preparing young people for the desired knowledge society. In this sense, it requires preparing future Institutions adopting effective systems of the presence of mechanisms to help generations, as well monitoring and evaluation are paramount society and its various, formal and informal as those working in evaluating the knowledge status of the authorities to manage change. in the overall state, evaluating the readiness of emerging Achieving an effective management young Arab generations to access the of change must be in the framework of supportive systems knowledge society, and monitoring and fostering and supportive institutions. The and enabling evaluating small and major enterprises, creation of laws and legislation and the environments both at the regional level and the national realisation of good governance require discussed above level for each country in the Arab region. establishing active and capable institutional We must also consider developing a so- structures to sponsor change and guide it called ‘Strategic Alert’ system to monitor correctly towards the preparation of young the signs of any change immediately and people for the knowledge society. Such even anticipate it, thus going beyond just institutions should possess the necessary ‘coping with events’ and avoiding being strength to enable them to perform their surprised with unexpected scenarios work Àrmly to ensure achievement and that may confuse the pursuit of our Áexibility to respond to changes and goals and efforts towards the desired developments on the ground. development (Nour El-Din Sassi, a member of Readers Committee). Various LEGISLATIVE AND LEGAL international experiences show that FRAMEWORKS the countries which have made notable progress (such as those in the EU and Regulatory and stimulating legislation Turkey) possess effective qualiÀcation should provide the legal base guiding frameworks and national standards for and binding all concerned bodies to measuring the quality of production, work in preparing young people for the services and performance, and participate knowledge society. Such legislation can
150 ARAB KNOWLEDGE REPORT 2010/2011 control and regulate the contributions and attracting international investment of the various concerned bodies, to mobilise resources and pump them including intellectual property rights, into development and investment plans as well as establish limits for follow-up which ultimately provide opportunities for and accountability without which good fostering and motivating the preparation of governance and effective management young Arab generations for the knowledge cannot be realised. Legislation must society. assist in the establishment of global networks among local and international CONCLUSION organisations through the provision of laws linking them together to ensure There is a need for action in order to sustainable preparation of young prepare the new generations and equip generations and openness to the world. them with skills and values; and to achieve The required Eventually, what matters is that such laws fundamental reforms in fostering enabling change proposed GENERAL REPORT GENERAL REPORT have to be applied Àrmly. To illustrate, environments; and to develop future by the report many Arab countries, including some generations to construct the modern Arab is, at its core, a of the countries studied in this report, renaissance to help launch Arab potential possess legislation and laws which have to access the knowledge society with comprehensive for years stipulated work towards creating respect to the triad adopted by the report: economic, social, a knowledge society and preparing young knowledge, freedom and development. political and people to sustain it, but none can boast of Since this issue relates to the fate of the cultural process having completed the required tasks. entire nation, the process of advancing to of mobilisation the top ranks in the cognitive development SYSTEMS FOR MOBILISING areas requires a joint effort by all Arabs to build the Arab SUSTAINABLE FINANCIAL to mobilise various energies and allocate renaissance project RESOURCES the necessary resources to bridge the gap and help catch up with the global caravan To proceed with action and ensure its progressing steadily. The required change sustainability, it is believed that regional proposed by the report is, at its core, a and national systems should be established comprehensive economic, social, political to mobilise the necessary Ànancial and cultural process of mobilisation to resources for implementing the plans for build the Arab renaissance project with and change. Such systems can be developed through which the young Arab generation through assigning public budget and tax can prepare for a new society that lays allocations, encouraging the private sector the foundations of knowledge and brings to invest extensively in the processes of openness to the world to serve sustainable preparing young generations, stimulating human development for the dignity and partnerships between the private and well-being of the Arab people. public sectors, encouraging the civil sector,
GENERAL REPORT - THE SYSTEM OF ACTION FOR PREPARING THE FUTURE GENERATIONS TO ACCESS THE KNOWLEDGE SOCIETY 151 End Notes
1 Hassan Bilawi, background paper for the report, 2006. 2 See Chapter Five on the views of students on the legal and social enabling environment. 3 Here, secondary education involves both preparatory/intermediate and secondary stages, despite the fact that the UNESCO’s programme ‘Education for All’, according to the conferences held in Jomtien (1990) and Dakar (2000), divides general education to two main stages: basic education (1-9) including both primary and preparatory stages, and secondary education. It should be emphasised that the term ‘basic education’ is a legal term referring to what is committed to by a country according to its ability to provide free and compulsory education for its children. We find many of the developed countries consider basic education as all stages of pre-university education. 4 Website of UNESCO Institute for Statistics on May 23: http://www.unesco.org/ar/home/resources-services/statistics 5 TIMSS (Trends in the International Mathematics and Science Study) is an international test to assess the international trends in 4th and 8th grade students’ achievement in mathematics and science. 6 The terms ‘pupil’ and ‘student’ are used interchangeably in the report, noting that some countries use the term ‘pupil’ for primary schooling and pre- university stage and ‘student’ for those enrolled in the university stage. 7 The findings of TIMSS 2011 were not available during the preparation of the report. 8 Programme for International Student Assessment 9 English was introduced in the teaching of mathematics and science in 2003, but, as indicated by studies, it did not lead to an improvement in academic achievement. Rather, some studies showed that there was deterioration, and the students did not achieve any improvement in learning the English language. The results of these studies have been discussed since 2009, and a decision was made to withdraw the idea as of 2012 (Muhammad bin Muhammad Al Mutahhar, a member of the Readers Committee) 10 These points have been confirmed by the field studies conducted during the preparation of this report. See the results of writing communication skills in Chapter 5. 11 www.internetworldstats.com on 8/8/2011 12 See informational decision support center, 2008. 13 http://www.womengateway.com on February 25, 2011. 14 The United Nations Development Programme (UNDP), Regional Bureau for Arab States (RBAS) launched the Programme on Governance in the Arab Region (POGAR) in early 2000 based on these three pillars: http://www.pogar.org/arabic/ 15 World bank povacal http://iresearch.worldbank.org/PovcalNet/povcalSvy.html and http://hdr.undp.org/en/statistics/ 16 This index is launched by LEGATUM, a privately owned, international investment organization, headquartered in Dubai. 17 http://Btselem.org/Arabic/about_Btselem/index.asp on May 23, 2011 18 www.arabvolunteering.org/corner/avt252666.html on May 23, 2011 19 www.alukah.net/culture/0/19913 20 World bank (2005) conflict in Somalia. Drives and Dynamics. www.worldbank.org/Somalia/ Somalia Millennium development goals. Somalia Socio- Economic Survey 2003, World Bank 21 http://www.unicef.org/arabic/har2010/index_somalia.php 22 The report was prepared in the period preceding the separation of the south from the north. Thus, all data are from before the division of Sudan. 23 www.worldbank.org/etools/KAM2/KAM_page5.asp 24 Source: www.worldbank.org/indicator/GB.XPD.RSDV.GD.Z5/countries World Bank Database 25 One of the modern educational theories that stresses the active role of a learner in the learning process and the importance of social interaction with the teacher and peers to facilitate the acquisition of skills. (constructive and cognitivism) 26 In this round of the series of Arab Knowledge Reports, a field research was conducted only in the major cities in the four Arab countries that were subjected to case studies (Jordan, UAE, Morocco and Yemen), as they were selected in this investigative and pioneering study to represent, to some extent, the different areas in the Arab region from the Arab Mashreq region (Jordan) to the Arab Maghreb region (Morocco), the Gulf (the UAE), as well as the countries demanding more growth (Yemen). For regulatory reasons, field surveys were completed on pilot principles in the major cities of these four countries (Amman, Rabat, Sana’a, Dubai and Abu Dhabi). 27 The International Adult Survey 1997. 28 Mentioned in the ‘Science and Technology Education in the Arab World in the 21st Century’. UNESCO International Science, Technology & Environmental Education Newsletter, Vol. 28, 2003 29 Al-Suwaigh, Seham Abdul Rahman. Socialisation for Arab children and its relationship to the development of knowledge
152 ARAB KNOWLEDGE REPORT 2010/2011 30 Education and Future Challenges. Arab Gulf Journal, 3rd year, 5th issue. 31 Education and Future Challenges. Arab Gulf Journal, 3rd year, 5th issue, p. 56. 32 The Arab States spent 5% of their national income on education and 20% of government spending during the last forty years. 33 World Bank Database (KAM) on May 28, 2011. 34 According to the World Bank’s Index (KAM), 3 countries are among the top 50 countries (Qatar No. 44, UAE No. 45, and Bahrain No. 49) in the Knowledge Economy Index. Saudi Arabia has risen 13 places, and also Tunisia, Sudan and Mauritania have risen 11 places since 2000. @ ranked 21st on the ICT Index at the world level and the 1st at MENA level. Qatar ranked second on the MENA level and 27th on the world level. 35 Organization Change GENERAL REPORT GENERAL REPORT
GENERAL REPORT - ENDNOTES 153 154 ARAB KNOWLEDGE REPORT 2010/2011 GENERAL REPORT
REFERENCES AND BACKGROUND PAPERS
GENERAL REPORT - REFERENCES AND BACKGROUND PAPERS 155 156 ARAB KNOWLEDGE REPORT 2010/2011 References
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---. 2008. (The Road Not Travelled, Education Reform in Middle East and North Africa). Washington, D.C.
---. 2010. (World Development Indicators). Washington, DC.
REFERENCES IN FRENCH
Gardner, H.E. 2009. (les 5 fermes d’ intelligence pour affronter (‘averir). Paris.
Schwartz, S.H. 2006. (les valeurs de base de la personne: theorie, mesure et applications). Paris.
166 ARAB KNOWLEDGE REPORT 2010/2011 LIST OF BACKGROUND PAPERS (AUTHOR NAME; PAPER LIST):
Abdelwahab ben Hafaiedh - Ma‘raef al Region and its impact on preparing mawjah al thaletha wa tajdeed al ajyal À future Generations for the Knowledge al manteka al-‘Arabiya (Prevailing societal Society in the Arab Region). status and culture in the Arab countries, and the impact of that on preparing Hassan Al Bilawi - Al tasworat al nathareya future generations for the knowledge leslah al tȆaleem À daw’ motatalabat GENERAL REPORT society). mojtama‘ al ma‘refa (Theories of formation and socialization: raising future Adel Salameh - Al edara al tarbaweya generations for knowledge society). be jomhoreyat masr al-‘Arabiya : ta’therateha À tamkeen al toulaab le Hussein Kamel Bahaaeldin - Re‘aya mojtama‘ al ma‘refa (Educational al tofola al mobakera wal ta‘leem le administration in Egypt: its effect in mojtama‘ al ma‘lomat (Early childhood enabling the students for the knowledge and preparation of Arab generations society). for knowledge society).
Ahmed Hijji - E‘adad al nashe’ le Inam Bioud - Bena al ajyaal al qadema mojtama‘ al ma‘refa derasa tahleleya (Building Future Generation). mokarana lel adabeyat al tarbaweya wal khebarat al ajnabeya (International and Kamal Abdullatif - Nahwa bena’ al regional literature and experiences in ajyal al-‘Arabiya al kadema le wolooj preparing future generations for the mojtama, al ma‘refa (Building future knowledge society). generations to access the knowledge society). Atif A. Kubursi - Al ta‘leem al mobaker wa tahadeyat al tanmeya al- Kamal Naguib - nothom al tarbeya ‘Arabiya (The Economic Feasibility of wal ta‘leem wa dowraha Àe e‘dad al preparing Arab future generations for nashe’ le mojtama‘ al ma’refa À al knowledge society). manteka al-‘Arabiya (Educational/ pedagogic systems of preparing future Fahmi Houidi - Al keyam al sa’eda Generations for the Knowledge Society À al manteka al-‘Arabiya wa atharha in the Arab Region). ‘ala johood e‘dad al nashe’ le wolooj mojtama‘ al ma‘refa (Prevailing values Khloud al- sebai - Al tanshe’a al osareya in the Arab region and their impact À al Maghreb wa dowraha À ea‘dad al on efforts of preparing Arab future nashe’a le mojtama‘ al ma‘refa (Family generations for the knowledge society). upbringing in Morocco and their role in the preparation of the youth for the Fayez Saudi - Tatweer al manahej al knowledge society). trabaweya À al manteka al-‘Arabiya wa athar zaleka À eadad al nashe’ Mahmoud Abdulfadil - Awada‘ al (Curriculum Development in the Arab tanmeya al bashareya À al boldan al
GENERAL REPORT - REFERENCES AND BACKGROUND PAPERS 167 khams al mokhtara (masr, al ordon, al Mohamed Matar - mokhrajat al taleem emarat, al maghreb, alyaman), (Human À al manteka al-‘Arabiya wa jahezyateha Development Trajectory/Trends in le e‘dad al nashe’ le mojtama‘ al ma‘refa the Arab Region and their impact on (Products of the Arab Educational preparing future generations for the systems and their impact on preparing knowledge society/economy). future Generations for the Knowledge Society). Mahmoud Abdulfadil - Moasherat wa mokawemat mojtam‘a al ma‘refa bayn al Mohamed Zabara - al deen wa shabab À alwatan al-‘Araby (knowledge almomarasat al deneya al saeda wa society’s indicator and elements among athar zaleka a‘la e‘dad al nashea le the youth in the Arab world). wolooj mojtama‘ al ma‘refa (Religion and prevailing religious practices Mahmoud el-Naqa - Azmat al logha al and their impact on preparing future arabeya ta‘leman wa ektesaban wa athar generations for the knowledge society/ zaleka a‘la e‘adad al nashea le wolooj economy in the Arab region). mojtama‘ al ma‘refa (Arabic Language teaching and learning crisis and its Mona Hadidi - Al ma‘any wal madameen effects on preparing children for the allaty tatadamnha qanawat al etesal al knowledge society). jamahery wa atharaha À ea‘dad ajyal al mostaqbal le a‘sr wa mojtama‘ al Mariam Lootah - Al ta’leem wa nosoq ma‘refa (Contents of Media Means al keyam À dawlat al Emarat al arabeya and their Impact on Preparing future al motaheda (Systems for inculcating generations for Knowledge Age and values for knowledge society in the Society). Arab region). Mustafa Abdl Samie - Al be’a al Maryam Ait Ahmad - Asaleeb al tamkeeneya le ea‘dad al nashe’a le tanshe’a al deneya al saeda haleyan mojtama‘ al ma‘refa À al manteka al- À al watan al arabi lada al nashe’ wa ‘Arabiya (Enabling Environments for mada mola’ematha le motatalabat preparing future generations in the wolooj mojtama‘ al ma‘refa (Religious Arab region for the knowledge society). Upbringing in the Arab region and Morocco and its impact on efforts of Mustafa Hijazi - Asaleeb al tanshe’a al preparing Arab future generations for sa’eda À al mojtama al araby wa foras the knowledge society). wolooj mojtama‘ al ma‘refa: al qadaya wal motatalabat (Social Upbringing for Mhammed Malki - Dawr al tashre‘at Knowledge Society). wal kawaneen À e‘ada al ajyal al-‘Arabiya al qadema le mojtama‘ al ma‘refa Nawal al Fauri - al tanshe‘a al osareya wa (Legislation and preparing Arab future dowraha À tahye’a al ajyaal al-‘Arabiya al generations for knowledge society). qadema le mojtama‘ al ma‘refa (Family upbringing and its role in preparing Mohamed Ben Fatma - eslah al taleem Arab future generations for knowledge À al manteka al arabeya wa athar zaleka society). e‘dad al nashe’ le -mojtama‘ al ma‘refa (Educational Reform in the Arab RaÀca Hamoud - Ea‘dad al ajyal Region and its impact on preparing al kademah le mojtama‘ al ma‘refa future Generations for the Knowledge (Preparing future generations for the Society in the Arab Region). knowledge society).
168 ARAB KNOWLEDGE REPORT 2010/2011 GENERAL REPORT
ANNEXES
GENERAL REPORT - REFERENCES AND BACKGROUND PAPERS 169 170 ARAB KNOWLEDGE REPORT 2010/2011 ANNEX 1 FIELD SURVEY RESULTS FOR THE FOUR ARAB CASE STUDIES
STUDENTS RESPONSES
Table m-1: Student’s political opinions GENERAL REPORT
Tendency to a political thought Desire to participate in political life
quantity % quantity %
Yes 1970 30.7 2042 31.8 No 3720 58.0 3617 56.4 No Answer 725 11.3 756 11.8
Table m-2: Student’s freedom of choice (%)
Moderate Freedom of choice Great freedom Weak freedom No freedom freedom
- Personal Choices 63.7 31.8 3.4 1.1 - Scientific Choices 48.8 42.2 7.1 1.9 - Intellectual Choices 59.9 30.8 6.9 2.3
GENERAL REPORT - ANNEXES 171 Table m-3: Student’s political opinions (%)
Fully Somewhat Do not Do not Do not Agree agree agree agree at all know - There are strict laws that restore rights to their owners within the 46.3 35.6 10.6 4.2 3.3 school - There are strict laws that restore rights to their owners in the 34.0 38.4 16.1 7.2 4.3 society as a whole - Because of existing laws in the school, students think a lot before 37.8 36.7 15.4 5.5 4.6 breaching the rules of conduct - Because of existing laws in the society as a whole, people think a 34.3 35.3 16.7 7.8 5.9 lot before breaching the rules of conduct - There is no laxity in the application of law in school regardless of 37.4 31.7 15.7 9.6 5.6 the status or position of a person - There is no laxity in the application of law in society regardless of 31.9 28.0 18.7 14.5 6.9 the status or position of a person - Who has money has a better chance to education 52.0 23.1 13.1 8.3 3.5 - Positions are occupied according to the efficiency of applicants and 30.0 28.4 18.6 15.2 7.8 not for other considerations (e.g. favouritism or mediation) - Promotion at work does not depend on objectivity but on personal 30.9 36.3 14.6 5.5 12.7 opinions - Objective considerations, not favouritism and mediation, are 30.6 32.3 13.3 9.5 14.3 applied in certification, recruitment, promotion and other privileges
Table m-4: Student’s opinions on government media (%)
Fully Somewhat Do not Do not agree Do not Agree agree agree at all know
Audio-visual media convey images fairly and honestly 35.1 40.3 13.5 6.4 4.7 - Audio-visual media convey different views of the society 38.3 43.3 8.8 4.1 5.5
Table m- 5: Student’s opinions on non-government media (%)
Fully Somewhat Do not Do not agree Do not Agree agree agree at all know Audio-visual Media convey images fairly and honestly 32.4 39.5 14.0 6.3 7.8
172 ARAB KNOWLEDGE REPORT 2010/2011 TEACHERS’ RESPONSES
Table m-6: Student’s opinions on non-government media (%)
In all In most In some Do not classes classes classes practice
- Participation with students in educational/learning activities 32.9 40.2 25.5 1.4 - Training students on solving problems 31.6 43.4 22.7 2.3 - Explaining theoretical concepts 57.7 26.9 13.5 1.9 - Writing lessons on the blackboard 55.8 18.0 15.9 10.3 - Discussion with students about the concepts of the lesson 69.8 22.8 7.2 0.2 - Discussion of presentations by students related to academic concepts 10.1 27.5 53.8 8.6 - Evaluation of students’ achievement (tests, exams, etc.) 19.6 34.2 44.3 1.9 GENERAL REPORT - Helping students to conduct scientific/practical experiments 7.8 15.1 47.0 30.1 - Organise the work of students in small groups 12.9 27.2 47.5 12.4 - Linking educational material with the requirements of everyday life 44.3 35.0 18.0 2.7 - Keeping class quiet and deterring troublemakers 75.6 18.1 5.1 1.2
Table m-7: Importance of speciÀc evaluation practices (%)
Not Weak Moderate Great important Importance Importance Importance
- School attendance (non-absence) 2.2 1.6 9.9 86.3 - The amount of effort exerted in homework 2.5 1.8 25.0 70.7 - Steady improvement in results 1.6 2.1 19.2 77.1 - Good behaviour inside and outside the classroom 2.0 2.3 11.2 84.5 - Active participation in the class 2.4 0.8 12.7 84.1 - Creativity and innovation 1.0 4.1 38.4 56.5 - The ability to think and raise questions 0.8 2.7 26.5 70.0 - Taking initiative 0.8 5.3 39.6 54.3 - Correct answers in the examination paper 2.5 1.6 24.2 71.7
Table m-8: Teaching aids available to the teacher at home (%)
Yes No
- Computer 91.0 9.0 - Internet subscription 73.7 26.3 - Scientific encyclopaedia 64.2 35.8 - Subscription to an educational magazine 18.2 81.8 - Dictionary or lexicon 82.6 17.4 - Library 79.2 20.8
GENERAL REPORT - ANNEXES 173 Table m-9: Teaching ability to use technology (%)
Weak Moderate Good Advanced
10.7 28.4 41.5 19.4
Table m-10: Use of technology for educational purposes (%)
Yes No
68.6 31.4
Table m-11: Students’ opinion on school environment (%)
Always Sometimes Rarely Never
- There are cases of violence at school among teachers themselves 1.4 4.9 24.6 69.1 - There are cases of violence at school among students and between 2.9 20.8 40.0 36.3 teaching and administrative staff - There are cases of violence among students at school 7.0 35.7 39.3 18.0
Table m-12: Teachers’ opinion on education (%)
Fully Somewhat Do not Do not Agree Agree agree agree at all
- Improvement of education in the Arab world compared to the past 20.6 46.2 22.7 10.5
Table m-13: Teachers’ opinion on the teacher (%)
Fully Somewhat Do not Do not Agree Agree agree agree at all
- Teachers no longer enjoy the same degree of respect in society 58.4 33.9 6.1 1.6
174 ARAB KNOWLEDGE REPORT 2010/2011 Table m-14: Teachers’ opinions on the school (%)
Fully Somewhat Do not Do not agree Agree Agree agree at all
- General decline in students’ respect for teachers compared to the past 62.2 29.9 6.5 1.4 - Students’ interest in study decreases day after day 60.4 30.7 7.9 1.0 - The current generation of students is characterised by strong character 21.8 44.4 25.5 8.3 - The current generation of students is better prepared than previous 9.2 23.7 42.2 24.9 generations - Material values dominate the cognitive values among most students 53.9 39.6 5.5 1.0 GENERAL REPORT
Table m-15: Teachers’ opinion on the school (%)
Fully Somewhat Do not Do not Agree Agree agree agree at all
- The role of school has become secondary in providing students with 14.1 44.0 31.4 10.5 science and knowledge
- Educational methods adopted in schools do not motivate students to 34.2 44.9 14.2 6.7 seek knowledge
Table m-16: Teachers’ opinion on the preparation for the teaching profession (%)
Fully Somewhat Not Fully applicable applicable applicable opposing
- I feel that I need a professional qualification to be able to 15.3 31.2 37.6 15.9 teach tomorrow’s generation
Table m-17: Teachers’ opinion on the relationship with parties involved in education (%)
Fully Somewhat Not Fully applicable applicable applicable opposing
- The relationship between me and students is based on mutual respect 82.9 16.1 1.0 0.0 - The relationship between me and my colleagues is based on mutual 92.2 7.1 0.4 0.3 respect - The relationship between me and parents is based on mutual respect 87.3 10.9 1.4 0.4 - The relationship between me and administrative board is based on mutual 88.2 10.1 1.4 0.3 respect - I meet with parents regularly to exchange views with them on issues of 18.2 45.2 29.9 6.7 interest to students
GENERAL REPORT - ANNEXES 175 Table m-18: Teachers’ opinion on educational curricula and programmes (%)
Fully Somewhat Do not Do not agree Agree Agree agree at all
- Educational curricula and programmes prepare students to face the 32.1 45.9 18.8 3.2 challenges of the future
- Educational curricula and programmes help in acquiring the necessary 29.6 54.8 13.9 1.7 skills
- Educational curricula and programmes help prepare competent cadres able 25.6 43.7 27.7 3 to compete internationally
- Educational curricula and programmes contribute to instilling the values of 36.8 50.0 11.7 1.5 citizenship and civilised behaviour
- Educational curricula and programmes prepare students to deal with the 24.0 45.4 25.7 4.9 problems of daily life
- Educational curricula and programmes provide a structure that takes into 24.6 50.2 21.6 3.6 account cognitive, conative, and social dimensions
- Educational programmes and curricula provide a structure for coping with 26.9 48.2 21.7 3.2 scientific and technological development
Table m-19: Teachers’ opinion on the factors inÁuencing the preparation of future generations (%)
Yes No
(a) Poor financial resources of the school 80.9 19.1 (b) Tense relations between students, teachers and administration 61.1 38.9 (c) Shortage of equipment and materials at schools 83.6 16.4 (d) Poor preparation of teachers 66.7 33.3 (e) Training does not respond to the advanced needs of teachers 77.6 22.4 (f) Poor (financial, professional, and other) incentives 92.3 7.7 (g) Multiplicity of knowledge sources competing with the school 58.6 41.1 (h) Weak learning motivation among students 87.7 12.3 (i) Students do not have good command of correct Arabic language 78.8 21.2 (j) Non-mastery of foreign languages (e.g. English, French, etc.) 82.7 17.3
176 ARAB KNOWLEDGE REPORT 2010/2011 Table m-20: Results of analysing the impacts of some enabling factors on students’ performance with respect to skills and values (%) pattern Family’s Family’s Family’s Family’s education education upbringing child’s study child’s environment being in local monitoring of Financial well- being at home being in family being at school Father’s level of Father’s Mother’s level of Mother’s Educational well- Educational well- Educational well- Variance Degree* Variance
Cognitive Skills 14.0% 0.150** 0.037 0.076 0.085 0.184 X 0.050 X Conative Skills 6.4% X X 0.126 X X X 0.096 0.068 Social Skills 5.4% 0.072 X 0.121 X 0.076 X 0.092 X
Cognitive Values 10.2% X X 0.284 X X -0.163 0.064 0.127 GENERAL REPORT Conative Values 7.3% -0.092 0.059 0.248 X 0.072 -0.090 X 0.045 Social Values 6.9% -0.149 X 0.198 0.056 0.096 -0.085 X 0.047 Universal Values 8.3% X X 0.262 X 0.130 -0.186 X X
* The ability of independent variables to explain changes in the dependent variable. **Standard Regression Coefficients
GENERAL REPORT - ANNEXES 177 178 ARAB KNOWLEDGE REPORT 2010/2011 ANNEX 2 STATISTICAL ANNEX
GENERAL INDICATORS
Table 1: Total population, population growth, and proportion of children in the Arab region GENERAL REPORT Population Growth Proportion of the total Proportion of the total Total Population 2010 Country Rate 2005 - 2015 population under 15 population between (Million) Predicted) (%) years old 2010 (%) 15-24 years 2010 (%)
Jordan 6.5 1.5 34.0 20.4 UAE 4.7 1.9 19.2 11.9 Bahrain 0.807 1.8 25.9 17.9 Tunisia 10.4 0.9 22.9 19.3 Algeria 35.4 1.5 27.0 20.5 Djibouti 0.879 1.6 35.6 21.6 KSA 26.2 1.9 32.0 18.9 Sudan 43.2 2.0 38.7 20.3 Syria 22.5 8.1 34.7 20.5 Somalia 9.4 2.7 44.9 18.6 Iraq 31.5 2.6 40.7 19.9 Oman 2.9 1.92 30.8 20.6 Occupied Palestinian 4.4 2.9 44.5 19.9 Territories Qatar 1.5 1.5 16.0 17.9 Kuwait 3.05 2.04 23.3 14.4 Lebanon 4.3 0.79 24.8 18.0 Libya 6.5 1.8 30.1 17.3 Egypt 84.5 1.7 32.1 20.2 Morocco 32.4 1.2 28.0 19.7 Mauritania 3.4 2.07 39.3 20.1 Yemen 24.3 2.7 43.4 22.1
Source: World Population Prospects 2008 Revision, April 13, 2011. http://esa.un.org/undp/wpp/unpp/panel_population.htm
GENERAL REPORT - ANNEXES 179 Table 2: Human Development Indices61
Human Development Index GDP per Capita Human Life Adult illiteracy Gender Value 2010 (Purchasing Country Poverty Index Expectancy rate (%aged 15 Inequality Power Parity US (%) at Birth and above) Index Ranking Indicator Dollar 2008)
Jordan 82 0.681 2.7 5700 73.1 8.9 0.616 UAE 32 0.815 0.6 56485 77.7 10.0 0.464 Bahrain 39 0.801 … 27838 76.0 10.0 0.512 Tunisia 81 0.683 2.8 8509 74.3 20.0 0.515 Algeria 84 0.677 … 8477 72.9 22.4 0.594 Comoros 140 0.428 73.9 1174 66.2 22.5 … Djibouti 147 0.513 29.3 2274 56.1 … … KSA 55 0.752 … 24208 73.3 13.3 0.760 Sudan 154 0.379 … 2300 58.9 39.1 0.708 Syria 111 0.589 5.5 4857 74.6 15.3 0.687 Somalia … .. 81.2 … 50.4 … … Iraq … .. 14.2 … 68.5 25.9 0.751 Oman … … … 26258 76.1 13.7 … Occupied Palestinian 97 … 0.7 … 73.9 6.2 … Territories Qatar 38 0.803 … 77178 76.0 6.9 0.662 Kuwait 47 0.771 … 50284 77.9 5.5 0.451 Lebanon … 0.796 … 13510 72.4 10.4 … Libya 53 0.775 … 16999 74.5 11.7 0.504 Egypt 103 0.620 6.4 5840 70.5 33.6 0.714 Morocco 116 0.567 28.5 4638 71.8 41.8 0.693 Mauritania 136 0.433 61.7 2037 57.3 42.4 0.722 Yemen 133 0.439 52.5 2595 63.9 36.8 0.853
Arab … 0.713 … … … … … Countries
Data of the Human Development Report, 2010. Source: UN: Statistical update of the Human Development Report tables, April 26, 2011. http://hdrstats.undp.org/en/countries/profiles/
180 ARAB KNOWLEDGE REPORT 2010/2011 Table 3: World Bank Knowledge Economy Index (KEI)* (most recent compared to year 2000)
Country or region Most recent score 2000 Change
Arab Countries UAE 6.73 5.96 0.77 Qatar 6.73 6.06 0.67 Bahrain 6.04 6.73 -0.69 Kuwait 5.85 6.24 -0.39 Jordan 5.54 5.62 -0.08 Oman 5.36 5.16 0.20 KSA 5.31 4.56 0.75 Lebanon 4.81 4.78 0.03 Tunisia 4.42 4.12 0.30 Egypt 4.08 4.31 -0.23 Morocco 3.54 3.72 -0.18 GENERAL REPORT Algeria 3.22 2.73 0.49 Syria 3.09 2.96 0.13 Mauritania 2.36 2.09 0.27 Yemen 2.20 2.03 0.17 Sudan 1.78 1.43 0.35 Djibouti 1.47 1.70 -0.23 Neighbouring and comparison countries Iran 0.99 2.30 -1.31 Turkey 5.55 5.63 -0.08 Cyprus 7.50 7.36 0.14 Malaysia 6.07 6.17 -0.10 India 3.09 3.17 -0.08 China 4.47 3.92 0.55 Top-ranking countries Denmark 9.52 9.50 0.02 Sweden 9.51 9.73 -0.22 Finland 9.37 9.62 -0.25 Holland 9.22 9.27 -0.05 Canada 9.17 9.15 0.02 US 9.02 9.32 -0.30 UK 9.10 9.21 -0.11 Geographic regions of the world Middle East and North Africa 5.47 5.63 -0.16 Africa 2.71 3.01 -0.30 East Asian and the Pacific 6.41 6.78 -0.37 Europe and Central Asia 6.45 6.25 0.20 G7 8.72 8.95 -0.23 Latin America 5.21 5.46 -0.25 South Asia 2.58 2.70 -0.12 Income level High-income states 8.23 8.23 0 Upper-middle-income states 5.66 5.74 -0.08 Lower-middle-income states 3.78 3.85 -0.07 Low-income states 2.00 2.32 -0.32 World 5.21 5.26 -0.05
Source: World Bank database, Knowledge Assessment Methodology (KAM), http://info.worldbank.org/etools/kam2/KAM_page6.asp on April 4, 2010 * The Knowledge Economy Index is calculated from twelve indicators. Values area on a scale of 0-10; the top 10 per cent of countries score in the range 9-10; the next highest 10 per cent of countries score in the range 8-9; and so on.
GENERAL REPORT - ANNEXES 181 Table 4: Worldwide governance indicators in the Arab region and comparison countries
Voice Political stability and Government Regulatory Control of Country and absence of violence/ Rule of law effectiveness quality corruption accountability terrorism
Jordan -0.85 -0.23 0.28 0.36 0.38 0.27 UAE -0.87 0.91 0.93 0.56 0.52 1.04 Bahrain -0.83 -0.09 0.62 0.78 0.51 0.30 Tunisia -1.27 0.23 0.41 0.10 0.22 0.02 Algeria -1.04 -1.20 -0.59 -0.94 -0.73 -0.49 Djibouti -1.11 0.48 -0.91 -0.60 -0.65 -0.26 KSA -1.77 -0.37 -0.09 0.22 0.12 0.15 Sudan -1.59 -2.65 -1.32 -1.25 -1.34 -1.24 Syria -1.63 -0.68 -0.61 -1.07 -0.47 -0.96 Somalia -1.99 -3.31 -2.30 -2.56 -2.53 -1.73 Iraq -1.17 -2.33 -1.26 -1.04 - -1.38 Oman -1.08 0.81 0.65 0.66 0.68 0.48 Occupied Palestinian ...... Territories Qatar -0.89 1.12 1.13 0.62 0.96 1.64 Kuwait -0.54 0.42 0.21 0.20 0.59 0.42 Lebanon -0.33 -1.51 -0.67 -0.07 -0.64 -0.80 Libya -1.89 0.62 -1.12 -1.00 -0.75 -1.10 Egypt -1.12 -0.63 -0.30 -0.14 -0.03 -0.41 Morocco -0.79 -0.43 -0.11 -0.01 -0.16 -0.23 Mauritania -1.01 -1.17 -0.90 -0.66 -0.84 -0.66 Yemen -1.27 -2.31 -1.12 -0.60 -1.15 -1.03 India 0.47 -1.19 -0.01 -0.28 0.05 -0.39 South Korea 0.66 0.45 1.26 0.88 0.82 0.36
Source: World Bank, Worldwide Governance Indicators 2009 World Bank - Worldwide Governance Indicators 2009: (Voice & Accountability - Political Stability & Absence of Violence/Terrorism - Regulatory Quality - Rule of Law - Control of Corruption) http://info.worldbank.org/governance/wgi/sc_chart.asp, on April 14, 2011. Indicators are calculated by estimation on a scale of -2.5 to 2.5 (-2.5 indicating the weakest performance and 2.5 indicating the highest performance)
182 ARAB KNOWLEDGE REPORT 2010/2011 Table 5: World Bank Economic Incentive and Institutional Regime Index* (most recent compared to 2000)
Country or region Most recent score 2000 Change
Arab Countries Oman 7.15 7.65 -0.5 Qatar 7.05 6.63 0.42 UAE 6.75 7.71 -0.96 Bahrain 6.75 7.51 -0.76 Kuwait 6.50 7.02 -0.52 Jordan 5.99 5.28 0.71 KSA 5.94 4.50 1.44 Lebanon 4.42 3.04 1.38 Morocco 4.12 4.92 -0.8 GENERAL REPORT Tunisia 4.04 3.92 0.12 Mauritania 3.64 2.67 0.97 Egypt 3.59 3.73 -0.14 Yemen 2.66 2.12 0.54 Algeria 2.18 1.12 1.06 Djibouti 1.99 2.17 -0.18 Syria 1.65 1.86 -0.21 Sudan 0.48 0.51 -0.03 Neighbouring and comparison countries Iran 0.99 2.30 -1.31 Turkey 5.55 6.19 -0.64 Israel 8.24 8.87 -0.63 Cyprus 7.50 7.70 -0.2 Malaysia 6.11 6.15 -0.04 India 3.50 3.59 -0.09 China 3.90 2.84 1.06 Top-ranking countries Denmark 9.61 9.13 0.48 Sweden 9.33 9.45 -0.12 Finland 9.31 9.48 -0.17 Holland 9.22 9.27 -0.05 Canada 9.45 8.63 0.82 US 9.24 9.06 0.18 UK 9.04 9.06 -0.02 Geographic regions of the world Middle East and North Africa 4.86 4.52 0.34 Africa 2.68 2.85 -0.17 East Asian and the Pacific 5.52 5.90 -0.38 Europe and Central Asia 5.71 4.75 0.96 G7 8.15 8.84 -0.69 Latin America 4.71 4.98 -0.27 South Asia 2.65 2.85 -0.2 Western Europe 8.71 9.05 -0.34 Income level High-income states 8.02 8.13 -0.11 Upper-middle-income states 5.08 4.87 0.21 Lower-middle-income states 3.01 2.97 0.04 Low-income states 2.05 2.30 -0.25 World 5.21 5.26 -0.05
Source: World Bank database (Knowledge Assessment Methodology), http://info.worldbank.org/etools/kam2/KAM_page5.asphttp://info.worldbank.org/etools/kam2/KAM_page5.asp on April 17, 2011. * The index value falls on a scale of 0-10 and is calculated from three key indicators: Tariff and non-tariff restrictions, regulatory quality, and rule of law. The top 10 per cent of states score in the range 9-10; the next highest 10 per cent of states score in the range 8-9; and so on.
GENERAL REPORT - ANNEXES 183 Table 6: Corruption Perceptions Index (CPI) 2010
Ranking among Ranking among the countries Country Value Arab countries of the world (178)
Qatar 7.7 1 19 UAE 6.3 2 28 Oman 5.3 3 41 Bahrain 4.9 4 48 Jordan 4.7 5 50 KSA 4.7 6 50 Kuwait 4.5 7 54 Tunisia 4.3 8 59 Morocco 3.4 9 85 Egypt 3.1 10 98 Algeria 2.9 11 105 Lebanon 2.5 12 127 Syria 2.5 13 127 Libya 2.2 14 146 Yemen 2.2 15 146 Sudan 1.6 16 172 Iraq 1.5 17 175 Somalia 1.1 18 178
Source: World Bank, Indicators of Good Governance, (the Index measure the level of corruption in the public sector in a given country) April 27, 2011 “Transparency International, the global coalition against corruption”, Corruption Perception Index - 2010 results. http://www.transparency.org/policy_research/surveys_indices/cpi/2010/results
184 ARAB KNOWLEDGE REPORT 2010/2011 EDUCATION
Table 7: Adult and youth literacy rates by gender in the Arab states 2008 (or closest three years)
2008 (or closest three years) Adult literacy rate Youth literacy rate Country Males Females Total Gender Males Females Total Gender (%) (%) (%) parity (%) (%) (%) parity
Jordan 95.2* *87.0 91.1* *0.91 *98.9 99.0* *99.0 *1.00 UAE *89.5 *91.5 *90.0 *1.02 *93.6 *97.0 *95.0 *1.04 Bahrain 91.7 89.4 90.8 0.97 99.8 99.7 99.7 1.00 Tunisia 86.4 71.0 77.6 0.82 98.1 95.8 96.8 0.98
Algeria **81.3 **63.9 **72.6 **0.79 **94.4 **89.1 **91.8 **0.94 GENERAL REPORT Comoros 79.3 67.8 73.6 0.85 85.7 84.1 84.9 0.98 Djibouti … … … … … … … … KSA 89.5 82.2 85.5 0.90 98.4 96.2 97.3 0.98 Sudan 79.0 59.6 69.3 0.75 88.6 81.7 85.2 0.92 Syria 90.0 77.2 83.6 0.86 95.6 92.5 94.1 0.79 Somalia … … … … … … … … Iraq 86.0 69.2 77.6 0.81 84.5 80.2 82.4 0.95 Oman 90.0 80.9 86.7 0.90 97.6 97.6 97.6 1.00 Occupied Palestinian 97.1 90.9 94.1 0.94 99.3 99.0 99.2 1.00 Territories Qatar 93.8 90.4 93.1 0.96 99.1 99.0 99.1 1.00 Kuwait ***95.2 ***93.1 ***94.5 ***0.98 ***98.5 ***98.4 ***98.4 ***1.00 Lebanon ***86.0 ***93.4 ***89.6 ***0.92 ***98.4 ***99.1 ***98.7 ***1.01 Libya 94.9 81.3 88.4 0.86 99.9 99.7 99.8 1.00 Egypt … … … … **87.9 … 84.9** … Morocco 69.4 44.1 56.4 0.64 84.8 68.4 76.6 0.81 Mauritania 64.1 49.5 56.8 0.77 70.5 63.4 67.0 0.90 Yemen 78.9 42.8 60.9 0.54 95.1 70.00 82.9 0.74 Arab Countries 71 65 68 0.92 ......
2008 Data, (*2005, **2006, ***2007) Source: Database of the UNESCO Institute for Statistics, http://www.unesco.org/new/en/unesco, on April 19, 2011
GENERAL REPORT - ANNEXES 185 Table 8: Gross enrolment ratios in education in the Arab states, 2009 (or nearest three years)
2009 (or nearest three years) Arab Countries Primary Education Secondary education Higher education Total (%) Gender parity Total (%) Gender parity Total (%) Gender parity
Jordan 88 1.0 88 1.04 41 1.11 UAE 95 1.00 95 1.01 30 1.89 Bahrain 96 1.01 96 1.04 51* 0.98* Tunisia 92 1.03 92 1.08 34 1.49 Algeria .. .. 83 1.08 31 1.44 Comoros ...... 5 .. Djibouti 30 0.82 30 0.73 3 0.69 KSA 97 0.91 97 0.86 33 1.23 Sudan 38 0.89 38 0.88 .. .. Syria 75 0.97 75 0.99 .. .. Somalia 8 0.53 8 0.46 Iraq 51 0.81 51 0.75 16 0.59 Oman 91 0.97 91 0.96 26 .. Occupied Palestinian 87 1.04 87 1.07 46 1.31 Territories Qatar 85 1.20 85 1.47 10 6.31 Kuwait 90 1.01 90 1.03 18 2.32 Lebanon 82 1.04 82 1.11 53 1.19 Libya 93 1.05 93 1.17 .. .. Egypt ...... 28 .. Morocco 95 0.88 56 0.86 13 0.88 Mauritania 24 1.03 24 0.89 4 0.41 Yemen .. .. 46 0.49 10 0.42 Arab Countries 96 0.92 68 0.92 22** 1.05**
Source: UNESCO Institute for Statistics (Education for All Global Monitoring Report, Regional Overview: Arab States, UNESCO Institute for Statistics) * 2010 Data, **2004 Data, on May 1, 2011
186 ARAB KNOWLEDGE REPORT 2010/2011 Table 9: Indicators of primary education in Arab states
Percentage pupils not % of trained Pupil/teacher ratio Country enrolled (2007) teachers (2007) (PTR) (2007)
Jordan 60 … … UAE 5 100 17 Bahrain 0.4 … … Tunisia 35 … 18 Algeria 149 99 24 Djibouti 56*** 80*** 34*** KSA 497 91 11 Sudan … 59** 37 Syria … … … Iraq 508 … 21* GENERAL REPORT Oman 87 100** 13 Occupied Palestinian 30 108 100 Territories Qatar 1.2 69** 11** Kuwait 13 100 10 Lebanon 74*** 13*** 14*** Libya … … … Egypt 232 … 27 Morocco 395 100 27 Mauritania 89 100 43 Yemen 906* … … Arab Countries 5752 100 21 World 71791 … 25
Source: UNESCO Institute for Statistics, on May 2, 2011. (Education for All Global Monitoring Report, Regional Overview: Arab States, UNESCO Institute for Statistics * 2005 Data, ** 2006 Data, *** 2008 Data.
GENERAL REPORT - ANNEXES 187 Table 10: World Bank Education and Human Resources Index* (KAM) (most recent compared to 2000)
Country or region Most recent score 2000 Change
Arab Countries Bahrain 5.82 5.73 0.09 Jordan 5.62 5.76 -0.14 Qatar 5.37 5.05 0.32 Kuwait 4.93 5.45 0.52- Lebanon 4.92 5.08 0.16- UAE 4.90 3.92 0.98 KSA 4.89 3.99 0.9 Oman 4.47 3.63 0.84 Egypt 4.35 4.70 0.35- Tunisia 4.08 3.79 0.29 Algeria 3.66 3.47 0.19 Syria 3.10 2.89 0.21 Morocco 1.95 2.00 -0.05 Yemen 1.79 2.14 -0.35 Sudan 1.28 1.29 0.01- Mauritania 0.89 0.89 0 Djibouti 0.88 0.72 0.16 Neighbouring and comparison countries Iran 3.80 4.21 -0.41 Turkey 4.46 4.71 -0.25 Israel 6.86 7.11 -0.25 Cyprus 6.65 6.65 0 Malaysia 4.21 4.21 0 India 2.21 2.21 0 China 4.20 2.0 2.2 Top-ranking countries Denmark 9.78 9.78 0 Sweden 9.29 9.29 0 Finland 9.77 9.77 0 Holland 9.21 9.40 -0.19 Canada 9.26 9.26 0 US 8.74 8.74 0 UK 8.49 8.49 0 Geographic regions of the world Middle East and North Africa 3.75 3.92 -0.17 Africa 1.38 1.38 0 Europe and Central Asia 6.62 6.62 0 G7 8.75 8.75 0 Latin America 5.05 5.05 0 South Asia 1.92 1.92 0 Western Europe 8.29 8.29 0 Income level High-income states 7.47 7.47 0 Upper-middle-income states 5.63 5.53 0.1 Lower-middle-income states 3.32 3.32 0 Low-income states 1.61 1.61 0 World 4.24 4.47 -0.23
Source: World Bank database (Knowledge Assessment Methodology), http://info.worldbank.org/etools/kam2/KAM_page5.asp http://info.worldbank.org/etools/kam2/KAM_page5.asp on April 18, 2011 * The index value is calculated from three key indicators: adult literacy rate, secondary enrolment, and tertiary enrolment. Index values range from zero to ten and express the position of the country relative to that of all other countries for which the index has been calculated. The top 10 per cent of countries are those ranked between nine and ten; the next top 10 per cent are those ranked between eight and nine, and so on. A decline in the value of the index with regard to a given country does not necessarily mean a decline in the values for the indicators entered to create the index. It may simply be a product of the fact that the values of these indicators have risen but to a lesser degree than those of other countries that are jockeying for their place on the scale.
188 ARAB KNOWLEDGE REPORT 2010/2011 Table 11: Government expenditure on education in the Arab countries in the Àve years 2005-2009
Expenditure as a proportion of total Expenditure as a proportion of GDP Country government expenditure (%) (%)
Algeria 20.3 4.3 Bahrain 11.7 2.9 Comoros .. 7.6 Djibouti 22.8 8.4 Egypt 11.9 3.8 Iraq .. .. Jordan .. ..
Kuwait 12.9 3.8 GENERAL REPORT Lebanon 7.2 1.8 Libya .. .. Mauritania 10.9 2.9 Morocco 25.7 5.6 Oman 31.1 3.9 Occupied Palestinian Territories .. .. Qatar .. .. KSA 19.3 5.6 Somalia .. .. Sudan .. .. Syria 16.7 4.9 Tunisia 22.4 7.1 UAE 23.4 1.2 Yemen 16.0 5.2
Source: Based on data from the database of the UNESCO Institute for Statistics, April 18, 2011.
http://stats.uis.unesco.org/unesco/TableViewer/tableView.aspx
GENERAL REPORT - ANNEXES 189 Table 12: World Bank Innovation System Index* (most recent compared to 2000)
Country or region Most recent score 2000 Change
Arab Countries UAE 8.59 7.91 0.68 Qatar 8.06 7.06 1.00 Bahrain 7.30 7.31 -0.01 Kuwait 6.96 7.10 -0.14 KSA 6.43 5.51 0.92 Lebanon 5.35 6.51 -1.16 Jordan 4.95 5.24 -0.29 Oman 4.90 5.13 -0.23 Tunisia 4.88 4.55 0.33 Syria 4.43 3.58 0.85 Morocco 4.37 3.94 0.43 Egypt 3.92 3.78 0.14 Sudan 3.52 2.11 1.41 Algeria 3.46 3.11 0.35 Mauritania 2.68 2.82 -0.14 Yemen 1.67 2.32 -0.65 Djibouti 1.32 2.61 -1.29 Neighbouring and comparison countries Iran 5.65 5.12 0.53 Turkey 4.92 6.28 -1.36 Israel 7.54 8.56 -1.02 Cyprus 7.95 8.15 -0.2 Malaysia 7.14 7.33 -0.19 India 2.49 2.87 -0.38 China 4.33 4.80 -0.47 Top-ranking countries Denmark 9.21 9.70 -0.49 Sweden 9.66 9.86 -0.20 Finland 8.73 9.42 -0.69 Holland 9.52 9.60 -0.08 Canada 8.54 9.08 -0.54 US 8.83 9.52 -0.69 UK 9.45 9.02 0.43 Geographic regions of the world Middle East and North Africa 5.71 6.46 -0.75 Africa 2.45 3.50 -1.05 East Asian and the Pacific 6.64 7.60 -0.96 Europe and Central Asia 6.46 6.38 0.08 G7 8.80 8.97 -0.17 Latin America 5.27 5.79 -0.52 South Asia 2.45 2.76 -0.31 Western Europe 8.78 9.00 -0.22 Income level High-income 8.42 8.35 0.07 upper-middle income 5.89 6.16 -0.27 Lower-middle income 3.85 4.13 -0.28 Low-income 1.82 2.68 -0.86 World 6.22 7.10 -0.88 Source: World Bank database (Knowledge Assessment Methodology), http://info.worldbank.org/etools/kam2/KAM_page5.asp on April 18, 2011. * The index value falls on a scale of 0-10 and is calculated from three key indicators: Total royalty payments and receipts in US$ per person, number of patent applications granted by the US Patent and Trademark Office per million people, and the number of scientific and technical journal articles published per million people. The top 10 per cent of states score in the range 9-10, the next highest 10 per cent of states score in the range 8-9 and so on. http://info.worldbank.org/etools/kam2/KAM_page5.asp
190 ARAB KNOWLEDGE REPORT 2010/2011 INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
Table 1: World Bank ICT Index (most recent compared with 2000)
Country or region Most recent score 2000 Change
Arab Countries UAE 6.69 4.31 2.38 Qatar 6.45 5.52 0.93 Jordan 5.59 6.21 -0.62 Kuwait 4.98 5.42 -0.44 Oman 4.94 4.24 0.70 Tunisia 4.65 4.24 0.41 Lebanon 4.53 4.48 0.05 Egypt 4.44 5.03 -0.59 GENERAL REPORT Bahrain 4.29 6.38 -2.09 KSA 3.97 4.25 -0.28 Morocco 3.72 4.04 -0.32 Algeria 3.59 3.24 0.35 Syria 3.17 3.52 -0.35 Mauritania 2.24 1.65 0.59 Sudan 1.86 1.37 0.49 Djibouti 1.68 1.31 0.37 Neighbouring and comparison countries Iran 4.56 2.61 1.95 Israel 9.40 9.53 -0.13 Cyprus 7.81 7.41 0.40 Malaysia 6.82 6.62 0.20 India 4.15 3.83 0.32 China 5.44 4.28 1.16 Top-ranking countries Denmark 9.49 9.52 -0.03 Sweden 9.76 9.72 0.04 Finland 9.67 9.68 -0.01 Holland 9.45 9.54 -0.09 Canada 9.44 9.39 0.05 US 9.47 9.55 -0.08 UK 9.24 9.38 -0.14 Geographic regions of the world Middle East and North Africa 7.57 7.63 -0.06 Africa 4.31 4.11 0.20 East Asian and the Pacific 8.49 8.41 0.08 Europe and Central Asia 6.99 6.91 0.08 G7 9.19 9.34 -0.15 Latin America 5.80 6.17 -0.37 South Asia 3.29 3.10 0.19 Western Europe 9.27 9.33 -0.06 Income level High-income states 9.02 8.94 0.08 Upper-middle-income states 6.03 6.29 -0.26 Lower-middle-income states 4.96 4.77 0.19 Low-income states 2.52 2.56 -0.04 World 8.11 8.12 -0.01
Source: World Bank database (Knowledge Assessment Methodology), http://info.worldbank.org/etools/kam2/KAM_page6.asp on April 20, 2011. Note: The table includes data from only 17 Arab states. * The index value falls on a scale of 0-10 and is calculated from three key indicators: number of telephone lines per thousand population, number of computers per thousand population, and number of internet users per thousand population. The top 10 per cent of states score in the range 9-10, the next highest 10 per cent of states score in the range 8-9 and so on.
GENERAL REPORT - ANNEXES 191 Table 2: ClassiÀcation of Arab countries by ICT infrastructure indicators
Number of computers per Mobile telephone lines per Fixed telephone lines Arab Countries thousand population thousand population per thousand 2007 2007 population 2007
Jordan 70 830 100 UAE 330 1,770 320 Bahrain 180 1,230 260 Tunisia 80 770 120 Algeria 10 810 90 Djibouti 20 50 10 KSA 140 1,170 170 Sudan 110 210 10 Syria 90 310 170 Oman 70 960 100 Qatar 190 1,510 280 Kuwait 240 970 200 Lebanon 100 310 170 Egypt 50 400 150 Morocco 40 650 80 Mauritania 50 420 10 Yemen 30 140 40
Source: World Bank database (Knowledge Assessment Methodology/KAM), http://info.worldbank.org/etools/kam2/kam_page3, on April 20, 2011.
192 ARAB KNOWLEDGE REPORT 2010/2011 Table 3: ClassiÀcation of Arab countries by internet use, access cost, and bandwith
Number of internet users per Internet bandwith Price basket for internet Arab Countries thousand population (bits per person) (US$ per month) 2007 2007
Jordan 200 11.12 164 UAE 520 13.07 2,785 Bahrain 330 30.01 2,544 Tunisia 170 11.59 303 Algeria 100 23.7 89 Djibouti 10 41.45 56 KSA 260 21.33 510
Sudan 90 28.87 345 GENERAL REPORT Syria 170 13.65 53 Oman 130 14.50 142 Qatar 420 16.41 2,781 Kuwait 340 22.30 871 Lebanon 380 10.00 227 Egypt 140 4.20 189 Morocco 210 15.62 814 Mauritania 10 37.32 70 Yemen 10 10.98 28
Source: World Bank database (Knowledge Assessment Methodology/KAM), http://info.worldbank.org/etools/kam2/kam_page3, on April 20, 2011.
GENERAL REPORT - ANNEXES 193 Table 4: Ranking of select Arab countries according to Network Readiness Index (2010/2011)
World ranking Network Readiness Arab Countries (among 138 countries) Index
UAE 24 4.80 Qatar 25 4.79 Bahrain 30 4.64 Tunisia 35 4.35 KSA 33 4.44 Jordan 50 4.00 Oman 41 4.25 Kuwait 75 3.74 Egypt 74 3.76 Morocco 83 3.57 Syria 124 3.06 Libya 126 3.03 Algeria 117 3.17 Mauritania 130 2.98
Source: Website of the World Economic Forum, http://www3.weforum.org/docs/WEF_GITR_Report_2011.pdf, on April 20, 2011.
194 ARAB KNOWLEDGE REPORT 2010/2011 Table 5: Global Competitiveness Index and rank of select Arab states with respect to selected factors, 2010/2011
Innovation and Global Competitiveness Basic Efficiency sophistication Index requirements enhancers Arab Countries factors Ranking(1) Value Ranking Value Ranking Value Ranking Value
Qatar 17 15.10 13 5.73 26 4.68 23 4.54 KSA 21 4.95 28 5.32 27 4.67 26 4.41 UAE 25 4.89 8 5.82 21 4.82 27 4.37 Kuwait 35 4.59 36 5.16 68 4.03 60 3.57 Tunisia 32 4.65 31 5.25 50 4.28 34 4.09 Bahrain 37 4.54 21 5.48 33 4.54 55 3.67 GENERAL REPORT Oman 34 4.61 24 5.41 48 4.30 47 3.87 Jordan 65 4.21 57 4.67 73 3.98 65 3.50 Morocco 75 4.08 64 4.57 88 3.78 79 3.36 Lebanon 92 3.89 106 3.87 70 4.00 74 3.41 Syria 97 3.78 83 4.28 117 3.38 115 2.97 Egypt 81 4.00 89 4.19 82 3.85 68 3.48 Libya 100 3.72 107 3.82 92 3.75 120 2.93 Algeria 86 3.96 80 4.32 107 3.49 108 3.04 Mauritania 135 3.14 131 3.39 138 2.79 134 2.63
Source: The Global Competitiveness Report 2010-2011. http://www.weforum.org/issues/global-competitiveness on April 27, 2011 1 With respect to the 139 countries covered by the report.
GENERAL REPORT - ANNEXES 195 196 ARAB KNOWLEDGE REPORT 2010/2011 ARAB KNOWLEDGE REPORT 2010/2011 Part II: Case Studies
EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY
ARAB KNOWLEDGE REPORT 2010/2011
EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY
JORDAN CASE STUDY
CONTENTS
CHAPTER 1-1 GENERAL INTRODUCTION 199
Concepts and problematic of the knowledge society in Jordan 199 The status of knowledge in the Jordanian society 200 Demographic map 200 The state of human development, its prospects, issues and variables 202 General knowledge issues 203 Preparing the future generation: A basic approach to building the knowledge society 206 The system of preparing the future generation for the knowledge society 206 Quaternary system of action 207
CHAPTER 1-2 THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 209
Prevailing education systems for preparing the future generation 209 JORDAN The Jordanian education system: General policies and objectives 209 CASE STUDY Skill building systems 211 Education output 211 Teaching strategies 213 Assessment strategies 213 Mastering the Arabic language 214 Gifted and creative students programmes 215 Systems of instilling values 216 Available enabling systems for future generation through education 218 Systems for training teachers and their economic and social status 219 Educational reform efforts: Bases, programmes, successes and failures 220
CHAPTER 1-3 SOCIAL UPBRINGING INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION IN JORDAN 223
Family upbringing and its role in preparing the future generation 223 Family upbringing patterns in Jordan 224 Role of societal culture in preparing the future generation 224 Cultural diversity and its role 225 Religious thinking and the prevailing system of values and their impact on the future generation 225 Identity, citizenship and a sense of belonging among the youth 226 Aspects of change in the Jordanian social system 227
CHAPTER 1-4 ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 229
The economic system 229
CONTENTS C The social system 231 The health situation and its impact 233 The political system and good governance 234 Freedoms and preparation of the future generation 234 Political freedoms 234 Legislative and legal environment 234 Citizens’ conceptions of the consequences of political participation 235 Freedom of opinion, press and media 235 Law to guarantee access to information 235 The status of media freedom 236 The internet, media and the knowledge society 236
CHAPTER 1-5 PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN: FIELD SURVEY RESULTS 239
Samples of Àeld studies 239 Random sample of students 239 Description of students’ sample 240 Teachers’ sample 240 Experts and decision makers’ opinions 240 Field study results 240 Skills 240 Cognitive skills 240 Conative skills 245 Social skills 248 Values 252 Enabling environments 256 Impact of enabling environments on student skills and values 256 Views of students, teachers and participants in the workshop about the enabling environment 257 The school environment 257 Societal environment 257 Conclusion 261
CHAPTER 1-6 ACTION SYSTEM 263
The willingness to act 263 The ability to act 264 How to act 265 Action requirements 266
REFERENCES AND BACKGROUND PAPERS 275
Appendix 277 Appendix 1: List of names of workshop participants in Jordan 279 Appendix 2: List of names of schools participating in Jordan’s case study 281 Appendix 3: Jordan survey results 283
D ARAB KNOWLEDGE REPORT 2010/2011 LIST OF BOXES Box 1-2-1: Madrasati (my school) Jordan 211 Box 1-2-2: Jordan Education Initiative (JEI) 218 Box 1-5-1: Jordanian initiatives to serve young generation: children’s museum 251 Box 1-6-1: Preparing the youth for the job market programme 265
LIST OF TABLES Table 1-1-1: Various human development indicators in 2010 202 Table 1-1-2: KAM indices 205 Table 1-4-1: Woman’s participation indices 231 Table 1-4-2: Health indicators for 2005/2009 232 Table 1-5-1: Results of aggregate cognitive skills 240 Table 1-5-2: Results of detailed cognitive skills 241 Table 1-5-3: Results of aggregate conative skills 245 Table 1-5-4: Results of detailed conative skills 245 Table 1-5-5: Results of aggregate social skills 248 Table 1-5-6: Results of detailed social skills 249 Table 1-5-7: Results of aggregate values 252 Table 1-5-8: Results of detailed values 252 Table 1-5-9: Views of students about the school and their relations to its components (%) 258 JORDAN Table 1-5-10: Views of students about the healthy enabling environments (%) 258 CASE STUDY Table 1-5-11: Views of students about freedom for choosing (%) 259 Table 1-5-12: Students’ perceptions of legal and social enabling environments (%) 259 Table 1-5-13: Students’ views on government-run media (%) 260 Table 1-5-14: Students’ views on non-government run media (%) 260
LIST OF FIGURES Figure 1-1-1: Population hierarchy in Jordan 201 Figure 1-5-1: Comparing average (arithmetic means) of cognitive skills for total sample (males and females) 241 Figure 1-5-2: Readiness of students in terms of cognitive skills (%) 242 Figure 1-5-3: Views of workshop participants on weak skills 243 Figure 1-5-4: Comparing average (arithmetic means) of conative skills for total samples (males and females) 246 Figure 1-5-5: Readiness of students in terms of conative skills (%) 246 Figure 1-5-6: Views of participants in the workshop about the importance of skills and their availability in students 247 Figure 1-5-7: Comparison of average (arithmetic means) of social skills for total samples (males and females) 249 Figure 1-5-8: Readiness of students in terms of social skills (%) 250 Figure 1-5-9: Comparison of average (arithmetic means) of values for total sample (males and females) 253 Figure 1-5-10: Readiness of students in terms of values (%) 253 Figure 1-5-11: Views of participants in the workshop on the importance of skills and their availability among the youth 255 Figure 1-5-12: Views of students on political participation 258 Figure 1-5-13: Views of participants in the workshop about the importance of enabling environments and their availability 260
CONTENTS E F ARAB KNOWLEDGE REPORT 2010/2011 The present Arab Knowledge Report constitutes an important episode of the series of reports issued by UNDP and Mohammed bin Rashid Al Maktoum Foundation, as well as a legal extension and qualitative translation of the Arab Knowledge Report 2009. It addresses the Arab knowledge status with its economic, social, educational and cultural dimensions in four Arab countries: Morocco, the UAE, Yemen and Jordan. Considering knowledge as the main gate for human development. The case study relied on the analyses of reports and the results of highly reliable studies for the monitoring and diagnosis of the economic, social, cultural, political and educational reality in Jordan, which showed many of the strengths and weaknesses in these systems. Further, a signiÀcant contribution to the enrichment of this report was achieved by the Àeld study applied on a large segment of the second secondary grade students in Amman, in order to test how far they possess the JORDAN required skills and values to identify the extent of their readiness to access the knowledge society, CASE STUDY their views about the enabling environments as well as to explore teachers’ views in this area. A workshop was held in 2010 in the capital Amman for experts and decision makers to get their feedback on the issues discussed in the current report. The essence of this case study lies in its last chapter, which represents a summary of the previous chapters and introduces a set of recommendations that will urge the movement towards preparing the emerging youth to build the knowledge society and reach sustainable development in Jordan.
PREAMBLE 197 198 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 1-1 GENERAL INTRODUCTION
CONCEPTS AND production and efÀcient application of PROBLEMATIC OF THE knowledge in all societal activities with KNOWLEDGE SOCIETY IN the purpose of achieving integrated and JORDAN comprehensive human development. This is because knowledge is an effective interactive The knowledge structure is manifested tool necessary in building prosperous societies in qualitative and quantitative changes based on a broad spectrum of human The successful in the present era. Such changes extend options, capacities, freedoms and welfare. application of to the infrastructure and superstructure The knowledge society is characterised by a JORDAN of human societies producing a new mutual interaction between society, economy knowledge in all CASE STUDY ‘knowledge society’ with new behavioural and technology, and depends on freedom, economic and and communicative cultural patterns and open communication and transparency. social spheres a multiple and diversiÀed knowledge Moreover, it is fostered by an enabling contributes map. The Arab Knowledge Report 2009 environment in which legislation, systems positively to identiÀes two concepts of knowledge: and institutions converge to create an intermediary concepts, which are still appropriate climate for achieving the utmost increasing in the evolutionary phase, and middle potential of society members, and which human options concepts that pertain to the production and opens the doors of globalisation enabling and achieving reproduction of the knowledge discourse. the establishment of new market relations. greater freedom It should be mentioned that attempting A series of questions and problems to form such concepts is still unclear and emerge relating to the knowledge society. The in overall human may be subject to varying interpretations. Àrst problem concerns the indigenisation of development Furthermore, the association of knowledge the transfer of knowledge, its production, with other widespread concepts, such as innovation and dissemination through the information society, technology society, providing the environment and the knowledge economy, network society and institutions that can foster it, in order to digital society, does not make it a single access the knowledge society. entity. Its implication varies from one Àeld to The second problem focuses on another. In today’s world new meanings for the correlation between knowledge, knowledge are supported by the information freedom and development as the principal revolution, communication technology requirement and necessary basis for creating and genetic engineering, in addition to the knowledge society as underlined by mathematics, sociology, economy and the Arab Knowledge Report of 2009. language (United Nations Development Knowledge is a basic human right. It is also a Programme (UNDP) and Mohammed bin means for human beings to overcome many Rashid Al Maktoum Foundation, 2009). difÀculties and problems. It is an extremely Despite the seemingly different concepts important developmental requirement. The and meanings, it can be agreed that such successful application of knowledge in all societies depend on the dissemination, economic and social spheres contributes
JORDAN CASE STUDY: GENERAL INTRODUCTION 199 positively to increasing human options and It also entails mobilising and harnessing achieving greater freedom in overall human the necessary energy and allocating development. Development is a direct the required resources to establish the product of knowledge, and no knowledge enabling environment for the desired can be available without granting the youth knowledge society. Moreover, it needs to and future generations more freedom provide social and political structures and a to express their ideas and innovations to broader scope of freedom, and to establish achieve comprehensive societal development the institutions that can nurture innovation (UNDP and Mohammed bin Rashid Al and the development of knowledge. It Maktoum Foundation, 2009). further requires turning gains into a means In recent years, many ideas, policies and of realising overall human development practices have emerged in Jordan in order thus achieving equality among all sections to build the knowledge society and prepare of society, as well as formulating the future generations to access it. To that end, laws/legislations necessary to control and Jordan has implemented many reforms protect institutional behaviour. Jordan has further in the last ten years in the economic and created enabling social spheres to transfer and indigenise THE STATUS OF KNOWLEDGE environments knowledge and direct it towards overall IN THE JORDANIAN SOCIETY development efforts. Jordan was supporting growth determined to reform its education system Evaluating the status of knowledge in by developing through consecutive Àve-year plans. Such the Jordanian society requires studying legislation that plans resulted in improving educational the state of human development which give youth and the outreach programmes, through a growth is considered a pathway to, as well as a in the education enrolment rate, a decline product of knowledge. Development future generation in the illiteracy rate and an improvement of entails increasing human choices for a more freedom to student performance in international tests decent life. In this context, we will review expend their power in maths and sciences. Furthermore, the the status of human development and and creativity. It economic reforms have enhanced Jordan’s its manifestation in the economic, social, competitiveness and have helped it form political, and health spheres, as well as the has also created international economic partnerships. developmental challenges facing society a technological Jordan has further created enabling in general and the future generation in infrastructure to environments supporting growth by particular. Moreover, we will demonstrate help transfer and developing legislation that give youth and the demographic reality since the younger adapt knowledge the future generation more freedom to generation and the youth constitutes the expend their power and creativity. It has majority in Jordanian society. and information also created a technological infrastructure to help transfer and adapt knowledge and DEMOGRAPHIC MAP information. Developing the future generation for The growing population rate, particularly the knowledge society in Jordan requires among the under twenty-Àve age group coordination and harmony between poses a developmental demographic acquisitions of knowledge on the one hand, challenge in Jordan, in addition to the and the creation of a climate of freedom existing political and knowledge challenges. that supports development options, on The increasing growth rate in this the other. Much like the Arab region in age group is a double-edged sword. Its general, Jordan still has a long way to negative aspects include psychological go in order to reach the desired goal. and social disorders if young people are Achieving this goal requires continued unemployed for long periods of time. insightful and purposeful political will to However, its positive aspects can lead help overcome these knowledge gaps. to major independent gains in the event
200 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 1-1-1 Population hierarchy in Jordan
+100 99-95 94-90 89-85 84-80 79-75 74-70 69-65 64-60 59-55 54-50 49-45
Age Group 44-40 39-35 34-30 29-25 24-20 19-15 14-10 46.5% 9-5 4-0
Males Females JORDAN
Jordan is moving CASE STUDY
Source: US Census Bureau database fast towards a (US Census Bureau) http://www.census.gov/ipc/www/idb/groups.php dated 30 May 2011 demographic transformation of adopting the appropriate policies and for it in advance. The population rate is that constitutes programmes for the optimum investment expected to decline, thereby reÁecting a promising in human capital (World Bank, 2007). In the volume of the population needs in the light of that, the major question would all aspects of life. In addition, the age demographic and be in changing the societal culture in order structure will change considerably because developmental to mobilise efforts to produce qualiÀed the number of children and dependents potential, if individuals capable of translating visions will decrease becoming closer to that in handled correctly to build and access the knowledge society, developed societies. The numbers in the either by contributing to building it or workforce will increase, thereby helping making use of its output. to promote the Jordanian economy and Jordan is moving fast towards a provide the market with highly qualiÀed demographic transformation that and skilled labour. In order to achieve such constitutes a promising demographic results, overall investment policies must be and developmental potential, if adopted. Such policies should depend on handled correctly. This demographic activating health programmes, especially transformation is expected to peak in ones concerned with reproduction as well the beginning of the third decade of as improving women’s economic and social this century when the percentage of the status and enhancing their involvement in workforce (aged 15-64) will greatly exceed the labour market and public life. Such the percentage of dependents (under 15 policies should also include optimum or over 64 years of age). The economically investment in general and higher active percentile will be around 69% of the education, by empowering the young population, while dependents will drop to generation to develop using information 31% in 2030.1 Jordan can make substantial and communication technology (ICT) gains from this population shift, if it in education. Investment should further monitors its effects and plans, and prepares develop scientiÀc research activities during
JORDAN CASE STUDY: GENERAL INTRODUCTION 201 the educational stages in addition to Development Index (HDI) indicated that developing critical and analytical thinking Jordan had moved two places forward skills in young people together with a between 2005 and 2010, to rank 82nd out sense of responsibility. It should also of 169 countries.2 Table 1-1-1 refers to a include helping the youth master more set of human development variables that than one language, take decisions and broadly deÀne welfare. solve problems to enable them to acquire, The relative stability in the international adapt, use and produce knowledge. This ranking of Jordan’s development indicates a will make them highly skilled and qualiÀed state of general stability in the development human resources capable of competing. process. Moreover, the indicators suggest In order to respond to such requirements, an acceptable state in basic Àelds, such we must be aware of the status of human as education and health. However, it development, its strengths and weaknesses may be difÀcult to retain such stability in Jordan. This will be a strong starting in the coming years, especially under the point that will help the youth integrate into increasing effects of the Ànancial and the knowledge society. economic crisis and the Áuctuating rising price of oil. The wide gap between rich and THE STATE OF HUMAN poor people in the poverty indicators is DEVELOPMENT, ITS mainly due to the unbalanced distribution PROSPECTS, ISSUES AND of income and resources. The percentage The relative stability VARIABLES of the population living below the poverty in the international line was recorded at approximately 14%. ranking of Jordan’s In recent years, Jordan has implemented This will increase social problems with the development developmental programmes aiming at progressive increase in the hunger rate. improving the standards of living of its Development in Jordan faces several indicates a state of citizens. During that time, the Human problems that hinder the preparation of general stability in Development Index was steadily increasing the future generation. Perhaps the most the development from 0.621 in 2000 to 0.652 in 2005 to reach prominent problems pertain to the daily process 0.681 in 2010. In 2010, the UNDP Human life of citizens, namely, the rising prices of
TABLE 1-1-1 Various human development indicators in 2010
Life expectancy at birth (in years) 73.1 Adults illiteracy rate 7.8% GDP per capita USD 5,700 Health expenditure percentage of GDP 5.4% Education indicator on HDI 0.87 Education expenditure percentage of GDP (2000-2007) 4.9% Population living below poverty line (2000-2008) 14.2 % Percentage of the population not using a purified water source 4% Percentage of people without sufficient sanitation facilities 2% Percentage of the population suffering from malnourishment 5>% Net primary education rate (2001-2009) 96.3% Mobile phone subscribers per 1,000 people 830 Internet subscribers per 100 people 27 Percentage of underweight children under 5 years of age 1.9% Percentage of underdeveloped children under 5 years of age (2003-2008)* 12%
Source: UNDP website dated 20 April 2011 www.Hdr.undp.org UNICEF website www.unicef.org
202 ARAB KNOWLEDGE REPORT 2010/2011 basic commodities such as food and fuel, basic education amounted to 1.01 and the as well as accommodation. Such problems ratio of females to males in the secondary further include the lack of an overall education was 1.04 (the Ministry of strategy to combat poverty, and the private Planning and International Cooperation sector’s insufÀcient performance of its (MOPIC), 2010A). Also, 42% of the 19- social responsibilities. Achieving sustainable 23 age group went into higher education human development entails fair distribution (Anwar Al Batikhy, 2009). of income as well as the promotion of Despite the quantitative progress in development in rural areas. It also requires the education Àeld, there are still many enhancing natural resource management problems and issues the education system and broadening public involvement suffers from, especially in terms of low in formulating and implementing education quality – that will be discussed developmental programmes. Achieving in detail in chapter 2. However, this such goals will be the major challenge for does not negate the fact that Jordan has Jordan during the upcoming stage. achieved important gains in improving the quality of the knowledge acquired GENERAL KNOWLEDGE ISSUES through education. Jordan came Àrst in sciences and second in maths among Arab Knowledge is regarded as a system that countries participating in the Trends in affects the world’s input, including human International Mathematics and Science JORDAN In the field of CASE STUDY beings, nature, society, values and products. Study (TIMSS) conducted for eighth grade It is a tool for the management of people, students in 2007 (UNDP, 2007). education, the society and states. Such a concept indicates Creativity and scientiÀc research are country has seen that knowledge is not needed in itself but considered important pillars of knowledge quantitative is required for work and action. The power leading to development. In spite of the success through of knowledge is now evident in all its efforts made by Jordan in setting up and forms, particularly in the technology sector. supporting scientiÀc, technological, social, the increase in Furthermore, the role of knowledge, in human and artistic establishments and the enrolment terms of production and employment, is institutes, achievements in such Àelds have rate at all stages heightened by directing sound scientiÀc not yet reached the desired levels. The research methods towards issues concerning value of the innovation index for the most people, societies and states and using the recent year with available data, according to results to re-establish these three elements. the World Bank’s Knowledge Assessment Methodology (KAM), was 5.59.3 Jordan In recent years, Jordan has witnessed came third in the basics of creativity out of progress in establishing the knowledge Àfteen Arab countries with available data.4 society and preparing future generations According to the Global Competitiveness for this aspired society. In the Àeld Report 2010/2011, the factors of creativity of education, the country has seen conceal a weak ability of creativity and quantitative success through the increase innovation, since Jordan ranked 68th out in the enrolment rate at all stages. of 139 countries. It can be said that if we exclude the The total education rate of the second King Abdullah II Award for Excellence grade in the pre-schooling stage was in Government Performance and 51.8% in 2009. The literacy rate for adults Transparency, the Queen Rania Award for (over 15 years of age) reached 92.5%. Excellence in Education and the efforts of The total basic education enrolment some other institutions, such as the Shoman rate reached 99% and the secondary Foundation and the ScientiÀc Foundation education enrolment rate reached 83.3%. of Hijjawi, we Ànd that little importance is In addition, the equivalence indicator for given to creativity by the public and private
JORDAN CASE STUDY: GENERAL INTRODUCTION 203 sector. This impedes performance in their proÀts that perceive the Jordanian market required role to provide an environment that as only consumer-based and not a producer helps discover and nurture talent. The little of output of knowledge societies. attention given to creative people is perhaps One of the challenges facing scientiÀc manifested in the economic and social status research is the relatively small number of of some categories of innovators such as scientiÀc researchers in Jordan compared poets, writers and artists. with developed countries. The number ScientiÀc research, development and does not exceed 135 researchers per networking are considered basic elements million citizens, compared with around in preparing the future generation and 4,000 to 5,000 researchers per million building the knowledge society, through citizens in the United States. Such a low which it is possible to produce and apply number is attributed to various factors, knowledge in the economic and social the most important of which is the low fields. The Global Competitiveness Ànancial return from scientiÀc research. Report 2010/2011 indicated that Jordan This pushes researchers to engage in was placed 65th out of 139 countries other more lucrative professions in most (the World Economic Forum (WEF), in cases, or even to travel abroad. Also, many English, 2010). Despite the efforts made unqualiÀed researchers are dispatched to to promote research and development conferences, seminars and workshops held One of the by establishing laws, trying to improve by developed countries. These researchers challenges facing research environments and setting up neither submit any new scientiÀc studies, scientific research is a scientiÀc research fund, expenditures nor do they make use of foreign scientiÀc 5 the relatively small have not exceeded 0.34% of GDP. In expertise in order to apply it in their own addition, the private sector’s contribution country (Anwar Al Batikhy, in Arabic, 2009). number of scientific to the production and application Universities are also held responsible researchers in of research is still very limited, when in two respects: First, the contribution Jordan compared compared with the government sector. of postgraduates to the development of with developed Data showed a considerable weakness scientiÀc research is described as being in corporate spending on research, with limited. This is because most of them are countries. Jordan placed 116th out of 139 countries not fully devoted to scientiÀc research and (Previous Source). enter into postgraduate study not out of It seems that the public as well as the an interest in research, but only to obtain private sectors are responsible for the a certiÀcate to improve their standard weak contribution in the scientiÀc research of living. Second, the research activities Àeld. The government does not take of the teaching staff rarely exceed their special actions with respect to the rules academic duties, given the lack of schemes and regulations that encourage investment that encourage the researcher to be fully in the Àeld of scientiÀc research and dedicated to research and development. development. Instead, it has exempted The General Secretariat of the Higher companies from scientiÀc research tax, Council for Science and Technology through the provisional law of uniÀed (HCST), supported by the ScientiÀc tax adopted in 2010, thereby depriving and Research Fund (SRF), has taken scientiÀc research from additional annual serious steps to formulate a road map support. Moreover, the private sector for the Jordanian researcher. Thus, it depends on transferring knowledge instead has conducted a national study on the of indigenising and producing it, due to priorities of scientiÀc research in Jordan the weak culture of scientiÀc research and for the period 2011-2020, based on the the lack of awareness of private sector importance of scientiÀc research in companies of its impact on economic life. achieving sustainable development. Also, the company owners focus only on The weak coordination between
204 ARAB KNOWLEDGE REPORT 2010/2011 research centres and the private sector is TABLE 1-1-2 evident in that most scientiÀc institutions KAM indices and universities do not have specialised tools to market their research and Àndings Index Value 7 to the concerned entities. Moreover, Knowledge Economy Index (KEI) 5.54 there are no consulting institutions that Economic Incentive and Institutional Regime Index 5.99 Innovation Index 5.59 employ the Àndings of scientiÀc research Education and Human Resources Index 5.62 and turn them into proÀtable economic ICT Index 4.95 projects. Total value = 10 We should review the experience of business incubators in Jordan when Source: the World Bank’s database (KAM) dated 23 May 2011 www.worldbank.org referring to applying research Àndings to practical reality and turning innovative to the World Bank’s KAM .The index value ideas into creative initiatives. This is was 4.95 for the most recent year with considered a leading and distinguished available information. The ICT quality is experience that has proved its success measured by the Networked Readiness and has produced a number of successful Index (NRI) In this area, Jordan ranked companies. For example, iPARK 50th out of 138 world countries in 2010- Jordan’s Technology Incubator afÀliated 2011, compared to 44th out of 133 world with HCST, has developed – since its countries in the previous year (WEF and JORDAN foundation in 2003 - 35 ICT companies, INSEAD, in English, 2011). CASE STUDY and formed 20 companies that offered Jordan holds an intermediate position more than 750 job opportunities. This is in such indices that range from 5.99 on also the case with the Jordan Innovation the Economic Incentive and Institutional Jordan regards Centres Network (JICs Network) that Regime Index, to 4.95 on the ICT Index. information has greatly contributed to nurturing a While talking about the economy and technology (IT) number of incubators and providing the knowledge society, and particularly them with Ànancial assistance.6 Although promoting knowledge industries, we as the basic there are many successful incubators, should tackle the issue of intellectual foundation for they suffer from limited resources and property rights protection. Jordan has building the capabilities against the increasing demand taken major positive steps that enable it knowledge society on the incubation processes. Also, the to access knowledge society. This is done and preparing the government and major local companies through a set of laws and legislation do not prioritise the entrepreneurship that protect intellectual property rights, future generation. products and start-up company sector. in many domains such as Copyright, Moreover, the leading incubated ideas and Patent, Goods Marks, Trade Names, as interests need to be directed towards vital well as Unfair Competition and Trade sectors in Jordan, such as water and clean Secrets. Such laws have abided by the nuclear power sectors. criteria of protecting intellectual property Jordan regards information technology rights as stipulated in the World Trade (IT) as the basic foundation for building Organisation (WTO) Agreement and the the knowledge society and preparing Free Trade Agreement with the United the future generation. This is because States and the European Union. IT is now considered the principal tool The middling position of Jordan in the for the dissemination and circulation of KAM indices is not satisfactory. It needs knowledge. Jordan has taken satisfactory to be enhanced and upgraded, especially steps in updating infrastructures and in the vital areas of economic incentives has recorded a growth in institutional and the institutional regime as well as ICT. performance. In addition, it scored an Efforts should be resumed in this regard, average value on the ICT Index according if Jordan is willing to achieve a qualitative
JORDAN CASE STUDY: GENERAL INTRODUCTION 205 leap and to move in a fast and integrated into the future. manner in preparing the youth, including Jordan has shown interest in the future the young generation, to integrate into the generation as leaders of change and a main knowledge society. catalyst for achieving future progress. It is worth mentioning that many of these PREPARING THE FUTURE initiatives are either being planned or GENERATION: A BASIC implemented. Thus, the question remains APPROACH TO BUILDING that of the effectiveness and success of THE KNOWLEDGE SOCIETY such initiatives, and whether or not they are efÀciently applied and followed in Preparing generations to take part in the order to achieve acceptable performance knowledge society is a complex process that levels.9 includes a broad spectrum of challenges and consequences. It requires paying close THE SYSTEM OF PREPARING attention to such a process so that the next THE FUTURE GENERATION generation can respond to it effectively. FOR THE KNOWLEDGE The process A set of questions arises here relating to SOCIETY of establishing developing a generation capable of survival, self-continuity and resilience, that enables Conforming with what is established in the the knowledge renewal to overcome challenges and Arab Knowledge Report 2010/2011 and society in itself innovations particular to that generation. It all the case studies, a procedural deÀnition includes preparing requires enhancing coordination, cooperation of the phrase ‘future generations’ has the upcoming and integration among the educational, been considered, which is the age group training and vocational institutions to build under 18 years, since it is the category generation for a generation that can access the knowledge that is the most sensitive to the future, many changes that society, or is capable of accessing it. thereby requiring optimum investment will last for a long Paying close attention to the next (see Preamble of General Report). The time into the future generation is vital as they represent a large system of preparing future generations percentage of the population (the group for the knowledge society is based on two under 19 years of age constitutes around axes: the Àrst pertains to the necessary 46.5% of the Jordanian population).8 This correlation between the triad of skills, group represents the workforce that will be values systems and enabling environments. responsible for leading development and The second relates to the desire to move achieving progress in the future. Caring towards the knowledge society as well as for the future generation is an invitation securing action in this direction and its to early investment in this group to build a requirements. strong base of human capital required for In preparing future generations to social development and to respond to the build the knowledge society the Àrst axis needs of comprehensive development by (triad of skills, values and enabling) entails securing future generations’ educational, repeated correlation between three paths: health and social needs. The reason for First path: building the skills needed focusing on the future generation is that by labour markets in the future and their learning abilities exceed those of helping adapt the future generation to older people. In addition, the outputs of a renewing, dynamic and amazingly human capital represented in the youth changing world. will affect the output of their children in Second path: instilling the system the future. The process of establishing of values that is more general, the knowledge society in itself includes comprehensive and stable and therefore preparing the upcoming generation for less susceptible to change from trends. In many changes that will last for a long time addition to the preferential (corrective)
206 ARAB KNOWLEDGE REPORT 2010/2011 side, it includes the moral side studied by the extent of readiness by exploring exploring moral behaviour. The human available Ànancial and human capabilities being may develop thousands of trends, as well as obstacles and the cultural, but only a few values. legislative, or political determinants that In order to achieve overall human may suppress or reduce such efforts. development under the umbrella of the Readiness is also known by discovering knowledge society, skills alone will not be societal abilities that can prepare future effective unless they are accompanied by generations for the knowledge society on a perfect system of values that regulates one hand, or prevent them from acquiring and structures practices, using skills to the skills and values necessary for that direct them through the required paths. society on the other. Thus, it is important to equip future How to act: this consist of the generations with a suitable system of methods of building skills, instilling values values in order to deal with the knowledge and achieving enablement, and Ànding society and positively contribute to its alternative action according to the available building. opportunities or capabilities. It further Third path: providing enabling includes dealing with the vocational and environments that are the structure or training methods along with educational Moving to the framework that allow future generations reforms. knowledge society to possess the skills and values that Securing the requirements of action: entails giving JORDAN CASE STUDY enable them to overcome challenges. this includes being aware of the nature, attention to future Freedoms, coping and interacting with type and speciÀcations of the institutional, this era as well as setting up institutions organisational, administrative, Ànancial and generations by and networks, are prerequisites for legislative requirements which are needed applying the triad enabling, since it is a fundamental for positive action, and for supporting the of skills, values condition for establishment. If building continuity of the enabling environments and enabling skills requires a value perspective and a to prepare future generations for the environments as general standard vision, it requires at knowledge society. the same time enabling environments According to the Arab Knowledge prerequisites for the that foster and support the future Report 2009, knowledge, freedom and system of action. generation to facilitate their integration development are the basic foundations into the knowledge society. of the knowledge society. They are integrated elements. Building any QUATERNARY SYSTEM OF knowledge society is in all cases, an ACTION overlapping and dynamic process based on three basic pillars: Providing the We will try to identify the bases, methods and enabling environments, transferring and action mechanisms that can prepare future indigenising the adaptation of knowledge, generations to establish the knowledge and implementing it to achieve human society. It is a dynamic, interactive and development. As for Jordan, it has made interrelated system that includes four basic some progress towards the knowledge elements as follows: society in some principal Àelds, such as Willingness to act: it is the basis of education and health. However, it has any change. It refers to the true desire of all not reached the required level in other societal segments to change and develop, areas, especially those providing several accept and appreciate them, establish elements of the enabling environments, an incentive scheme and encourage such as caring for scientiÀc research and innovation. Good will and determination innovation. In addition, fair distribution are also required to achieve that. of wealth among citizens is also needed The ability to act: this means knowing in this regard. Moving to the knowledge
JORDAN CASE STUDY: GENERAL INTRODUCTION 207 society entails giving attention to future generations by applying the triad of skills, values and enabling environments as prerequisites for the system of action. This triple point basis is integrated within the quaternary of action requirements that includes the desire, ability and deÀnition of the work mechanisms and requirements. Without these two systems, it will be difÀcult to empower youth and prepare them efÀciently for the knowledge society to help achieve sustainable human development.
208 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 1-2 THE EDUCATION SYSTEM AND PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN
This chapter discusses the systems of supports political afÀliation to the country preparing the future generation in Jordan and keeps the latter’s unity and sovereignty. for the knowledge society by looking It also provides future generations with a analytically at the elements, components great deal of knowledge, information and and strategies of such systems and their skills enabling them to adhere to positive compatibility with the requirements and values. Education also improves the future features of the knowledge society (through generation’s health and helps them feel the presentation of an analytical overview). safer and more secure to further enjoy Attention will be given to reviewing the their life. JORDAN Jordanian education system by analysing The education system is regarded as CASE STUDY its elements, including policies, objectives, the most important source of preparing programmes, methods and practices, in the society’s members and a main catalyst Education is addition to the education environments for increasing production. Moreover, considered an and the efforts of educational reform, it is a basic pillar in the developmental important and highlighting their strengths and weaknesses. reform process. Education is the point of principal factor departure towards the knowledge society. PREVAILING EDUCATION This requires a fundamental change in the for enabling and SYSTEMS FOR PREPARING system’s structure, roles of management preparing the THE FUTURE GENERATION and the design of the different education future generation environments. In addition, it entails to take an effective Education is considered an important and achieving the integrated communication part in the principal factor for enabling and preparing of knowledge and moving from the the future generation to take an effective part teaching and memorisation of knowledge knowledge society in the knowledge society and in achieving to its construction, production and and in achieving economic and social development. It reproduction. economic and clearly contributes to social, political and social development economic progress, due to its role in THE JORDANIAN EDUCATION discovering and developing talents and SYSTEM: GENERAL POLICIES abilities of the future generation. It further AND OBJECTIVES prepares their minds to accept, anticipate and demand change in an effective way. The education system in Jordan aims to Moreover, education stimulates innovation prepare citizens equipped with various and initiative and helps the underprivileged skills (including cognitive, communication, sectors discover and nourish their abilities teamwork, scientiÀc thinking, technological, and latent potential. It also deepens the professional and scientiÀc research skills). future generation’s sense of freedom It further tries to provide them with the and assists them in maintaining it. information needed for the knowledge Furthermore, education helps develop and society. The system also endeavours to enrich the social and cultural values, and make education accessible for all and
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 209 to achieve equality and justice in the Good governance of the education educational services both quantitatively system; strategic planning, decentralisation, and qualitatively. It also focuses speciÀcally granting powers and authorities, on the qualitative development of communication, in addition to services, education according to the students’ management and school-based education levels as well as upgrading the development. internal and external efÀciency of the Programmes assigned for providing education system. However, such skills and education for all including kindergartens, knowledge have not reÁected clearly on non-formal education and special student performance. This is evident from education situations. scores in the Programme for International Human resources; including the Student Assessment (PISA) that was 415 sustainable professional development in science and 387 in maths in 2009. This of teachers, a human resources system, was below the average of the member administrative development and teachers’ states of the Organisation for Economic social security. Cooperation and Development (OECD) Safe education and learning environment In order to improve which was 496 for maths and 501 for includes the physical learning environment. the quality of sciences (OECD, in English, 2010). Learning; comprising of curricula, the education On the other hand, the education learning resources, assessment, health, system’s outputs, system’s efÀciency improved on the school lunches, vocational education quantitative level as the basic education and the national development plan. the Ministry of enrolment rate rose to 97.6% for 2008- Quality assurance; including adopting Education has 2009 (United Nations and MOPIC, the ministry, education directorates and formulated the 2010). The rate of early school leavers schools in the ISO system. general policy declined to 0.3%. Moreover, programmes This is emphasised by the serious have been set up to nurture advanced attempt of the Jordanian education system document students and students with special needs to respond to the requirements of this era. 2009-2013 and learning disabilities. Moreover, there is a noticeable shift in In order to improve the quality of the the policies concerning education output education system’s output, the Ministry as well as the gradual decentralisation of of Education has formulated the general power from the ministry to the Àeld and policy document 2009/2013. Such a school. document is intended to monitor, review Such policies will contribute to and analyse policies using a scientiÀc achieving quality, effectiveness and aptness. approach and to put the education They will also help in establishing deÀnite system on a comprehensive and stable objectives through education development developmental path that Àts with the plans capable of promoting true human requirements of the knowledge society. development in order to respond to the The document highlighted the education requirements of the knowledge society system’s challenges and obstacles for the which is devoted to the learner and coming phase including early childhood, strengthens the human values system. achieving education for all, quality In order to encourage the opportunity of education, life skills and life-long of forming the knowledge capital of youth, education, in addition to the eradication Jordan has established two streams for of illiteracy, of gender inequality and secondary education: the academic and the sound management of the education vocational streams. The academic stream is system. divided into literary, scientiÀc, ICT, health The document comprises a set education and religious education branches. of policies that are represented in the The vocational stream is divided into following: industrial, agricultural, home economics
210 ARAB KNOWLEDGE REPORT 2010/2011 BOX 1-2-1 Madrasati (my school) Jordan The ‘Madrasati Jordan’ project was launched programmes that are implemented at schools in 2008 as an educational initiative supported through several partners. The Madrasati initiative by a number of partners. The initiative aims at is made up of different partners, including: Queen improving the condition of 500 disadvantaged Rania Teacher Academy (QRTA), Royal Health public schools. Since its launch and up to the end Awareness Society (RHAS) (that implements school of 2010, the Madrasati initiative has managed to health programmes), Jordan River Foundation (JRF) access 300 schools and over 110,000 students. The (that conducts safe school programmes), the Jordan initiative will include a further 100 schools in 2011. Education Initiative (JEI) (that implements a range The Madrasati initiative depends on a two- of technology-based programmes at schools), and dimensional method to meet the needs defined by the Children’s Museum. schools themselves: Madrasati has further developed an effective Fixing and improving the school infrastructure: method that has enabled its partners from the To date, 3,659 classrooms have been designated in public and private sectors as well as civil institutions 300 schools. to collaborate. Moreover, it has made education a Developing and enriching the education part of the social responsibility of all individuals, environment at schools by providing educational not only of the government because everybody can programmes that suit every school, such as contribute in one way or another. Partnership based teacher training, ICT, entrepreneurship and health initiatives can be a success. awareness programmes, in addition to other Source: (Mohsen Ziyadah, 1988 and Butts, 1995). JORDAN and hotels and tourism education branches. output that meet the requirements of the CASE STUDY It is worth mentioning that all such knowledge society. Such a review aims at streams and branches have a number of focusing on equipping students with the educational subjects in common, such as: necessary skills, trends and values. It also Reflection on Arabic, English, maths, computer, Islamic concentrates on moving away from the the general education, and civic education, with traditional concept of curricula that give education outputs specialised subjects for each branch. the teacher a major role in the classroom of the Jordanian Nevertheless, no studies were to a concept that focuses on the students conducted to evaluate the effect of such with the aim of providing them with the education system courses of action in preparing the young knowledge, experience and skills from shows a clear shift generation to effectively move towards the various learning resources. in the general knowledge society and equip them with This is evident in some skills which were objectives of the the knowledge, skills and values required approved by the national committee for system through its for it. The reason for this is perhaps the setting the general framework of curricula lack of scientiÀc research in this Àeld, and and assessment in terms of students’ response to the of follow up, evaluation and reviewing possession of academic knowledge in prerequisites of the mechanisms. different subjects and their ability to apply knowledge society it in various Àelds. This includes the ability SKILL BUILDING SYSTEMS to use linguistic skills (reading, writing, speaking, listening) to communicate with EDUCATION OUTPUT others, the ability to produce knowledge and exchange it with individuals and groups, Through numerous strategic paths, in addition to the ability to employ modern especially the ‘general policy document’, technologies in managing, exchanging Jordan has revised its education system and investing information, possession of structure, the role of its management as scientiÀc research and teamwork skills, well as interaction methods in learning as well as meditation, self-review and situations at schools. It has also reconsidered improvement. enriching educational environments and ReÁection on the general education developing their curricula for education output of the Jordanian education system
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 211 shows a clear shift in the general objectives teaching and assessment methods for of the system through its response to the their students. They also give teachers the prerequisites of the knowledge society and chance to make use of the educational the focus on providing students with the resources to achieve the output, including skills and knowledge needed for it. This ICT. is evident in the following desired general However, exploring education output output: in Jordan clearly reÁects the lack of inter- Demonstrating commitment to life- curriculum coordination incorporating long education the skills needed by students to access Showing responsibility, self-conÀdence, the knowledge society. Coordination independence, and seeking new ideas. concentrated exclusively to the nature Communicating and cooperating of subjects to be presented to students. effectively with others. Moreover, those who set the output did not Making use of ICT to monitor, manage, understand the meaning of the knowledge analyse and transfer information in society’s skills and requirements accurately, addition to producing and applying since they focused only on the use of knowledge technology. On the other hand, much Using deep and creative thinking as of the output was not suitable for the However, exploring well as developing cognitive abilities students’ age groups, since it was higher education output in scientiÀc thinking with its different than their age level.10 in Jordan clearly approaches and methodology. Another shortcoming of such curricula reflects the lack of Using critical thinking and problem- is their difÀcult learning materials due to solving in addition to decision-making the repetition and overlap in the subjects inter-curriculum skills effectively. of social studies and Arabic. In addition, coordination These elements were considered such curricula didn’t achieve an adequate incorporating the when setting the general and speciÀc presentation between the image of a man skills needed by output for each educational subject. This and a woman. The curricula still reÁect output served as the basis for drawing many stereotypical images and deÀne students to access up the educational and learning materials traditional roles for the Jordanian woman. and resources of basic and secondary The Àeld studies conducted within the education stages according to a vision context of this report at the beginning of of horizontal and vertical integration in the academic year 2010/2011 conÀrmed the content of curricula and teaching the different opinions of the participating methods. Subject output was derived teachers on the role of Jordanian curricula from the general output of the education in preparing the future generation for system. While preparing the output, it the knowledge society. Only 27% of was taken into account that it is possible the teachers ‘completely agreed’ that to measure and observe it in the skills the curricula help students overcome that students try to develop, according to future challenges and acquire the needed conditions and criteria that deÀne their skills. However, 59% agreed partially by level of acquiring knowledge as well as answering ‘somewhat agree’, while 14% of understanding concepts and facts, in the respondent teachers did not agree (see addition to mastering and practising skills. table m1-1 in the appendix). Therefore, In order to guarantee effective education the education output should be reviewed and learning, whether in preparing or and those who set the output should planning, the general and speciÀc output correctly understand the requirements does not specify the activities, methods of the knowledge society and integrate or sources that the teacher should use. it with a scientiÀc method. This can be But, it gives teachers more freedom to done through holding specialised training design activities and use the appropriate programmes on this issue as well as
212 ARAB KNOWLEDGE REPORT 2010/2011 involving the research and study centres. (51.5%). On the other hand, most of the teachers admitted they were average TEACHING STRATEGIES to highly skilled in using teaching and memorisation methodologies (33.3% and The knowledge that is supposed to be 56.6% respectively), (see table m1-2 in the acquired is not limited to the answer to appendix). Notwithstanding, the study questions such as ‘what do you know?’ revealed that most teachers conÀrmed that However, it should extend to include it is ‘absolutely necessary’ to practice and answers to questions, such as; Do you use the modern teaching methodology, know how to make this?, Where and how like problem solving, critical thinking and do you Ànd the required knowledge? What teamwork for preparing students (83%, is the value of the available knowledge? 75%, 77.2% of the respondent teachers’ and What are its possible uses? In order to answers who participated in the Àeld achieve that, there are teaching strategies survey), (see table m1-4 in the appendix). that teachers should adopt, use and apply The teachers also had different opinions to help empower the future generation to on the role of the Jordanian school in access the knowledge society and make providing students with sciences and The amazing them able to realise educational goals knowledge and on the role of the teaching development that exceed studying and memorising methodology adopted by schools in of technologies information. Such strategies should also making knowledge desirable for students JORDAN and information CASE STUDY focus on high cognitive abilities and critical (see table m1-6 in the appendix). To sum thinking. The amazing development of up, teachers are convinced and willing exchange has technologies and information exchange to apply modern teaching methodology. imposed new has imposed new learning strategies and This paves the way to help these teachers learning strategies methodology, such as problem solving and acquire the necessary teaching skills, if and methodology, group learning, in addition to critical and they are properly trained and prepared such as problem creative thinking. Teachers were provided in the environments that enable them to with the concepts and contents of such apply such skills. solving and strategies along with their implementation group learning, mechanisms. They were also trained on ASSESSMENT STRATEGIES in addition to such strategies with examples and exercises critical and in various classroom situations. For students to achieve education output, The Àndings of the assessment teachers are required to use the concept creative thinking studies of curricula showed a change in of learning assessment, by applying the teaching practices and methodology assessment strategies and tools. These in classrooms. Such change has reÁected are intended to monitor the method of partially on the students’ knowledge, achieving the education output of the skills and attitudes. Yet, teachers still knowledge content, the development of need to focus on teaching methodology, skills, trends and all types of thinking, in like initiation, group training, problem addition to effective communication as solving and deduction (National Centre well as research and investigation. The for Human Resources Development strategies also aim at providing feedback NCHRD, 2008). The survey conducted in to students and parents to improve the the context of this report to understand learning process so as to prepare individuals teachers’ opinions on their possession of who are able to join the knowledge society such skills showed that nearly half the and participate actively on national and respondent teachers believe that they have international levels. To that effect, a an intermediate skill in using problem general assessment framework was set that solving methodology (48.5%) and included numerous tools and strategies critical analytical thinking methodology that focus on student performance. The
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 213 framework further comprised the methods skills that should be developed in students. of implementing such strategies inside On the other hand, most teachers (83%) classrooms, and monitoring their results in saw that ‘good conduct inside and outside the student appraisal report. the classroom’ is the basic element of In addition, performance indicators assessment. This is considered one of the and benchmarks were set up as reference traditional practices (see table m1-7 in the for all those concerned with the education appendix). process, including the teacher. This will help develop the teaching process and MASTERING THE ARABIC track students’ performance and progress. LANGUAGE The assessment process includes a four- grade system for each education output: The Arabic language is the basic cultural ‘unable’, ‘still at the beginning’, ‘almost pillar of the Arab nation. Furthermore, it able’ and ‘able’. Based on this system, is the means of communication between comparison is made on the national level its individuals, the basic component of for the performance of directorates, its identity as well as the embracer of schools and students against performance its heritage and thoughts. The ‘national benchmarks. Such indicators are important language’ contributes principally to for taking decisions pertaining to the fostering sustainable development as well The percentage evaluation of teachers and schools as as the economic and cultural development of teachers who well as improving the students’ learning. through the broad involvement of attached much However, such indicators did not cover the entire society in indigenising and importance to all curricula and school grades; it was set cultivating knowledge by not only using its to include four subjects (Arabic, maths, outputs but also producing it on national taking initiative as English and sciences). The indicators were and international levels. Therefore, the well as creativity also exclusive to the fourth, eighth, tenth preservation and development of the and innovation and twelfth grades. Arabic language in order to keep up with as assessment The Ministry of Education’s survey the prerequisites of this era is essential and to collect the opinions of teachers and requires enormous efforts. methods did not students on curricula11 showed that most Jordan has updated the Arabic exceed 55.4% and teachers found it difÀcult to assess and language curricula as well as its teaching 62% respectively follow up with students. This is attributed to and assessment methods and developed over-crowded classrooms, packed learning the proÀciency of its teachers. This was materials, limited time, and an increasing made within the Education Reform for number of teachers, in addition to the the Knowledge Economy (ERfKE I) plan; unavailability of the tools for assessment. given that Arabic is the basic language in As for the students, they said that there are the educational process. The curriculum’s various assessment methods and that they main axis is represented in communication have the ability for self-assessment. skills, linguistic styles, structures, grammar, The field study of this report morphology, rhetoric and criticism. The revealed interesting views of teachers on Arabic language learning resources were assessment practices. Such opinions may diversiÀed including academic books suggest that teachers do not possess the along with Áash cards and tapes in order modern assessment methodology needed. to promote student learning. The Arabic The percentage of teachers who attached language curriculum was also computerised much importance to taking initiative as well using the blended learning method.12 as creativity and innovation as assessment In order to determine the strengths methods did not exceed 55.4% and 62% and weaknesses of applying the Arabic respectively. This is in spite of the fact language curriculum, a number of that they are two of the most important assessment studies were undertaken. In the
214 ARAB KNOWLEDGE REPORT 2010/2011 survey on the teaching methodology used GIFTED AND CREATIVE by Arabic language teachers (Al Fayoumi, STUDENTS’ PROGRAMMES 2006), it was found that 54% of teachers followed single or traditional methods, Nurturing gifted students in the Jordanian while 25% used the problem solving and education system has gained increasing research skills method. Moreover, a recent interest in recent years. Gifted and study revealed that the focus on creative creative students were given speciÀc high thinking skills by Arabic language teachers quality educational and learning input in Jordan is very low (4.5%), (Amin Al- and processes that helped develop their Kukhun , Kamel Atoum, 2007). Another abilities and that highlighted on their study showed that the Arabic language creativity and invested in their potential. teachers Ànd difÀculty in teaching the This enabled them to cope with changing Arabic language curriculum. The most life circumstances through different prominent difÀculties included the large models of educational programmes which volume of the curriculum, as well as are exclusive to such a category, and that adapting teaching styles according to combine integration, separation and individual differences. The difÀculties enrichment. The Ministry of Education also included a shortage of materials has allocated a special directorate within and teaching aids, in addition to a lack of the ministry, to support the excellent experience in using modern teaching and and gifted student programmes. These JORDAN CASE STUDY assessment methods (NCHRD, 2008). programmes include: Nurturing gifted The (PISA) 2009 Report indicated that Pioneer Centres Programme: this students in the approximately 50% of students of almost programme supports talented students 15 years of age did not reach the second through offering enriching programmes Jordanian education of six reading levels and the problem was in the basic curriculum. It also offers the system has gained even greater among male students (OECD, service of using ICT in teaching students, increasing interest in English, 2010). as well as specialised courses in different in recent years The Ànal report of the conference activities, such as music, languages and art. entitled, ‘The Arabic Language in Jordanian The goal of such programmes is to provide Institutions: Status and Development educational and learning opportunities that Methods’ (Jordan Academy of Arabic, suit the needs and capabilities of talented 2010), referred to the importance of giving students, develop their abilities, cater for extra attention to the curriculum activities their needs, improve their communicative and encouraging students to free reading. and social skills and enhance their special The report also indicated that greater abilities in the areas of art and literature. concern be given to developing the role of The number of these centres exceeds 20. school libraries, in addition to taking part in Academic Acceleration Programme: the school radio, morning speech and wall this programme allows advanced and gifted magazines among others, as well as obliging students to complete their basic education the Arabic language teachers in particular faster than usual. This is done by grouping and all teachers in general to use sound school grades according to a certain set of Arabic in teaching. The report further conditions and criteria that should be met recommended formulating a strategy for during the programme implementation. overall linguistic planning for the education The programme intends to meet the system in cooperation with the Ministry of students’ educational needs and help the Education, Ministry of Culture, Jordan student skip grades according to his/her Academy of Arabic, together with public cognitive ability. It allows the student to and private universities, NCHRD and civil Ànish his/her academic curricula earlier society institutions (Amin Al-Kukhun, than planned. Kamel Atoum, in Arabic, 2007). King Abdullah II Schools of
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 215 Excellence Programme: This programme provide them with care. seeks to offer specialised educational In spite of efforts made to nurture services that aim at developing the gifted and talented students, they are not education and learning process for always offered the appropriate services. In excellent and gifted students in order addition, the quality of programmes offered to meet their educational needs. Such to this group of students does not always services also intend to upgrade the Àt their abilities and talent. Moreover, school and classroom environment so teachers who work with these students are as to help students develop and release not provided with sufÀcient training or any their talent and innovation, in a way support or Ànancial incentives. that achieves democracy of education and equal opportunities. Students are SYSTEMS OF INSTILLING elected to join these schools according VALUES to a clear mechanism based on a set of rules and criteria. Students are given the The fast-paced change that is taking place opportunity to make use of additional around the world will inevitably affect us enriching curricula in maths, ICT, and all. Accordingly, the education system has research projects design in addition to great responsibility in preparing the future thinking, leadership and current issues. generation by setting up a programme The education Moreover, the schools aim at offering that trains them in resilience and system is expected educational services appropriate for the responsiveness to international, regional to prepare a abilities of excellent students and help and national developments. This means student’s thinking develop their interests and abilities in that the education system should focus and behaviour sciences and maths. The schools also on systematic thinking in dealing with seek to enhance the students’ leadership intended or sudden change. It should also in preparation and innovation skills as well as scientiÀc concentrate on the self-acquisition of new of citizenship research skills and strive to raise their knowledge and its rapid implementation duties as well as awareness of the role of information through effective response to the active political technology in acquiring knowledge. The unexpected problems and developments ministry seeks to secure such a school in in the personal and social spheres. participation. each governorate. So far there are three The education system is expected to such schools operating. prepare a student’s thinking and behaviour Resource Rooms for the Gifted and in preparation of citizenship duties as well Talented Student Programme: This as active political participation. It is also programme aims at enhancing students’ expected to make the student become aware abilities in order to develop their talent and of their rights, to exercise their examples of innovation. This is carried out through a daily interaction at school, to respect others, set of enriching activities according to a to develop arguments, work in a team and single educational plan for each student form public opinion in the classroom. The implemented at a special place within a education system is also expected to help regular school. the student exercise democracy at school Statistics indicated that gifted students and take part in planning activities, such beneÀting from such programmes as participation in volunteer work in the constituted 12.33% of the total gifted Àelds of public health and environmental students in 2009 (MOPIC, 2010A). This conservation, as well as avoiding fanaticism indicates the importance of expanding such and sectarian strife. Such activities and programmes to include all gifted students programmes should develop what is called and provide a strategy for the early discovery project, problem solving or cooperation. At of the gifted and the cooperation between the end of the project, the building of ideas the different government institutions to may begin.
216 ARAB KNOWLEDGE REPORT 2010/2011 The changes that accompany the has weakened and smoking has become knowledge society prompt more political, a common phenomenon among them. societal and cultural freedoms. This means Again, a problem that has recently emerged commitment to spreading democratic is the students’ partial or complete absence values in the political and educational Àelds from school, in addition to their refusal to among others. The school is considered an take part in scientiÀc, cultural and social active tool that contributes to preparing activities. Furthermore, obesity has become the members of society for such change, common among students, since they because it is a microcosm of society in develop unhealthy eating habits and rarely which the student exercises freedom and engage in physical exercise. Their increased develops social features. Therefore, Jordan demand for violent computer games is also has incorporated an integrated values noticeable. system into the academic curricula that Studies to evaluate the teacher-student includes passion for knowledge and reading, relationship were conducted. Such exposure to other cultures, as well as taking studies concluded that it is essential to responsibility and developing a sense of set up an on-site training programme for Jordan has belonging. The system further comprises teachers, administrators and advisors. This incorporated self-control, respect of the code of ethics and programme will present alternative methods tolerance, in addition to co-existence with and strategies that should be adopted to an integrated others and respect of diversity. Moreover, reduce targeted student aggression especially values system JORDAN Jordan has consolidated such values verbal offences, and activate partnerships into the academic CASE STUDY through a set of extra-curricular activities, between school committees, students curricula that such as life skills, school parliaments, and and parents to provide an appropriate includes passion teacher-parent councils, in addition to environment for democratic practices at reading, public speaking, poetry and prose school.13 With respect to school violence, for knowledge and competitions. The extra-curricular activities the Àeld study undertaken in the context of reading, exposure are directed to help achieve the objectives this report showed that there are irregular to other cultures, of the school curricula and support its role violent incidents, most of which occur as well as taking in building the student’s character, in the among the students themselves. 21.8% of sense that all types of activity are part of the respondent teachers said that violence responsibility and the curriculum in its broadest sense. Any between students occurs sometimes, while developing a sense activity carried out in school or among other 46.5% said that it rarely takes place. There of belonging joint schools, such as classroom activities, are almost no violent incidents among trips, or joint programmes gives the student teachers. As regards to violence between added value and preparation. The goal students on the one hand and between of the activity is to help students acquire teachers and the administration on the or develop certain skills that would assist other hand, 66% of the teachers denied the them during the course of their lives. The occurrence of violence, whereas 28% said it civil society institutions have set up various rarely happens and 1% said that it happens projects to train students on such practices frequently (see table m1-8 in the appendix). and behaviour. There are numerous success stories in different schools. AVAILABLE ENABLING Notwithstanding, students demonstrate SYSTEMS FOR FUTURE behaviour that underlines the need for GENERATIONS THROUGH added attention to the values system. Such EDUCATION behaviour includes violence at schools including student attacks on teachers or For decades Jordan has progressively worked on each other as well as vandalising public on providing a safe educational environment. and particularly school property. Moreover, To this end, it has included in the ERFKE the male students’ desire for learning 1 plan a special section for the educational
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 217 environment and its development, through initiative is to provide a better educational establishing integrated modern school environment by having partnerships with buildings that include computer labs and the local community as well as the public libraries, in addition to highly designed and private sectors’ institutions. This has sports, arts and health facilities. Moreover, been included in the developmental plans the development plan included fully for the coming years. equipping other partially equipped schools, Jordan has sought to be an ICT hub that reducing the number of rented and over- applies modern technologies in education crowded schools as well as setting up a and provides students and schools with number of kindergartens. their technological needs. This is to enable However, there are differences between the student and teacher to deal with the the school environments, in terms of the educational technology and keep up with Jordan has sought quality of the buildings and the number modern developments and participation to be an ICT hub of students, in addition to the type of needed by the knowledge society. that applies modern complementary facilities and learning In the Àeld of infrastructure, computer resources, due to the increasing number labs were established in the Jordanian schools technologies in of schools and their remoteness. The and were equipped with ICT. Moreover, education and percentage of students in rented schools schools were connected electronically via provides students that were originally residential buildings was ‘Eduwave’. This is an integrated e-learning and schools with 10.9% in 2009. In most cases such schools system that allows the learning community’s lack the necessary educational facilities, access to the world of technology by feeding their technological thereby depriving students from undertaking the system with knowledge and information needs educational activities. The percentage of sources, as well as advanced tools that the students attending the two-shift schools suit the academic and scientiÀc needs of was 11.3% and the classrooms of schools, learners. The system further provides the especially those based in the major cities of tools of producing and publishing curricula Amman, Irbid and Zarkaa have become and books online and develops the skills overcrowded, with a space that does not required for entering the knowledge society. exceed one square metre per student at This system offers its services to the teacher, best. In addition, combined mixed-level student and parent. classrooms are common in remote areas Many training programmes were held (MOPIC, 2010A). to enable the teacher to deal with different There have been successive efforts types of technologies and employ them to reduce such disparity in school in education. Most teachers have become environments. One of the most recent computer literate via the ICDL programme efforts is the ‘Madrasati’ (my school) and their skills were developed to employ initiative that has gained a high level technologies through advanced programmes. of support and care. The goal of this These advanced programmes include Intel (education for the future) that has resulted in the production of e-learning portfolios BOX 1-2-2 in order to promote the students’ learning Jordan Education Initiative (JEI) and enhance higher cognitive processes. The advanced programmes also comprise Jordan Educational Initiative was and international tests, the students of (Word Linx) that aims at enhancing the launched in 2003. The initiative aimed the discovery schools outperformed at introducing modern technologies their counterparts of the other public skills of e-learning and continuous life-long in 100 Jordanian public schools that schools in maths, sciences and reading. education. In order to motivate teachers were known later as ‘discovery schools’. In 2009, JEI was granted the UNESCO The initiative managed to reach Award (sponsored by King Hamad to learn such programmes, certiÀcation 80,000 students and 3,589 teachers bin Eissa Al Khalifa for using ICT in was linked to the teacher’s promotion and and schools. According to national education). subsequent Ànancial allowances. Such training has had an effect in
218 ARAB KNOWLEDGE REPORT 2010/2011 encouraging teachers to acquire technology education such a licence is issued to a person and use it for educational purposes. In holding a Àrst university degree. However, the Àeld study undertaken in the context in the secondary education stage, the licence of this report, the teachers indicated that is given to the person holding the Àrst they possess such technologies at home; university degree in addition to an educational 100% own a computer and 98% are qualiÀcation with a study period of no less internet subscribers. They also referred that than one academic year (Education Act technologies are available at schools but with No.3, 1994). However, teachers who does a lower extent; 26.8% of the teachers stated not fulÀl these conditions are still granted that each one of them has a computer at a temporary licence until their studies are school, and 69.1% stated that the school is completed. Based on the recommendations connected to the internet. Moreover, 84.1% of the education development conferences, of the respondent teachers indicated that partnerships were established between they have fair ability (adequate or advanced) Jordanian universities and MOE to prepare to employ such technologies and 96% said teachers for the Àrst university degree. they use them for educational purposes (see Training takes several forms. An example Like other tables m1-9, m1-10, m1-11, and m1-12 in of this is the supplementary training to professions, the appendix). compensate for some deÀciencies, and Regarding students, they are trained the remedial training to enhance a certain teaching has to work on computers as these skills are skill, or renewal training to keep up with become subject to JORDAN CASE STUDY included in the different school curricula scientiÀc developments. In order to the changes and from grades one to six. A separate achieve the desired training results, an modifications that computer curriculum was designed for educational training centre was established grades seven to twelve, so that students in the ministry and Queen Rania Teachers affect all aspects are able to handle multiple programmes. It Academy - QRTA was founded to train of life due to is worth mentioning that many developed teachers on the latest and most important the unexpected countries allocate computer courses in methods and tools of premium education fast-paced the early grades and integrate it into the in the knowledge society age. developments in other subjects taught in the higher grades. Several teacher-training programmes This is done to help students develop the were conducted. These include technology the knowledge basic computer skills so they can employ programmes, modern teaching strategies fields as well as them in the learning of other curricula. and assessment methods programmes, the social systems in addition to new teacher programmes. SYSTEMS FOR TRAINING In the Àeld study of this report, the TEACHERS AND THEIR teachers showed in their answers that the ECONOMIC AND SOCIAL school provides them with regular training STATUS courses to develop their abilities and skills (44.1% always and 44.1% sometimes). Like other professions, teaching has become Moreover, school meetings are held for subject to the changes and modiÀcations teachers for consultation and coordination that affect all aspects of life due to the of educational activities (63.7% always and unexpected fast-paced developments in 24.5% sometimes), (see table m1-13 in the the knowledge Àelds as well as the social appendix). systems. Therefore, the teaching profession Some assessment studies of training in the knowledge society requires people programmes showed that they achieved with efÀciency and distinguished academic a medium level of satisfaction for their qualiÀcations. participants, in terms of meeting their The teacher in any educational institution training needs and the training methods is required to hold a teaching licence. For used. The participants indicated that the the teachers of kindergarten and basic training methods were traditional, such as
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 219 lecturing and discussion (Emad Ababena, if they found an alternative that provides 2008). Another study about the training them with a higher income (see table m1- on the modern teaching and assessment 14 in the appendix). strategies indicated that the training period In conclusion, despite many was not long enough and that the trainers accomplishments, exploring the state of the were not sufÀciently acquainted with the education system shows a lot of weaknesses in training material.14 its components. The education environment Statistics show that the average salary of suffers from the problem of rented schools, teachers, upon recruitment, does not exceed double-shift schools and overcrowded JOD 230 /month (USD $324). In addition, classrooms, especially in the major cities. teachers’ salaries do not increase as steadily In addition, there is a considerable and as salaries of other professions. This creates increasing shortage of male teachers, dissatisfaction among teachers with their especially in scientiÀc subjects. Teachers are economic and social status. The academic also discontent with their profession due to year 2009/2010 witnessed a number their low pay and social status. Again, there of strikes in which teachers demanded are no current programmes for preparing an improvement in their economic and and training new teachers except for short- social conditions. This has prompted the term training courses that last a maximum of government to accept and adopt a set of ten days upon recruitment. These problems procedures, including a 100% increase in will undermine efforts to prepare the future Jordan uses different the teaching allowance, as well as serious generation for the knowledge society unless strategies to attract consideration for restructuring salary levels they are solved in the light of a clear vision excellent and and founding a teacher syndicate. as well as systematic action plans and talented people Jordan uses different strategies to programmes. attract excellent and talented people to to the teaching the teaching profession and to improve EDUCATIONAL REFORM profession and their economic and social conditions. For EFFORTS: BASES, to improve their example, there is the teaching job hierarchy PROGRAMMES, SUCCESSES economic and that is linked with Ànancial incentives as AND FAILURES long as the teacher meets the conditions social conditions. of each rank (teacher, senior teacher and Educational reform efforts emerge expert teacher). There is also the royal increasingly in Jordan in 1987 when the makruma (scholarship) for the university First National Conference for Educational education of teachers’ children as well as Development was held. The conference the Queen Rania Award for Excellence in underlined the importance of political Education to encourage innovation at work. education in the education system. However, there is still a shortage of male Moreover, it stressed that it is essential teachers, especially in the scientiÀc subjects to consolidate involvement and justice and English, which are closely associated and provide opportunities to achieve with preparing the future generation for sustainable development. The conference the knowledge society (MOPIC, 2010A). further emphasised the importance of Although most of the respondent teachers focusing on developing the citizen’s ability in the Àeld study of this report stressed for criticism, analysis and initiative as well that they take pride in their profession and as achieving the centralisation of planning that they have a mission to fulÀl 82.3%, and following up and the decentralisation the majority of them said that the teaching of management. profession does not help them achieve Successive development plans appeared self–sufÀciency, 49% and 37.3% somewhat as a result. The Vision Forum for the agreed. Moreover, 33.3% expressed that Future of Education was held in 2002 they would leave the profession completely and the ERfKE I programme was set up
220 ARAB KNOWLEDGE REPORT 2010/2011 for the period 2003-2008 including four same year, thereby putting more pressure components as follows: on infrastructure. Moreover, the enrolment The Àrst component redirecting the rate of students in the second grade of objectives and strategies of the education kindergarten exceeded 51% (MOPIC, policy. This is done through governance 2010A). The educational reform efforts and administrative reform and formulation have had a remarkable effect in improving of a national education strategy, in addition the quality of the education output. As to making organisational changes in some evidence of that improvement, there was education Àelds. It is also done through a progress in students’ performance in the adopting programmes to follow up and international science and maths tests; in a evaluating the existing projects as well as TIMSS science test in 2007, there was an establishing a fund to embrace education increase in student scores (30 points), in innovations. comparison to the results attained in 1999. The second component focused on This reÁects the students’ acquisition of the changing the education programmes and knowledge economy skills, such as critical practices to achieve educational output that thinking and problem solving skills. It also is in line with the knowledge society. This indicates that students are able to apply the is made by developing curricula, measuring knowledge they gained during their study. learning rates, teachers’ professional In 2007, Jordan ranked Àrst among the Arab The educational development and the diversiÀcation of countries in the TIMSS science test and was JORDAN effective learning resources. placed second in maths. In addition, Jordan reform efforts have CASE STUDY The third component focused on held the second place among the Arab had a remarkable providing the support needed to create a countries in the PISA reading and scientiÀc effect in improving high quality educational environment. This culture tests in 2009 (OECD, in English, the quality of the is done through developing and improving 2010). facilities in addition to providing the To strengthen such gains and address education output required qualitative equipment. The goal of weaknesses, the second phase of (ERfKE this is to secure an appropriate educational II) for the period 2009-2014 is currently environment based on deÀnite priorities, underway. This phase is made up of Àve and by reducing the number of over- components: crowded classrooms as well as replacing First component: Establishing a national unsafe school buildings. A noticeable development system with the school and progress has been made in establishing the directorate as its base. This is aimed at new schools or refurbishing existing ones. applying an effective process for school- The fourth component focused on based development, since the school is the developing readiness for learning from primary tool for equipping students with an early childhood stage. It concentrated concepts, skills, attitudes and values that on promoting the endorsement of enable them to participate in the knowledge programmes intended to improve society. It is further intended to create a the quality of education during early sound educational experience for students, childhood, and providing equal education through a comprehensive process to improve opportunities for all children. It also and develop schools. Investment in this focused on supporting the programmes component will be made through funding enabling parents to deal with children of the development and implementation this age group. of the required procedural frameworks, This programme has made notable mechanisms, and tools as well as local and progress, since the total enrolment rate national structures. in basic education increased to 97.6% Second component: It concentrates in 2009, and the secondary education on following up, evaluation, institutional enrolment rate increased to 79% in the development, and capitalisation on ERfKE
THE EDUCATION SYSTEM AND THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN JORDAN 221 I policy-related investments as well as More than half of the teachers participating guaranteeing that the outputs of such in the survey conducted for the purposes activities support the approach that focuses of this report admitted that their practices on the school in offering educational still incline to the traditional teaching and services. assessment methodology that depend on Third component: Developing learning teaching and the ability to remember. Most and education. It focuses on the policies of these teachers were concerned that it relating to teachers’ employment, training is important to give greater importance to and professional development as well as the developing mental abilities through school modiÀcation and improvement of curricula curricula and books, such as problem solving and the development of assessment and as well as critical and creative thinking skills. learning sources, including the use of ICT Furthermore, kindergartens as well as the and e-learning. gifted and disabled student institutions Fourth component: Developing special do not include all the people who need programmes aiming at making education their services in such Àelds. The limited more accessible to all children by focusing output of these efforts may be attributed on three important sectors that are: Early to several factors, the most important of childhood, special education, and vocational these being the deÀciency in some experts education with a focus on females. who are specialised in preparing curricula Jordan expands Fifth component: Improving the learning and educational materials that meet the to secure a environment. The goal of this component requirements of the knowledge society. is to secure effective, sustainable, economic Such factors further include keeping the technological and qualitative educational schools and available meagre Ànancial resources away structure at facilities that help students reach effectively from the teaching profession, and the weak schools in order to managed, qualitative and friendly learning coordination and integration between the help acquire and environments. institutions concerned with preparing the The current data show that Jordan future generation to integrate into the circulate knowledge has been moving, according to policies, knowledge society. These difÀculties that wherever possible. objectives, plans and strategies over decades. are faced by the Jordanian education system Such elements seek to provide the future will undermine the efforts to prepare future generation with the knowledge, skills, trends generations to access the knowledge society, and values needed to deal with the current unless they are overcome through an overall input and prepare them for the future and comprehensive vision and a process for make them able to meet its requirements. which the required resources are allocated. Programmes, projects and work mechanisms Such a process should aim at directing the have been set up to achieve that. In addition, education system to prepare the future school curricula and books have been subject generation for the knowledge society to continued review and many professional, as required and in a manner that allows academic and technological development it to catch up with knowledge societies programmes were adopted to improve the worldwide. teachers’ abilities to reÁect positively on the students’ performance level. Moreover, Jordan expands to secure a technological structure at schools in order to help acquire and circulate knowledge wherever possible. The educational services and programmes also extended to include special needs and kindergarten students. However, in spite of such costly and sustained efforts, their output is still limited.
222 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 1-3 SOCIAL UPBRINGING INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION IN JORDAN
The concern with preparing the future Furthermore, it is the Àrst place of stability generation has become a national and communication in life. Therefore, responsibility. This is based on the an individual’s stability and development recognition of the role in building a depends entirely on the familial contemporary society and the effect of this relationships. There are many deÀnitions on its future components, as well as the role of family upbringing. One analyst deÀnes in causing change and moving the society it as: “What parents offer children of towards a state of sustainable development care or negligence, encouragement or that achieves the well-being of all. discouragement, warmth or indifference, Efforts are being made in Jordan to do’s and don’ts, demands, punishment and JORDAN provide the environment and requirements tolerance. These elements form a general The family is CASE STUDY that release the utmost potential of the psychological atmosphere that surrounds considered the youth in all aspects. The societal concern the interaction between the child and his includes primarily the efforts of the family.” (Mohammed Salama Mamdouh, most significant Jordanian family to elevate its children in Arabic, 1984). Another researcher unit of socialisation. and their well-being, especially in terms deÀnes it as: “A parental response to the It is considered as of education levels that according to child’s behaviour which leads to the change the first cell of the society are the most important means for of such behaviour” (Zahran Hamed Abdel societal system raising economic and social levels. Jordan Salam, in Arabic, 1986). A third researcher witnessed a series of efforts, including deÀnes it as: “The procedures and methods and a secure the establishment of a Higher Council used by parents to socialise their children.” source for the for Youth (HCY). This council aims at (Hoda Mohammed Kennawy, in Arabic, future generation enabling the future generation to enter 1996). to satisfy most the labour market, promotes their political The Àndings of studies conducted participation and creates a safe and healthy on this issue show that there is no Àxed of their needs. culture among them. The council also pattern for family upbringing methods. intends to meet the needs of the youth as Such methods differ from one family to well as their aspirations and launches youth another and from one society to another. related initiatives, such as the ‘We Are All They are also affected by the societal Jordan’ Youth Commission. changes. The personal traits of the rising generation as adults are determined by FAMILY UPBRINGING AND these methods throughout their stages of ITS ROLE IN PREPARING THE growth. The future generation’s character FUTURE GENERATION is formed according to the type of the upbringing methods used with them The family is considered the most during their life. Fathers play a vital role in signiÀcant unit of socialisation. It is such process since they set good examples considered as the Àrst cell of the societal for children. Likewise, mothers play an system and a secure source for the future effective role in preparing children for the generation to satisfy most of their needs. knowledge society, given their great ability
SOCIAL UPBRINGING INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION IN JORDAN 223 to affect children in their development him or her to express him or herself freely. stages. The upbringing methods used by He or she will also be an effective member parents are determined by their readiness of the community and will be prepared to as well as awareness of their sensitive role, access the knowledge society. in addition to their cultural background, However, if the second ‘domineering’ educational level and ability to envision the pattern prevails, it may have negative future and its challenges. effects, such as refusal, domination, cruelty, instability, pampering, over FAMILY UPBRINGING protection, discrimination and negligence. PATTERNS IN JORDAN This may cause the child to develop a psychological disorder that may affect his It is difÀcult to deÀne the prevalent or her behaviour in the form of a negative methods of family socialisation in Jordan. response towards his/her environment, However, it can be said that there are such as aggression, a sense of oppression, two prevailing methods that play an an attempt to draw the attention of others, important role in family socialisation: lying, etc. That will have an adverse effect the Àrst is the democratic pattern; that on growth and psychological health in this The importance is based on the principle of respecting stage and in subsequent stages. of the maternal each other. This pattern makes all people aware of their responsibilities based on ROLE OF SOCIETAL CULTURE role becomes the principle of respecting the human IN PREPARING THE FUTURE more important beings and giving them the opportunity GENERATION because the mother for a normal development. The second spends longer is the domineering pattern based on The culture of Jordanian society is the absolute power of the head of the composed of a set of elements, namely, the periods of time family. This pattern has an adverse effect religious doctrine, customs and traditions, than the father, on all the family’s members who tend ideas and attitudes, in addition to the in keeping and to be submissive and lose the sense of speciÀc or common attitudes and the value running the house independence and self-conÀdence. It may system that controls the interaction of all also drive the members to violence and elements in Jordanian society. revenge in the absence of guidance. It is worth mentioning that there are The two patterns are common in several negative customs and traditions society. Both patterns can be exercised that prevail in the society’s culture, within the same family, especially when including society’s conception of the conÁict occurs between what the family role of men and women. Women are hopes to cultivate into their children on the commonly regarded as being inferior. one hand and the children’s aspirations and There are still common ideas and beliefs interests on the other. They are also seen that women are lower in status than men as a result of the disagreement between and that their role is limited to raising parents and children on deÀning priorities children and doing housework, despite the and evaluating some customs, values and relative increase in general social awareness behaviour. as well as the new economic situations Both patterns reÁect on the family’s imposed by the world conditions. It may members, especially on the children’s be mentioned also that one of the negative upbringing. If the ‘democratic’ pattern phenomena in Jordanian society is what is prevails, the interaction will be based on love, known as, ‘crimes of honour’ committed acceptance, trust and a positive response to against women. Although such crimes are the environment. Consequently, the child limited, they do occur from time to time. will love, accept and trust others and will Such ideas and beliefs cause a rift in the have an integrated personality that allows social hierarchy, and promote disorder in the
224 ARAB KNOWLEDGE REPORT 2010/2011 social system as well as family upbringing. of the society within a multi-racial and Although there are still approaches in this multicultural society. It is also made context, Jordan has taken good steps in through social interaction that enriches achieving integration in the roles of men the knowledge resources, helps exchange and women and eliminating such a passive experiences and gives society’s members image. Women cooperate with men in all in general and the future generation in aspects of life. In addition, women’s roles particular many positive values that are are appreciated through recognition of the ultimately considered a common cultural right to work, learn, vote, run for political heritage for all sections of society. and other positions as well as hold high- Tribalism is also regarded as a basic ranking public posts. component of the Jordanian social structure. In part, tribalism plays a positive role in CULTURAL DIVERSITY AND ITS solving problems and settling disputes ROLE between conÁicting parties. In addition, it has a vital function in strengthening Jordanian society is one of the societies communication and forgiveness between that feature cultural diversity. The social people. However, tribalism has several negative structure includes a lot of sub-cultures, aspects, including fanaticism, and total loyalty such as Arabs, Circassians, Chechens, to the tribe regardless of the validity of their Armenians, and Kurds. There are also attitude. The strong tribal fanaticism of the JORDAN Bedouins, farmers, city dwellers and youth affects their devotion to the country, Religious belief in CASE STUDY those in refugee camps among others. since some tribal conÁicts have witnessed Jordan is based on Such components contribute to enriching attacks and incidents of vandalism of public moderation and the one national culture and making the property. This affects the ability of the future fighting extremism Jordanian society a home for integrated generation to possess communication skills and interactive cultures. These components that are a pillar of the knowledge society. and fanaticism can become a clear example of the social harmony and allow the future generation to RELIGIOUS THINKING AND acquire the concepts of co-existence with THE PREVAILING SYSTEM others and respect for their beliefs. This OF VALUES AND THEIR was emphasised in the results of a student IMPACT ON THE FUTURE survey, which showed that they had strong GENERATION communication skills, such as expressing their opinions, and listening attentively Religious belief in Jordan is based on to others, in addition to observing the moderation and Àghting extremism manners of dialogue and accepting other and fanaticism. This was expressed in people’s opinions. Intellectuals and experts the ‘Amman Message’ for 2004 that taking part in the workshop held in Jordan demonstrated the principles of Islam and unanimously agreed that the strongest its position on such extremist behaviours. skills of the future generation included Like the other divine religions, Islam calls the skills of expression, communication, for a system of moral principles and life inÁuencing, and persuasion, as well as values whose aim is to protect the welfare building social relation networks. Such of the human being. This is emphasised skills are considered driving forces for in the peaceful coexistence between development and stability, if governmental Islam and Christianity in Jordan over and non-governmental efforts are centuries and the absence of extremist mobilised for that issue. This can be done movements which are rejected by the by designing programmes and activities whole society. The evidence for this is in this Àeld and promoting the spirit of the strong condemnation of Jordanians love and fraternity between the members from different societies of the Amman
SOCIAL UPBRINGING INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION IN JORDAN 225 explosions that were carried out in 2005 cultural, health and social customs among by extremists and which killed dozens the youth. It is true that similarity in of innocent citizens. At that time, all language, culture, history and geography Jordanian citizens Àrmly denounced may increase attraction between individuals extremism in all its forms and directions. and promote a sense of belonging; thereby Although Jordanians have suffered from forming a uniÀed identity. However, we terrorist acts, they still support moderation Ànd sometimes that belonging has moved and denounce extremism. from the country level to the central level. The religious thought of the future This is clear in tribal, ethnic and sectarian generation in Jordanian society, where afÀliation. Muslims represent the majority of the The controversial relationship between population, includes several positive identity and the information society should behaviours, attitudes and values that be mentioned here. Such a relationship has call for rejecting extremism and Àghting a strong effect that may be either negative terrorism. Such thinking has had a clear or positive, based on the culture’s ability to effect on behaviours and actions and integrate identity into history on the one protected the country from facing several hand, and the ability of the political mind, health and social problems, such as HIV/ which is responsible for government, to The true connector AIDS, drugs and crime. crystallise modern options in the system of identity and Nevertheless, some young people have of thinking, behaviour and institutions information is the joined extremist movements that have tried on the other hand. The true connector of democratic culture to implant ideas, beliefs and values based identity and information is the democratic on an incorrect understanding of Islam. culture in its civil sense that is synonymous in its civil sense The ultimate danger resulting from these with modernity and informed free that is synonymous extremist ideas is in their call for isolation citizenship. Media, which is the core of with modernity and in seclusion on the pretext that this the information society, is a product of and informed will protect Islam. This conÁicts with democracy and a requirement of freedom the principle of intercommunication and and citizenship. It is the true approach to free citizenship. positive openness that is a fundamental developing democratic practices as well as principle for participation in the knowledge dialogue, communication and interaction society. methods. In addition, identity is the key to modernity, as well as the question of the IDENTITY, CITIZENSHIP AND future and the method of critical scientiÀc A SENSE OF BELONGING thinking to overcome ignorance and AMONG THE YOUTH integrate into globalisation. (Mahmoud Abu Asaad, in Arabic, 2007). Undoubtedly, globalisation and its relevant In the face of such great Áow of technological and information revolutions knowledge economy and information have left their footprint on Jordanian standardisation networks we should think society and have affected the youth’s minds deeply of how to preserve the national and souls in different forms. Despite the culture and identity. Meanwhile, we should achievements of these revolutions, which conform to the principle of communication, were manifested through easy access to which is a basic requirement for the information and its circulation as well as knowledge society. Thus, it has become the enhancement of youth knowledge essential to cultivate a sense of identity and thinking, such revolutions have had into the future generation while preparing negative effects on behaviour and daily them for the knowledge society. To do so, lifestyles, making young people follow the educational and social systems should a consuming pattern. These revolutions provide enabling environments secured have led to the development of incorrect by upbringing methods which depend on
226 ARAB KNOWLEDGE REPORT 2010/2011 rational thinking and movement and on a ones. Diversity and multiculturalism social structure that has modern culture in Jordan have strengthened the future and great abilities to communicate with the generation and motivated them to achieve external society. This will occur by giving development through the dominant the youth more freedom for innovation as concepts of co-existence and dialogue well as encouraging them and providing as well as respecting different customs them with incentives. and beliefs. Such diversity has also given the future generation great opportunity ASPECTS OF CHANGE IN THE for intercommunication between cultural JORDANIAN SOCIAL SYSTEM sections on the basis of understanding, sharing and acceptance. In addition, the There are several aspects of social concepts of tolerance, moderation and change that reÁect the Jordanian society’s Àghting extremism dominate the religious dynamic ability to develop and cope with thought of the youth, thereby helping them constant changes. Such aspects foster the develop the human and social values needed opportunity of accessing the knowledge to integrate into the knowledge society. society if they are supported and built For the purposes of preparing the future upon. As was highlighted in the previous generation for the desired knowledge chapter, the most prominent aspects of society, the preparation process in Jordan Diversity and change include the increasing importance should aim at building a generation that multiculturalism JORDAN of education, knowledge, information and can realise society’s primary requirements, in Jordan have CASE STUDY technology in people’s lives. Such aspects based on the following principles: strengthened the further comprise the radical changes in the First: The belief in the value of the future generation lives of members of certain groups and human being and respecting his or her sections, such as the change in the status mind, feelings, dignity and his or her role in and motivated of women in society, and the appreciation human development, regardless of gender, them to achieve of her role through recognising her rights colour, or religion. development and offering her the opportunity to work, Second: Stressing the rights of through the gain an education and vote. The aspects human beings and freedom in life and of change also involve the establishment of education; believing that the individual dominant concepts social institutions and political organisations, has fundamental rights that should be of co-existence and such as societies, labour unions and parties. preserved and not be violated, including the dialogue as well as Jordan had 1,117 charitable societies, 14 right of identity, security, thinking, working, respecting different labour unions15 and 34 political parties and participating in national decisions with in 2008, with the latter’s number recently equal opportunities. customs and beliefs reduced to 15 parties. Furthermore, the Third: Believing that the human being urbanisation rate increased due to the is an end and not a means for achieving movement of rural communities to cities, other ends and that each should have a fair which make up 80% of the population of share in the society’s overall development. Jordan.16 In addition, new social customs Fourth: Appreciating human intelligence and values emerged such as respecting laws, and its ability to innovate and overcome punctuality, and regular attendance to work the problems facing human beings in life; among others, while more traditional ones, recognising the individual’s role in the such as revenge, retreated. establishment of culture and diversiÀcation The above mentioned data indicate that of work, in addition to participation and there are several social institutions in Jordan, purposeful interference in society’s affairs. starting from the family which plays a vital Fifth: Believing that it is essential to role in preparing the future generation for keep a balance between the interests of the the knowledge society by following two main individual and those of the group, so that patterns, the democratic and domineering each of them may seek to drive the other
SOCIAL UPBRINGING INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION IN JORDAN 227 to development and progress. Sixth: Believing in the necessity that all citizens should have equal rights and duties, and that rights should be associated with duties and all citizens should be given equal opportunities in all Àelds of life. Seventh: Respecting the system of democratic values and helping the future generations practice them during their social interaction for the purpose of co-existence; values such as tolerance, cooperation, justice, equality, acceptance of other opinions and multiculturalism, as well as peaceful dialogue for problem solving, peaceful exchange of power and the rule of law. Eighth: Believing in the value of education in advancing society, raising democratic awareness, making the required changes as well as catering for society’s needs and preparing members of the society for their social roles and responsibilities.
228 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 1-4 ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY
This chapter presents the economic and and its efÀciency in empowering the future social systems as well as the status of generation to join the knowledge society. freedom and their impact on the preparation As for economic freedom, an index of future generations, since they are is used to measure the extent of state important enabling environments for the intervention in the economy. According integration into the knowledge society. The to the 2011 assessment, Jordan was placed chapter further discusses each system’s 38th out of 179 countries, ranking 4th index that reÁects its performance level and among 16 Arab countries, compared with its position compared with international 52nd out of 179 countries in 2010.17 JORDAN indices. Moreover, the chapter tackles a The Networked Readiness Index (NRI) CASE STUDY number of challenges facing Jordanian measures the quality of ICT used in the A sound economic society in general and the future generation country as well as the infrastructure system with its in particular that may impede achieving and the ability of users, companies and components is sustainable human development. governments to use them for the interest considered a of that country. Jordan maintained THE ECONOMIC SYSTEM position 44 out of 133 countries for 2009 primary element in and 2010 respectively,18 (MOPIC, 2010 C). creating motivating A sound economic system with its The Globalisation Index explores the environments components is considered a primary element international trends towards globalisation, that enable the in creating motivating environments that i.e. the international openness of 181 future generation enable the future generation to possess the countries. The index measures three main material tools necessary for the knowledge dimensions, namely, economic, social and to possess the society. The system helps create various political globalisations. Jordan was placed material tools business environments that encourage 36th among the world countries in 2010.19 necessary for the internal and external competition based on The Competitiveness Index is regarded knowledge society level of knowledge, skills and values, thereby as an important tool for decision-makers leading to highly qualitative output. This in the public and private sectors, especially will keep the continuity and development in formulating the economic policies. The of such environments and the adoption highly competitive economy can generate of a strong knowledge economy that will higher gross income for its citizens. reÁect positively on all aspects of human Moreover, competitiveness helps achieve development. fast-paced economic growth. The efficiency of the Jordanian Jordan fell in the Global Competitiveness economy is measured by several major Index from 50th place out of 133 countries international indices and other minor in 2009/2010 to 65th out of 139 countries ones. Such indices show the progress in 2010/2011 (WEF in English, 2010). Jordan has made towards achieving the This has affected sustainable economic millennium development goals, together development in Jordan and the achievement with the trends of the Jordanian economy of economic boom. This is because a highly
ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 229 efÀcient economy can increase options Aqaba (11.8%), (Department of Statistics- for citizens, especially youth, and enables DOS, 2010). the latter to access the knowledge society In the water Àeld, Jordan is considered that believes in freedom, availability of among the ten poorest countries in the infrastructure and efÀcient readiness. The world that suffers from water scarcity. The current economic situation has adversely individual share of water amounts to 145 affected several aspects of life and impacted cubic metres annually for all usages, which the youth and the future generation in is much lower than the water poverty line particular. Jordan’s position retracted in of 1,000 cubic metres. In addition, water terms of the principal requirements of shortage increased due to lack of rain in basic development, such as infrastructure, 2009 (UN and MOPIC, 2010b). health and basic education. Its position also Eradicating poverty requires developing declined with regard to efÀciency in areas economic capital through discretion and such as higher education, training, market rational management. It further entails efÀciency, labour market, economic markets, promoting the human capital by improving development, and electronic readiness and in education conditions and enhancing access terms of factors of creativity, in areas such to knowledge, as well as preparing young However, Jordan as business environment and innovation. human resources and providing them with managed to job opportunities. Poverty elimination also achieve the THE SOCIAL SYSTEM requires the improvement of social capital by first millennium addressing the conditions of fair distribution The Jordanian economic status has of economic development gains. All this will development goal impacted the social Àeld, making the latter lead to comprehensive development and the pertaining to the face a number of challenges that affect the eradication of poverty, in addition to equality elimination of access of youth to the knowledge society. and justice between citizens (DOS, 2010). hunger seven years The present economic situation in As for the unemployment rate it Jordan raised the poverty rate to 14% in reached 13% in 2010.20 This rate primarily ahead of schedule 2009, compared with 13.3% in 2008. On included university graduates, since 31% of the family level, the poverty line reached bachelor degree holders are unemployed. JOD 3,876 annually or JOD 323 a month. Moreover, 88.4% of the jobless fall under Moreover, the abject poverty line for a the 15-39 age-group.21 Jordanians also face family with 5.7 members amounted to JOD major challenges in the labour market, the 138.7 per month. The food poverty line hit most important of which includes Àerce JOD 292 annually or JOD 24.3 a month per competition from foreign labour. individual. However, Jordan managed to Poverty and unemployment are achieve the Àrst millennium development considered a form of economic and social goal pertaining to the elimination of marginalisation as well as an attack on hunger seven years ahead of schedule. At human dignity, especially for the youth present, the abject poverty rate recorded and the future generation. This reÁects is 1.9% of the total population, while the directly on their integration into public life, target is 3.3% in 2015. restricts their freedom and reduces their Given the unfair distribution of the options. It further leads to political and development efforts and gains to all democratic marginalisation and lessens citizens, the poverty rate differs from their participation in political life as well as one governorate to another. Al Mafraq their ability to determine their future. Governorate had the highest rate (31.9%), As for the cost of living, prices rose followed by Ma’an (24.2%), then TaÀla by 17.77% from their level in 2007. Rising (21.1%). But, the lowest poverty rate living costs have negatively affected a was recorded in the Capital Governorate number of health indicators. A school (8.3%) followed by Zarka (11.2%), then health survey conducted in 2007/2008
230 ARAB KNOWLEDGE REPORT 2010/2011 suggested that 14.1% of students mostly years of age is 16.1%). Another challenge go to school hungry due to the lack of food is the increased unemployment rate, which at their homes. In addition, they suffer is higher among females compared to from the problem of iron deÀciency and males (the unemployment rate for females anaemia (DOS, 2010). The cost of living aged 15-24 years is 45.9% and of females also increases more due to the emergence holding a bachelor’s degree is 50.8%).22 of new spending channels. Such channels The challenges further include gender include the Jordanian family’s desire to inequality in accessing and controlling acquire technology, such as a computer, resources as well as in reaching decision- internet and mobile phones that are all making positions. These challenges will considered an essential requirement to prevent a woman’s broad involvement access the knowledge society. in public life as well as her preparation It can be said that the rising for the knowledge society. They will also unemployment rate reÁects weak economic reduce her contribution to preparing the achievements and the inability to secure upcoming generations. job opportunities for the youth. This has Table 1-4-1 shows that women’s raised the poverty rate in Jordan, especially involvement in several important issues is Health in areas outside the capital. The poverty still weaker compared with men. However, improvement has and unemployment crisis is expected to such involvement is progressively increasing, heighten in the future because of retracting though at a relatively slow pace. a fundamental JORDAN economic growth as a result of corruption importance in CASE STUDY and the global economic crisis. Moreover, THE HEALTH SITUATION achieving the the social care and protection services, AND ITS IMPACT millennium such as Al- zakat, the national allowance, development and employment funds, Health improvement has a fundamental development goals still cover poor families. Such a situation importance in achieving the millennium and enabling will have an adverse effect on satisfying development goals and enabling youth youth and the the needs of the youth and the future and the future generation to access the future generation generation and will hinder their access to knowledge society. The public sector is the to access the the knowledge society. main entity that provides health care with With regard to women’s participation in the aim of reducing cases of inequality. knowledge society political life and economic activities, there Jordan has emphasised the principle of are still great challenges to gender equality basic health care that includes vaccinations, and the promotion of women’s status. Such providing areas with sanitary drainage challenges include the low enrolment rate services and providing safe drinking water. of girls in vocational education as well as Such care further involves motherhood the low percentage of working women (the and childhood initiatives, such as reducing percentage of working women above 15 child mortality rates and caring for
TABLE 1-4-1 Woman’s participation indices Woman’s participation index (%) 2000 2005 2008
In forms of local governance 4.4 10.0 27.4 In ministries 3.4 10.5 14.3 In diplomatic corps 3.8 9.8 17.2 In judiciary out of total judges 1.2 2.8 6.2 In syndicates 19.2 22.5 22.7 In labour unions 10.0 15.0 21.0
Source: UN and MOPIC, 2010.
ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 231 maternal health. Jordan has also focused Moreover, the percentage of women on Àghting HIV/AIDS that has taken who give birth under qualiÀed medical several forms. Awareness programmes supervision in a medical facility rose from were conducted for youth or targeted the around 87% in 1990 to 99% in 2009. It is youth in order to advise them on the way also noteworthy that 84% of women make the virus is transmitted and how to protect six or more visits to receive pre-delivery themselves against it. This issue was also health care and 81% of them take iron included in academic books and curricula. tablets and folic acid during pregnancy. In All such efforts aim at securing a safe addition, the percentage of married girls healthy environment that helps the future under the age of 18 dropped from 10.6% generations grow normally to prepare in 1990 to 8.5% in 2009 (Previous source). them for participation in the knowledge Moreover, vigorous efforts are also being society. made to eradicate the spread of HIV/AIDS Jordan has made progress in decreasing by 2015. Jordan has made considerable the mortality rate for children less than achievements in combating the virus, Àve years of age, as well as in achieving whether by controlling it, protecting against their welfare. The mortality rate dropped it, or reducing the number of infections. from 39 cases per 1,000 live births in This was done through implementing a Jordan has 1990 to 28 cases per 1,000 live births in national programme for youth that focused 2009. Nevertheless, Jordan still needs to on protective procedures; especially as 70% emphasised exert more vigorous efforts to reduce the of discovered infections were found in the principle of children’s mortality rate by an annual level non-Jordanians. Moreover, the state offers basic health care of 2.5 deaths per 1,000 live births so as medications to all people suffering from that includes to achieve the millennium development AIDS-related illness free of charge (UN vaccinations, goal for 2015. If the annual reduction rate and MOPIC, 2010). remains static, Jordan will not be able to Jordan is free from malaria and providing areas realise this goal (UN and MOPIC, 2010). tuberculosis. Table 1-4-2 shows other health with sanitary Regarding the maternal mortality rate, indicators for the period (2005-2009). drainage services it decreased from 48 cases per 100,000 In the health care sector, the health and providing safe live births in 1990 to 19 cases in 2009. insurance coverage rate increased, as Accordingly, Jordan will be able to achieve the percentage of insured people rose drinking water the millennium goal by 2015 or even exceed from 77.8% in 2006 to 86.5% in 2009. In it, if the reduction rate remains stable. addition, the vaccination rate increased
TABLE 1-4-2 Health indicators for 2005/2009 Years Indicator 2005 2006 2007 2008 2009
Net birth rate per 1,000 people 29 29.1 29.1 28 29.1 Population growth rate (%) 2.5 2.3 2.2 2.2 2.2 Total fertility rate 3.7 3.7 3.6 3.6 3.8 Life expectancy at birth/males 70.6 70.6 71.7 71.6 71.6 Life expectancy at birth/females 72.4 72.4 74.4 74.4 74.4 Infant mortality rate per 1,000 live births 22 22 19 19 23 Maternal mortality rate per 100,000 live births 40.3 41.0 30 19.2 19.2 Rate of physicians per 10,000 people 23.5 24.5 26.7 24.9 24.5 Rate of dentists per 10,000 people 7.6 8.2 8.5 8.7 7.3 Rate of nurses (forensic, associate, midwife, assistant) per 10,000 people 29.4 33 33.6 33.2 39.0
Source: UN and MOPIC, 2010B.
232 ARAB KNOWLEDGE REPORT 2010/2011 to include 98% of children in their the consecutive forced migrations Àrst year of life. However, there is no following wars with Israel, Iraq’s two comprehensive health insurance for all wars and the global Ànancial crisis in Jordanians (MOPIC, 2010B). 2008. Several studies and reports, including the report on the millennium development THE POLITICAL SYSTEM AND goals in Jordan for 2010, emphasised that GOOD GOVERNANCE there are still several major challenges that will preclude the future generation’s A democratic political system and participation in the knowledge society as good governance are considered basics well as the achievement of the human for acquiring, applying and producing development goals. The most prominent knowledge as well as preparing the future challenges include: generation. They are also regarded as the Rising unemployment and economic driving factors for achieving development dependency rates, lack of an overall in its broadest sense. This cannot occur national strategy for poverty, low rate except by giving the young generation of women in the labour market, the the freedom to express their opinions as high prices of basic commodities, well as respect their rights under a strong, such as food and oil, in addition to the coherent and effective civil society with an increasing accommodation costs. independent judicial authority. A democratic JORDAN The necessity of improving physical Applying the principles of good political system and CASE STUDY learning environments, including governance will create a free and open good governance buildings, school facilities, over- society in which all citizens can pursue their are considered crowded classrooms and the shortage hopes and aspirations. It will also facilitate of male teachers. establishing strong, open, and trustworthy basics for The low rate of female participation economies. In the Àeld of political acquiring, applying in vocational education and the labour participation, Jordan held position 111 out and producing market, and the rising unemployment of 130 countries in 2009, compared with knowledge as well rate among them in comparison to position 108 among 130 countries in 2008. as preparing the males, in addition to gender inequality The Àeld of good governance involves that restricts women from holding election, follow up and replacement of future generation decision-making positions, setting governments, the government’s ability to up policies as well as accessing and design and implement valid and effective controlling resources. policies, as well as the respect of citizens The necessity to maintain the annual and state for the institutions governing reduction in the infant mortality rate the economic and social interactions. which is currently 0.55 deaths per 1,000 Jordan’s position in the main dimensions live births. of the Governance Indicator among 212 Low awareness of HIV/AIDS and participating countries and organisations the need for additional resources and was 155 for Accountability, 141 for Political cadres in order to reduce its social Stability, 74 for Government Effectiveness, and economic impact, in addition to 80 for Regulatory Awareness, 75 for the society’s stigmatisation of people the Rule of Law and 71 for Control of affected by AIDS. Corruption (MOPIC, Jordan’s position in The decreasing percentage of foreign international indices, 2010C). trade and foreign direct investment In the Press Freedom Index, Jordan (FDI) of GDP in 2009. ranked 120 out of 178 countries in 2010.23 Finally, the most important challenges In the Democracy Index that is based on faced by Jordan at present include Àve sub categories, namely, Electoral Process limited natural resources as well as and Pluralism, Civil Liberties, Functioning
ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 233 of Government, Political Participation and using information as well as respecting its Political Culture, Jordan was placed 117 producers and users. Such reasons can be out of 167 independent states (Economist summarised as follows: Intelligence Unit, 2010). In the Corruption Perceptions Index (CPI), Jordan was placed LEGISLATIVE AND LEGAL 50 out of 178 countries in 2010.24 ENVIRONMENT
FREEDOMS AND Legislatives serve as an important PREPARATION OF THE factor in enabling the future generation FUTURE GENERATION to access the knowledge society and signiÀcantly contribute to expanding their Freedom is considered the foundation of freedom and options. A set of Jordanian the knowledge society, whether political laws regulates political life and includes freedom or the freedom of opinion and articles that impede reform and political expression, as well as the media which is development. The most prominent is witnessing a breakthrough in Jordan. the Public Meetings Law No.7 of 2004, The issue of freedom overlaps with a some provisions of which explicitly number of issues that affect the knowledge violate the standards stipulated in the Freedom is society, such as the internet, as the principal international agreements to which Jordan considered the cause of the changes in freedoms and has conformed. This law restricts the foundation of the media in Jordan. Such issues also include work of activists, politicians and parties knowledge society, scientiÀc research the expenditures of and limits public freedoms. The National which do not exceed 0.34%25 of GDP, Centre for Human Rights observed the whether political despite its importance in developing highly Ministry of Interior’s (MOI) rejection of freedom or the valuable knowledge products. requests submitted by political parties to freedom of opinion The knowledge society will not be hold public speaking meetings, marches, and expression, as accessed unless the public and private sectors strikes, gatherings and photo galleries join hands with civil society institutions in during 2009 (the National Centre for well as the media order to perform their social responsibilities Human Rights (NCHR), 2010). which is witnessing that serve as enabling environments for In addition, the Parties Law has a breakthrough preparing the future generation. Below is a created a number of obstacles for the in Jordan. review of the status of freedoms in Jordan. development of the political and parties’ life. Such obstacles include increasing the POLITICAL FREEDOMS number of founders to 500 members from Àve governorates as well as linking The status of political freedoms in parties to MOI, though there is a political Jordan reÁects negatively on the citizens’ development ministry. Since the law was involvement in decision-making as well put into force, the number of parties has as their integration into political life. This diminished from 34 to 15 parties. is evident in the Àndings of a survey on Finally, there is the temporary Election democracy conducted in Jordan, since Law according to which the parliamentary only 4% of the respondents said they are elections were conducted in 2010. The members of a civil or political structure, government held talks with the political while less than 1% admitted being players, including parties, civil society’s afÀliated with political parties (Centre for institutions and intellectual leaders with Strategic Studies (CSS) 2009). There are a the purpose of agreeing on a modern number of reasons that preclude access democratic election law. However, the to a knowledge society that depend on government issued the law exclusively and effective participation of citizens which did not take into account the proposals is based on producing, circulating and and opinions presented to it, especially
234 ARAB KNOWLEDGE REPORT 2010/2011 with regard to the one-person one-vote on the belief that this will cause them great system. The government insisted on security and life penalties. In addition, holding the elections on this principle, 1.1% of the respondents were subjected to despite public demands to change it and such measures due to their public criticism replace it with other wording (temporary of the government or participation in Election Law, 2010). One of the Áaws of peaceful opposition activities (CSS, 2010). this law is that it divides constituencies This emphasises that abstention from into smaller ones for unclear reasons that participation is associated with established do not observe demographic ratios in beliefs. It also stresses that democratic terms of population rate, geography and transformation has not succeeded in development dimension. Furthermore, convincing citizens yet that the suppressive the law does not take into consideration practices were part of the past. It further some marginalised societal sections, such underlines that the successive governments as the illiterate, since the voting mechanism have not, despite their political assurances, adopted by the law does not guarantee them managed to persuade citizens that such a secret ballot. This is also the case with participation will not expose them to trouble the visually impaired, where the law does and penalties. In spite of these negative Over the past not provide the necessary arrangements aspects that hinder political development, five years, Jordan to guarantee their votes as conÀdential. considered a component of the knowledge Despite the development and spread of society, Jordan is currently26 witnessing has witnessed JORDAN the internet, the law does not publish the numerous changes and incentives that are development CASE STUDY voters’ lists on the web or by any other expected to help broaden the scope of in the media means. Notwithstanding those negative public involvement. industry through aspects of the Election Law, it does permission of the include a number of articles that enable FREEDOM OF OPINION, PRESS citizens to exercise their right of election AND MEDIA private sector to and candidacy according to international license radio and standards. The law promotes women’s Over the past Àve years, Jordan has television stations. involvement by doubling their quota. It witnessed development in the media also stipulates severe penalties for election industry through permission of the private crimes, particularly the sale and purchase sector to license radio and television of votes that affect the voters’ will. The stations. Today, Jordan has around thirty government also issued a statute under the operating radio and Àve private television Parties Law through which it contributes to stations. Although such stations were funding and supporting parties. expected to achieve a qualitative leap, they are still unable to disseminate, produce and CITIZENS’ CONCEPTIONS OF THE apply knowledge in all areas of society. CONSEQUENCES OF POLITICAL A review of such stations’ content PARTICIPATION showed that most of them depend mainly on entertainment programmes. Jordan underwent a period of martial In addition, they suffer from weak laws that ended in 1989 with the start of Ànancial, technological and professional the democratic transformation period. capabilities in the Àeld of knowledge and However, some practices that were prevalent culture production. in the martial law period have left negative ideas and impressions in citizens’ minds, LAW TO GUARANTEE ACCESS and kept them away from participation in TO INFORMATION political life. A survey carried out in 2010 showed that 69% of the respondents The right to access information is considered feared public criticism of the government a signiÀcant pillar to reach the knowledge
ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 235 society. Three years ago, Jordan released the and verbal insults, in addition to threats. Law on Guarantee of Access to Information The number of complaints reached 250 which was the Àrst of its kind in the Arab during 2009. world. Although three years have passed The laws and legislations that did not since the adoption of this law, it has not witness radical changes in 2009, are the main facilitated the Áow of information to citizens reasons for a restricted media freedom, as desired. In this regard, we can capitalise since 34% of journalists think that laws on the sixth NCHR report from 2009, which place restrictions on media freedom. The tackled the continued complaints of citizens State Security Court Law is considered the and journalists regarding government most restrictive, followed by the Press and institutions and ministries not furnishing Publications Law, Penal Code and Ànally them with the required information, but the Journalists’ Association Law. Government instead being furnished with very little Government interference in the media interference in information. The report further stated that is regarded as one of the causes that governmental entities and ministries have impede progress in freedom. If we track the media is not yet completed indexing and sorting the the reports of media freedom in Jordan regarded as one available information and documents in a from 2004 until 2009, we will notice of the causes that way that makes it easy to deal with the law’s increasing interference of the successive impede progress requirements. governments in the media, despite their regular claim about supporting media in freedom. If we THE STATUS OF MEDIA independence. track the reports of FREEDOM Finally, we can speak about the media freedom in interference from advertisers that Jordan from 2004 During the past three years, Jordan’s negatively affect media freedom. Such until 2009, we will position has retreated in the Àeld of interferences reached 91% in 2009 media freedom, since it ranked 120th out (CDFJ, 2009). notice increasing of 178 countries in the annual report of It can be said that the country has taken, interference of ‘Reporters Without Borders’.27 Moreover, in early 2010, positive steps to support media the successive Jordan was categorised as a ‘Not Free’ freedom, since it amended the Press and governments in the country in the ‘Freedom in the World Publications Law. It has limited consideration 2011’ report that was released by the of publication cases to the regular judiciary, media, despite their Freedom House Organisation, though provided that the Àrst instance court will be regular claim about it was counted among the ‘Partly Free’ responsible for investigating the crimes of supporting media countries in 2008/2009.28 internal and external state security set forth independence. On the level of external surveys, we in the penal code, if such crime is committed can rely on the report of ‘Media Freedom by any audio, visual or written media. Status in Jordan 2009’, which reÁected a Furthermore, the amendment explicitly states decline in media freedom indicators. Only that detention is not permissible in those 2% of the respondents described the crimes, whether perpetrated by a journalist or media freedom status as excellent, the same any other citizen. percentage dropped back to 4.8% in 2008, However, it is still necessary to amend while 19.9% described it as low compared the articles of some of the previously with 9.3% in 2008 (Centre for Defending mentioned laws that regulate press freedom Freedom of Journalists, CDFJ, 2009). in order to support freedom of speech. There is also an increase in the complaints documented and monitored THE INTERNET, MEDIA AND by CDFJ on the problems, interferences, THE KNOWLEDGE SOCIETY pressures and violations that journalists face during their work. Such complaints The internet is considered the true included work suspension, physical attacks, opportunity and source of power in Jordan
236 ARAB KNOWLEDGE REPORT 2010/2011 to move towards the knowledge society. In and societal divisions. They have further this context, it is noteworthy that 200 per downgraded the press language to an 1,000 Jordanians use the internet which unacceptable level, especially through the offers them an unprecedented opportunity comments that may be posted by websites’ to obtain and disseminate information. In operators to cause controversy. addition, they play a role in producing and The government seized the opportunity developing such information.29 to adopt the temporary Information The internet is the primary cause of Systems Crime Law in 2010.30 This law the changes in freedom and media. Such has escalated confrontation between the changes occurred either through social government and websites that regard the networking websites that allow the citizen law as a deadly blow to the future press. to produce and spread knowledge, or However, such a law has shortcomings since through the more than 100 websites which it includes some non-detailed provisions gave rise to problematic, and formed social and uses vague concepts to deÀne crimes and political movement in Jordan. together with inappropriate penalties. This In this regard, we can refer to the gives the government the opportunity for Àndings of the annual study conducted arbitrary interpretation of the law to its by the Ipsos Company for 2009/2010. own interests. In addition, Article 13 of the Such Àndings showed that the internet has law gives the police the right to search the the most growth in the media Àeld with ofÀces and computers of website operators JORDAN a percentage of 7.7%. The Àndings also without a prior consent of the Prosecutor The internet is CASE STUDY revealed that the internet has now become General. considered the one of the most important media sources The adoption of this law coincided with true opportunity for Jordanians, used by 42.3% of citizens. the government’s decision to block around and source of In discussing the internet and the Àfty websites, most of which publish local knowledge society, we should refer to the news on civil servants. This decision came power in Jordan to experience of websites that have spread as a reaction to the escalating procedures move towards the widely in Jordan. These give citizens the taken by websites against the Information knowledge society. opportunity to voice their opinions and Systems Crime Law. But, the government participate in promoting and producing recently backtracked on the decision information, particularly through posting Finally, we must address blogs since comments. Such experience raises the they are also considered a means of question of the citizen’s readiness to join producing and disseminating knowledge. the knowledge society. A content analysis It may be said that blogs in general in study was carried out by the ‘Maraya’ Jordan have nothing to do with political website publisher on citizens’ comments issues. In addition, they lack information on Jordanian websites. The study indicated in the sense that most of them depend on that only 5% of comments discussed the personal ideas; except for a few of them. idea or content of an article or news item, Some analysts attributed this quiet state while 95% were published under false of blogging in Jordan to the immature names which attacked and insulted people. parties’ experience that has not produced As a result of such problems and the a conscious generation of bloggers who practices of some of the websites owners are capable of presenting fully formed and administrators who are mostly non- political views. professionals, these websites have become This quiet state is not limited to bloggers a means for inÁuential people, politicians but also browsers. An unpublished study and business people to implement their undertaken by the Strategic Company for own agendas. It may be said that some Research and Studies showed that only 4% of these websites have Àguratively of internet users visited blogs.31 Blogging assassinated people and fuelled strife in Jordan may be described as a digital
ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 237 phenomenon that is not accompanied by qualitative development. It is also noticeable that female bloggers are rare and depend on pseudonyms except for a few of them. In this regard, it is worth mentioning that the government lately reversed several procedures taken against the press and journalists and the electronic press in particular. The government The government has formed a national team that represents most political and media has formed a factions to review the laws regulating political life and media freedoms in Jordan. national team The above analysis demonstrate that Jordan has achieved remarkable progress in that represents numerous Àelds, especially with the maternal and child health care, as well as Àghting HIV/AIDS. Despite some advancement in the Àeld of combating poverty and most political and unemployment, especially eradicating abject poverty, there remain steps that should media factions to be taken in this domain. As for all forms of freedom, they still maintain their levels, review the laws notwithstanding the progress made in the press and publications Àeld. In the economic regulating political Àeld, some components witnessed some progress, while others showed a clear decline due to the global economic crisis that has affected economic performance in general and life and media reÁected negatively on Jordanian citizens’ living conditions. This is evident in the high freedoms in Jordan. prices of consumer goods. The current situation of the economic system and political freedoms does not give hope that it is possible to provide the appropriate conditions for youth to access the knowledge society and achieve sustainable human development.
238 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 1-5 PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN: FIELD SURVEY RESULTS
This chapter discusses the readiness of the report’s Àeld studies (see introduction future generation to join the knowledge in the general report) which depends on society. It focuses on studying and reviewing students and teachers’ opinions, analysing the Àndings of tests and surveys the focus was on three categories of conducted in the context of preparing the society: the Àrst category included students, case study of Jordan with a sample of the in order to understand their skills, values youth who have completed the eleventh and opinions of the surrounding enabling grade in the capital of Amman. These environments. This category represents tests and surveys were carried out with the central sample. The second category These tests and JORDAN CASE STUDY the purpose of measuring the students’ comprised the teachers of the sample surveys were possession of the skills and values that students in order to understand their carried out with enable them to access the knowledge views of the students’ level, in addition to society, as well as being aware of their their surrounding enabling environments the purpose surrounding environments, and their and education situations. This category of measuring conception of such environments. The represents the central sample. The third the students’ sample was selected from the age group category involved experts, academics, possession of 17-18 years, since it represents the upper decision-makers and stakeholders as section of future generation (18 years representatives of other segments of the skills and and below) which was adopted in the Jordanian society. values that enable Arab Knowledge Report 2010/2011. This them to access section represents approximately 46% of RANDOM SAMPLE OF the knowledge the Jordanian population. Moreover, the STUDENTS chapter tackles the Àndings of the survey society, as well as that polled the opinions of the teachers of Using a widely recognised general being aware of the students who took part in the surveys methodology for case studies that were their surrounding and tests. This is to explore their attitudes covered in chapter 5 of the general report environments, and in addition to their perception of the the random representative sample section their conception of students’ enabling environments as well was drawn from twelfth grade students as teaching practices and methodology, (who completed eleven years of schooling) such environments and their positions on the issues which in the schools of Jordan’s capital Amman. may help prepare future generations to The sample was as follows: participate in the knowledge society. The The sample was chosen according to the chapter further presents the views of a adapted data sent by the Jordanian MOE. Such group of experts and decision-makers in data shows the number of students and their Jordan on the same issues. educational specialties in the capital Amman. It included 276 schools (public, private, SAMPLES OF FIELD STUDIES defence and Awqaf), four specialisations (scientiÀc, literary, ICT and vocational) In line with the general method of the and 29,319 students in the 12th grade. The
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 239 study was limited to Jordanian students. was aimed at discovering their perceptions Given the pioneering nature of the about the most important issues that case studies as well as the general method pertain to the preparation of the future adopted it was limited, for methodological generation for effective participation in the Given the purposes, to twelfth grade students in the knowledge society. The workshop further pioneering nature schools of Amman. In future studies, it intended to discover the shortcomings is expected to extend the application of that according to them hinder such a of the case these surveys and studies to other urban pursuit and the recommended methods to studies as well and rural areas of Jordan. overcome them.33 as the general The sample comprised of the students method adopted of public, private and defence schools. FIELD STUDY RESULTS it was limited, for It further included all educational specialisations in Jordan. SKILLS methodological purposes, to DESCRIPTION OF STUDENT Students’ skills were investigated through twelfth grade SAMPLE a special test designed to measure their students in the possession of cognitive, conative, and The sample covered 29 schools in social skills. Students’ scores in the sub schools of Amman Amman.32 The number of students in the skills were calculated on the basis of 25 sample was 1,742 students with 855 male points for each sub-skill (lowest score=0 students and 887 female students from all and highest score is 25). So, the students educational specialties. were required to score 12.5 out of 25 to The Àeld survey was conducted in the indicate their possession of any of the sub period from the October 3-7, 2010. skills. The aggregate cognitive skills that TEACHERS SAMPLE consist of four sub-skills were rated on a scale from 0 to 100 points. Therefore, A random sample was selected from the the students were supposed to score a teachers of the sample students and from minimum 50 out of 100 points to refer the latter’s schools, taking into consideration to their possession of the aggregate skill. that the sample should include all specialties. Since the conative and social composite The sample involved 103 teachers. skills involve three sub-skills each, each composite skill was measured on a scale EXPERTS AND DECISION- from 0 to 75 points. For this, 37.5 out of MAKERS’ OPINIONS 75 points was the minimum score that indicated the existence of the aggregate A workshop was organised on the July 21, conative or social skills. 2010, which included 35 relevant experts and specialists belonging to different COGNITIVE SKILLS educational and knowledge specialisations in the public and private sectors as well as The cognitive skills adopted in the civil society organisations. This workshop report are divided into the skills of
TABLE 1-5-1 Results of aggregate cognitive skills Total score of values ranges from 0 to 100 Average (Arithmetic mean)34 (score) Standard deviation35 Statistical differences Standard Lowest Highest between males and Males Females Total Males Females deviation36 score score females37
31.49 36.96 34.06 3.59 3.28 12.02 1.19 72.94 In favour of females
240 ARAB KNOWLEDGE REPORT 2010/2011 information searching and processing, the female level remains weak. In addition, written communication, problem solving clustering of all the sample variables is and the use of technology. Below is an emphasised by the standard deviation analytical review of the most important value (12.02) that does not exceed 50% of results of the students’ skills. the total arithmetic mean value. Table 1-5-1 shows the weak level The detailed results of the cognitive of students in the aggregate cognitive skills show that all students demonstrate a skills. The arithmetic mean occurs at the low level in the targeted skills. None reached beginning of the second third of the beyond the required minimum score points scale (34.06), 15.94 points lower (12.5 points). In comparing the arithmetic than the required minimum score of 50. It mean in each of the cognitive skills, we is also noted that no student obtained full notice statistically signiÀcant differences marks (100 points), as the highest mark was between them. The analysis refers to a real around 73 points. Furthermore, the results difference in the skill possession levels. The suggest that females outperformed males performance of the students is weak but with a statistically signiÀcant difference, but such weakness differs in degree. The lowest
TABLE 1-5-2 Detailed results of cognitive skills The detailed results JORDAN Total score of values ranges from 0 to 25 of the cognitive CASE STUDY Average Standard Statistical skills show that (Arithmetic mean) deviation differences Standard Lowest Highest between males all students Males Females Total Males Females deviation score score and females demonstrate a low Information In favour of 9.16 10.95 10 3.59 3.28 3.59 0 20.24 searching females level in the targeted Written In favour of 3.7 7.18 5.38 5.21 6.91 6.34 0 25 skills. None reached communication females Problem solving 6.51 6.63 6.56 4.03 3.97 4.01 0 22.22 No difference beyond the Use of 12.11 12.18 12.10 4.05 3.69 3.89 0 21.72 No difference required minimum technology score (12.5 points)
FIGURE 1-5-1 Comparing average (arithmetic means) of cognitive skills for total sample (males and females)
25 22.5 20 17.5 15 The required minimum score 12.5 10 12.1 7.5 10 5 6.56 2.5 5.38
Students' scores out of 25 scores Students' 0 Information Written Problem Use of searching Communication Solving Technology
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 241 scores were in written communication females demonstrated considerable levels in followed by problem solving, and then those skills. information searching and processing. The Figure 1-5-2 shows that 23.9% of the use of technology was the strongest skill. students do not have the minimum level of Figure 1-5-1 shows the use of technology aggregate cognitive skill. In addition, 65.9% skills was very close to the minimum are still at the beginning of knowledge required score with an arithmetic mean of acquisition. In the upper half of the points 12.1 points, the written communication skill scale, only 10.2% of students are ‘nearly was the weakest since its arithmetic mean ready’. None of the sample students are was 7.12 points lower than the minimum ‘ready’. required score. Nearly a third of students With regard to the results of the four scored zero on this skill. Some students cognitive skills, it is noted that the position scored zero in all skills, and no student of the use of technology and information obtained full marks (25 points) in any skill searching and processing skills is marginally except for written communication. Such better than the position of the problem a result reÁects great variation in this skill. solving and written communication skills. This is emphasised by the standard deviation In the last two skills, it is noted that 84.8% With regard to the value (6.34) that exceeds the arithmetic mean. of the students are in the Àrst half of the results of the four Furthermore, the results show that males did points scale in written communication cognitive skills, it not outperform females in any skill. Males skills, while 92.6% hold the same position is noted that the and females demonstrated no statistically in problem solving skills. signiÀcant difference, as in problem solving The number of students who fall in the position of the and use of technology skills, but females ‘Not Ready’ category in all skills amounted use of technology demonstrated superiority in information to 41 students, i.e. 2.4% of the sample and information searches and written communication skills. students. No student reached the fourth searching and However, this superiority does not mean that level in all skills. processing skills is marginally better FIGURE 1-5-2 than the position Readiness of students in terms of cognitive skills (%) of the problem Aggregate cognitive skills solving and written communication Use of technology skills Problem solving Written communication
Information searching
%0 %20 %40 %60 %80 %100
Aggregate Information Written Problem Use of cognitive searching communication solving technology skills Not ready (less than 25% of 16.6 65.3 56.1 7.6 23.9 total score) In early stages of being ready 58.3 19.5 36.5 42.8 65.9 (25% to 50% of the score) In the process of being ready 24.5 9.7 7.2 46.2 10.2 (50% to 75% of the score) Ready (75% or more of the 0.6 5.5 0.2 3.4 0 score)
242 ARAB KNOWLEDGE REPORT 2010/2011 Discussion of students’ unable to translate these two skills into results in cognitive skills a practical reality in the form of suitable methods, materials and exercises in the The Jordanian education system has academic books and curricula in Jordan. The witnessed quantitative achievements. textbook is the only reference for students However, the weak results of students in all and also the only source of information, the cognitive skills stress that the education facts and concepts to which students can quality that prepares future generations to adhere. This weakens the use of the products integrate into the knowledge society has of the high-speed knowledge explosion. not yet reached the level of quantitative It further limits information searching and achievements. One of the Áaws of the thinking to the point of view of the book’s Jordanian education system in general is author. What further complicates the matter that it is not strongly based on the principle is the spread of school books summaries in of life-long education or the sound and the local markets and their wide circulation robust principle of managing, employing among students. Such summaries abridge and producing knowledge. This contrasts the information included in textbooks and with the general policies and objectives of offer answers to the questions and exercises education that clearly state the necessity to in these books. Thus, the student’s role will help students possess cognitive skills. Such be conÀned to memorising information, The problem skills include research, organisation and in addition to the answers to questions JORDAN solving skill is CASE STUDY processing, in addition to problem solving and exercises in order to recall them in and all forms of communication. tests; this has become the main focus closely associated The problem solving skill is closely for students and families. Moreover, the with the research associated with the research skill and depends teaching practices used are still limited to skill and depends on it as a prerequisite and primary step. The instruction methods and reject methods on it as a low performance in problem solving makes of problem solving as well as critical and prerequisite and it clear that the education system has been creative thinking. Such practices mainly primary step
FIGURE 1-5-3 Views of workshop participants on weak skills
10 9 8 7 6 5 4 3 2 1 0
Creativity Negotiation Compassion Future planning Communication Pressure handling Technical capacities
Analytic/critical thinking Thought/opinion diffusion
Self-knowledge andMaintaining self-control learning motivation
Acceptance of changeDecision and adaptationmaking and problem solving
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 243 measure lower mental processes, such as internet and mobile phones in written memory and recalling information. This was communication and the consequent use of indicated by the NCHRD study that argued a particular language. that the methods adopted by teachers still On the other hand, the relatively needed to focus on problem solving and good results of students in the use of stability. Another study (Al Fayoumi, 2008) technology skills compared with the other also stated that only 20% of teachers used three cognitive skills can be attributed to problem solving and research method in the efforts made in Jordan to provide a teaching. TIMSS Àndings in 2007 suggested basic structure for using technology and that the performance level of students was applying it in education. A curriculum and below the international average in maths. It school book was designed for teaching is noteworthy that performance in maths computer skills from the seventh to the is strongly linked with the ability to collect twelfth grade, two classes per week in information and solve problems. which the student learns computer skills Such Àndings are consistent with along with simple computer maintenance the opinion poll of experts that was skills. In addition, schools were provided The relatively good performed in the context of preparing with computer labs, and computer skills results of students this report through a workshop held in are taught from the Àrst to sixth grade as Amman in 2010. The participants argued a complementary component to other in the use of that students have deÀciencies in creative subjects. 85% of schools were linked via technology skills and analytical thinking skills, together with an intranet and teachers were trained to compared with decision-making and problem solving. use computers for educational purposes. the other three They attribute these Áaws to inadequate A number of training programmes were awareness and their low importance in further adapted, such as ICDL and INTEL cognitive skills can public culture as well as weak curricula and and programme certiÀcation was linked be attributed to traditional assessment methods. with granting teachers allowances. the efforts made in As for the written communication skill This structure has enabled Jordan Jordan to provide a it is expressed through the ability to convey to obtain an intermediate value on ideas, opinions and feelings to others in the ICT Index. Also, the students’ basic structure for proper language. The acquisition of such environments, especially at home and in using technology a skill depends on several factors, the most cyber cafes serve as a strong motive to use and applying it important of which is linguistic wealth, in technology. Moreover, the use of mobile in education addition to the availability, organisation and phones increased with the phone lines expression of information in a sequential outnumbering the population rate. These order. Moreover, this skill is related to factors have somewhat contributed to information collection and problem solving creating a technological culture that has skills and is affected by them. The reason facilitated the use of technology to keep for poor results in this context may be that up with the age of globalisation and enable expressive subject matter in school books future generations to access the knowledge are limited to certain issues which do not society. give students the freedom to choose their The superiority of females in cognitive favourite subjects. Furthermore, there is skills was also seen in the Àndings of neither a curriculum nor classes for written TIMSS and PISA that showed that expression, since it is studied within other females outperform males in these tests. Arabic language subjects. In addition, the In addition, female results in the general student’s dependence on textbooks makes secondary school examinations have been his linguistic wealth limited to what is better than male results for several years. studied within them. The role of libraries This is also the case with the results of and free reading have also retreated due the quality assurance tests conducted by to the use of technology, such as the MOE annually in a number of subjects. It
244 ARAB KNOWLEDGE REPORT 2010/2011 is noticed that all such studies, especially notice sharp differences between the skills PISA, aimed at measuring the students’ of self-knowledge and learning motivation possession of the skills that are highly on the one hand, and future planning skills related to the knowledge society. on the other hand. The students scored considerably in the skills of self- knowledge CONATIVE SKILLS and learning motivation; this is evident in the high average of both skills and their The conative The conative skills that are adopted in the low standard deviation value. Moreover, skills that are report are divided into self-esteem, learning females statistically surpassed males in the adopted in the motivation and future planning. The self-esteem skill, while they demonstrated report are divided sample students’ possession of aggregate equal level in the skill of learning and sub-conative skills was measured. The motivation. However, future planning into self-esteem, results were as follows: skills are considered one of the weakest maintaining In measuring the students’ acquisition compared with cognitive, conative and learning motivation of the aggregate conative skill, the results social skills, since it recorded an average of and future planning showed that the level in this skill falls above around 5 points only. Notwithstanding the the intermediate level, since the students’ students’ low level in this skill, it is noted scores were only 6 points higher than the that their scores were not clustered. Many required minimum score (37.5 points). students obtained very low scores, while The standard deviation value also reÁected a few students gained full marks. This is JORDAN clustering of students’ scores since they emphasised by the standard deviation value CASE STUDY occurred in the same intermediate level. that is close to the arithmetic mean value. Moreover, the analysis revealed that females Females and males did not demonstrate a outperformed males with statistically statistically signiÀcant difference in favour signiÀcant difference. However, no student of females in such a skill. scored full marks in those aggregate Figure 1-5-5 shows that 5% of the conative skills. students do not possess the minimum level In view of the detailed results of the of aggregate conative skill to help them join conative skills as shown in table 1-5-4, we the knowledge society. The upper end of
TABLE 1-5-3 Results of aggregate conative skills Total score of values ranges from 0 to 75 Average Standard Standard Statistical differences Lowest Highest (Arithmetic mean) deviation deviation between males and score score Males Females Total Males Females females 41.68 44.87 43.17 12.52 9.73 11.45 0 69.94 In favour of females
TABLE 1-5-4 Results of detailed conative skills Total score of values ranges from 0 to 25 Average Standard Statistical (Arithmetic mean) deviation Standard Lowest Highest differences deviation score score between males Males Females Total Males Females and females Self-esteem 20.50 20.94 20.71 3.27 2.49 2.93 2.68 25 In favour of females Learning 19.29 19.22 19.24 3.12 2.95 3.05 2.08 25 No difference motivation Future planning 4.37 5.72 5.03 3.61 4.31 4.03 0 25 In favour of females
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 245 FIGURE 1-5-4 Comparing average (arithmetic means) of conative skills for total samples (males and females) 25 22.5 20 17.5 20.71 19.24 15 12.5 10 The required minimum score 7.5 5 2.5
Students' scores out of 25 scores Students' 5.03 0 Self-esteem Learning motivation Future planning
the points scale includes a low percentage, ‘nearly ready’ or ‘actually ready’. 4.7% of students, who are fully ‘ready’ for it. However, the majority are ‘nearly ready’ Discussion of student (80%). Regarding the future planning skill, results in conative skills The survey results most students are either ‘not ready’ or still showed that at the beginning. In self- esteem as well Conative skills are inÁuenced by feelings, the students as maintaining learning motivation, the emotions and attitudes that reÁect the demonstrated majority of students reached the upper human being’s inner state. They are also half of the skill scale. So, they are either the product of interaction between a relatively high levels of readiness in the FIGURE 1-5-5 self-knowledge and Readiness of students in terms of conative skills (%) self-esteem skills.
Aggregate conative skills
Future planning
Learning motivation
Self-esteem
0% 20% 40% 60% 80% 100%
Learning Future Aggregate Self-esteem motivation planning conative skills Not ready (less than 25% of 0.7 0.4 70.7 5 total score) In early stages of being ready 1.3 2.8 23.2 10.3 (25% to 50% of the score) In the process of being ready 21.8 38.3 5.8 80 (50% to 75% of the score) Ready (75% or more of the 76.2 58.5 0.3 4.7 score)
246 ARAB KNOWLEDGE REPORT 2010/2011 number of internal and external variables young generation becomes more mature and factors that pertain to human beings and should be given more attention to and their formation as well as the natural meet their maximum potential. Therefore, environmental and social conditions. attention should be given to their needs The survey results showed that the to meet their maximum potential. students demonstrated relatively high Furthermore, the school’s perception of levels of readiness in the self-esteem skills. the young generation in this stage should This can be attributed to the age range of not differ from that of the family, in the the future generation taking part in this sense that they represent the fruit of the survey that ranges from 17 to 18 years. school’s long years of preparation. They are now more capable to understand The good results in learning motivation themselves and realise their developmental skills may also be attributed to the fact that attributes. Moreover, their interests and the future generation in this stage are at the tendencies have become clearer. In addition, threshold of graduation and are preparing One of the they tend to accept and take more pride to take the secondary school test to common customs in themselves and, therefore, show more determine their future with regard to which among Jordanian interest in their appearance and general university they will attend and which subject families is to offer behaviour than in previous development they will pursue. So, learning motivation stages. The future generation’s self- reaches its peak at this stage, due to the their children at esteem develops as they grow. This trend students’ desire to obtain high scores that the secondary JORDAN is strengthened when they reach the end satisfy their social and psychological needs education stage a CASE STUDY of their education. Thus, the Jordanian and help them realise their future ambitions. range of conditions family is expected to exploit this potential One of the common customs among and capabilities and direct it to achieve development Jordanian families is to offer their children and progress, through using a positive at the secondary education stage a range of which motivate upbringing method. In this stage, the conditions and capabilities which motivate them to learn, and they encourage FIGURE 1-5-6 them to do their Views of participants in the workshop about the importance of skills utmost to score and their availability among the youth high marks on the end of year test Skills to be available Highly existing skills
14 12 10 8 6 4 2 0
Negotiation Compassion CommunicationFuture planning Pressure handling Technical capacities Analytic/critical thinking Thought/opinion diffusion
Self-knowledge and self-control
Decision makingAcceptance and problem of change solving and adaptation
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 247 them to learn, and they encourage them to views of the decision-makers and experts do their utmost to score high marks on the who participated in workshops where they end of year test. argued that future planning is one of the The school also offers additional weakest skills of the next generation. educational programmes before and after It is notable that females outperformed the actual academic year, and increases males in conative skills. This can be communication with the family once their attributed to their attainment of a conative children face difÀculties. Furthermore, maturity level. Females are also more able the school provides, through its teachers, to realise and understand the details of their awareness programmes for students on needs. Moreover, their learning motivation the methods of study, review and time is greater than that of males. This may organisation. It also instructs them on the be one of the factors that explain their nature of the test and how to deal with excellence in the results of international it. Furthermore, the Jordanian society’s studies, exams and national tests, due to institutions support students and families at their desire to prove themselves and quickly this stage by avoiding any action that may Àll the gap between males in economic, disturb students, lower their concentration political and social Àelds. or distract their attention. The media also Like conative skills, plays an effective role in advising parents SOCIAL SKILLS and contrary to and students via television and radio cognitive skills, the interviews using specialists who deliver The sample students’ possession of a results showed messages that stimulate and assure students number of social skills was tested. Such and make them less tense. skills included communication with others, that students Students’ weak performance in the team work and public participation. achieved high levels future planning skill may be attributed to Like conative skills, and contrary in the aggregate the fact that students, families and schools to cognitive skills, the results showed social skills focus only on improving the student’s that students achieved high levels in academic achievements. Thinking in other the aggregate social skills. In addition, future areas, such as work, is postponed females notably excelled males in those because such areas depend on the student’s skills, since the arithmetic mean recorded graduation and the awarding of a university 47.47 points for females and 41.81 for certiÀcate. males, the biggest difference between The weakness of this skill may be females and males in all skills. Moreover, also attributed to its close relation to students obtained high marks on this cognitive skills that require collecting, skill with some of them scoring around analysing and evaluating information. 73 out of 75 points. Thus, the future planning sub skills have a The detailed results of social skills knowledge dimension. As we noticed, the show that the students’ scores are students demonstrated a remarkably low close in the three skills. The skill of performance in this domain (see table 1-5- communication with others ranks Àrst, 2). Such results are partly consistent with the while that of public participation came
TABLE 1-5-5 Results of aggregate social skills Total score of values ranges from 0 to 75 Average Standard Standard Lowest Highest Statistical differences (Arithmetic mean) deviation deviation score score between males and Males Females Total Males Females females 41.81 47.47 44.43 17.15 15.05 16.54 0 72.81 In favour of females
248 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 1-5-6 Results of detailed social skills Total score of values ranges from 0 to 25
Average Standard Standard Statistical (Arithmetic mean) deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females Communication In favour of 16.86 18.27 17.58 5.92 5.3 5.66 0 25 with others females In favour of Team work 14.16 16.65 15.36 6.42 5.33 6.07 0 23.68 females Participation 13.79 14.3 14.01 7.15 6.4 6.79 0 25 No difference in public life last with an arithmetic mean of 14.01; society (24.5%) or ‘nearly ready’ (49.9%). around 1.5 points higher than the required But, the lowest percentage falls in the ‘not With regard to the minimum score. In addition, the students’ ready’ category (8.6%). three social skills, scores in each skill are close and clustered With regard to the three social skills, it is it is clear that most as reÁected by standard deviation values of clear that most students appear in the third the three skills. A comparison of female and fourth levels of readiness. They are students appear JORDAN and male results demonstrates statistically either ‘ready’ or ‘nearly ready’. Moreover, in the third and CASE STUDY signiÀcant differences in favour of females the ‘ready’ students’ category recorded its fourth levels of in communication with others and team highest rate in the communication with readiness. They work skills. But, there was no difference in others skill, followed by teamwork and are either ‘ready’ public participation skill. then public participation skill. In respect of the level of students’ On the other hand, the percentage of or ‘nearly ready’ readiness in the aggregate social skill, it is ‘not Ready’ students was small, as 142 noticed that the majority occur in the upper students were ‘ready’ in all skills against 5 half of the points scale. They are either ‘not Ready’ students. ‘ready’ for integration into the knowledge
FIGURE 1-5-7 Comparison of average (arithmetic means) of social skills for total samples (males and females)
25 22.5 20 17.58 17.5 15.36 15 14.01 12.5 10 7.5 The required minimum score 5 2.5 0 Students' scores out of 25 scores Students'
Communication with others Team work Participation in public life
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 249 FIGURE 1-5-8 Readiness of students in terms of social skills
Communication with others
Team work
Participation in public life
Aggregate social skills 0% 20% 40% 60% 80% 100%
Aggregate Participation Team Communication social skills in public life work with others Not ready (less than 25% of 6 10.3 16.2 8.6 total score) In early stages of being ready 7.6 12.9 22.4 17 (25% to 50% of the score) In the process of being ready 35.9 40 33.9 49.9 (50% to 75% of the score) Ready (75% or more of the 50.5 36.8 27.5 24.5 score)
Young people tend to associate with Discussion of student Young people tend to associate with a a certain group results in social skills certain group with the same mannerisms with the same and behaviours and integrate into this Social skills may be regarded as a set of group according to an implicit system. The mannerisms and responses and interactions resulting from interrelations of the group’s members are behaviours and the environment, whether at school, with very strong, and belonging to a group helps integrate into this friends, or in society as a whole and leading the future generation acquire some interests group according to to realising socially acceptable goals. and attitudes and young people learn how This concept emphasises the results to exchange feelings, problems and ideas. In an implicit system of the regression analysis for the student’s addition, the future generation at this stage enabling environments. Such results show demonstrates a desire to understand what that there are three variables that affect is happening and attempts to Àx errors by the possession of the social skills. These proposing ideas or taking part in correcting variables are the pattern of upbringing improper situations. The Jordanian family in the family, educational welfare in the also still maintains its inner structure, local environment and educational welfare notwithstanding the growing globalisation at school. But, such variables alone do trends and their reÁections on the local society. not involve all the factors that impact Family members are closely interrelated and students’ performance in the social skills there is still strong presence for extended (See table m1-16 in the appendix). There families. The students’ good results in is an important variable which is the social this skill are also attributed to the spread development characteristics of the age of multiple means of telecommunication, group of respondents (17-18 years). such as the internet and mobile phones and Regarding the skill of communication the consequent use of social networking with others, the future generation at this websites, such as Facebook, Twitter and SMS stage builds more social relationships and text messaging. Most teachers have stated becomes more communicative with others. that they use the discussion method with
250 ARAB KNOWLEDGE REPORT 2010/2011 students in their teaching methodology. This student Ànds it difÀcult to search all lists means that there is a school environment alone, thus he or she resorts to teamwork. that encourages expression and dialogue as This means every student searches a certain well as an exchange and respect of ideas and list and then collects the information for opinions (see table m1-3 in the appendix). discussion. Jordanian schools offer programmes Such results may be due to the nature of and activities that support school youth at this age. At this stage, they tend to curricula, including scouts, girl guides, work with the group that they belong to The findings and debate clubs in addition to student that appreciates their efforts and shares the councils and parliaments, which ultimately same behaviours. They give more attention indicated that aim at promoting dialogue as well as to issues that require teamwork. the strongest helping express opinions and respect for The results of students in the public skills of the the opinions of others. Moreover, some participation skill can be attributed to the future generation secondary school curricula include subjects fact that the future generation at this age for communication skills. shows an interest in what is taking place in included the The satisfactory results of the students the society around them and demonstrates skill of sympathy in the teamwork skill can be attributed to a desire to preserve the surrounding and what it the nature of the extended Jordanian environment. They show positive feelings means to listen family in which the future generation towards others, especially the disadvantaged and understand lives. The family’s members are relatively and poor and sympathise strongly with JORDAN interconnected in order to preserve the people that are oppressed. others’ needs CASE STUDY family’s structure and continuity. The This is compatible with the Àndings and surrounding conditions and challenges faced by the of the workshop that was held in Amman circumstances family require positive interaction between for intellectuals, academics and decision- its members within a framework of makers. The Àndings indicated that the shared responsibility. This is considered strongest skills of the future generation a daily teamwork exercise for the future included the skill of sympathy and what generation. it means to listen and understand others’ The dominant upbringing systems needs and surrounding circumstances. endorse teamwork. Jordanian schools Such skills further include cooperation, use a lot of educational activities that teamwork, and discipline, respect of complement the curriculum. Such others’ opinions and different attitudes, activities are performed in teams and as well as dissemination of ideas or groups to enhance teamwork skills of opinions and the establishment of public future generations; they include scouts, girl guides, school parliaments, volunteer work, BOX 1-5-1 and trafÀc awareness and team sports. Jordanian initiatives to serve young generation: Children’s Museum Furthermore, curricula and teacher guides include teamwork strategy. The application The museum was inaugurated in Jor- aesthetic development, and life skills of this skill becomes clearer in science and dan in 2007. It is a non-profit educa- and civil awareness. tional institution that offers children Over the past two years, the mu- computer labs due to the nature of these an alternative informal educational en- seum received approximately 370,000 subjects and the limited equipment. This vironment. This environment uses en- visitors (200,000 in 2010 and 170,000 tertaining methods that offer children in 2009). In 2010, 40% of visitors is emphasised by the teachers who stated experience, interaction and learning went to the museum within special in their answers that they organised their through playing, whether they visit the programmes that were sponsored by students into small work groups for work museum with their parents or schools. certain entities, and some categories The museum was designed to comple- (including public schools students) (see table m1-3 in the appendix). ment the formal educational process managed to enter the museum at mini- The wide use of the internet by the at schools. Its interactive exhibits and mal fees or for free. Since its opening future generation has perhaps helped different programmes focus on four in 2007, the museum’s visitors reached educational areas: early learning, sci- 600,000 people. them learn teamwork. Since the internet ences and technology, technical and contains a great deal of information, the
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 251 TABLE 1-5-7 Results of aggregate values Total score of values ranges from 1 to 5 Average Standard Standard Lowest Highest Statistical differences (Arithmetic mean) deviation deviation score score between males and Males Females Total Males Females females 3.71 3.9 3.8 0.36 0.3 0.34 2.33 4.72 In favour of females
relations networks. The participants social skills can be attributed to the fact attributed such strong skills of the that females are more inclined than future generation to the availability of males to establish friendships and a effective means of communication, social relationship network. They seek to good upbringing, religious values and the expand and maintain this network through awareness programmes of educational opening communication channels between The superiority institutions (see Àgure 1-5-6). them. In addition, females tend more than of females in the The educational policy in Jordan adopts males to work in a group and they show social skills can programmes and activities that promote cooperativeness among them whether at be attributed students’ public participation. Civic education home or school. That might be attributed was included in the curriculum. The policy to family socialisation and dominant social to the fact that encourages conducting annual activities customs which believes the existence of females are more at schools with the aim of consolidating girls within a group protects them against inclined than schools with public life. Such activities expected risks. males to establish include holding elections when forming parliaments, clubs, and school committees to VALUES friendships and a look into environment conservation, public social relationship health, social work and trafÀc awareness, Theoretically, the students’ scores on the network among others. aggregate values range from 1-5 points, The reason behind these results is and the default average is 3 points, which the recently held local and parliamentary is the minimum required level for the elections in Jordan which contributed possession of the aggregate values. The to informing the future generation on Table 1-5-7 shows that the students’ scores public issues. Students also took part in on the aggregate values ranged from 2.33 electoral campaigns by distributing Áyers to 4.72 points. This means that no student and stickers of candidates. Moreover, the obtained full marks. The arithmetic mean means of communication, such as satellite was 3.8 which is 0.8 points higher than channels and the internet played a strong the default average. This indicates that role in raising the future generation’s the students showed high levels of the awareness of public issues. aggregate values, and that most of them The superiority of females in the possess those values. Furthermore, the
TABLE 1-5-8 Results of detailed values Total score of values ranges from 1 to 5 Average (Arithmetic Standard Statistical mean) deviation Standard Lowest Highest differences deviation score score between males Males Females Total Males Females and females Cognitive values 3.87 4.01 3.94 0.49 0.43 0.47 2.05 5 In favour of females Conative values 3.81 4.06 3.94 0.46 0.4 0.45 2 5 In favour of females Social values 3.53 3.56 3.55 0.4 0.36 0.38 2.17 4.72 No difference Universal values 3.67 3.99 3.83 0.46 0.42 0.47 2.21 5 In favour of females
252 ARAB KNOWLEDGE REPORT 2010/2011 standard deviation value shows that the values and social values with statistically students’ scores are strongly clustered. The signiÀcant differences. The results also table further reveals that the arithmetic show the strong presence of values within mean of females is greater than that of the sample students that evidenced in males. Comparison of the mean reÁects the high average scores for all values. In statistically signiÀcant differences in favour addition, the students’ scores are clustered. of females. This is emphasised by the standard The detailed results reveal that the deviation sub-values for all values. It’s cognitive and social values recorded the noted that females outperformed males in highest scores, followed by the universal all values, except for the conative values in
FIGURE 1-5-9 Comparison of average (arithmetic means) of values for total sample (males and females)
5 4.5 3.94 3.94 3.83 4 3.55 3.5 JORDAN 3 CASE STUDY 2.5 The required minimum score 2 1.5 1 Students' scores out of 5 scores Students'
Cognitive values Conative values Social values Universal values
FIGURE 1-5-10 Readiness of students in terms of values
Aggregate values Universal values Social values Conative values Cognitive values 0% 50% 100%
Cognitive Conative Social Universal Aggregate values values values values values Not ready (less than 25% of 0 0.1 0 0 0 total score) In early stages of being ready 4.1 3.7 10.2 5 1.8 (25% to 50% of the score) In the process of being ready 49.1 48.2 80.1 58 67.8 (50% to 75% of the score) Ready (75% or more of total 46.8 48 9.7 37 30.4 score)
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 253 which they demonstrate equal levels (see them to resume their education that is table 1-5-8). considered their true capital. Moreover, the Figure 1-5-10 shows that the majority educational programmes and curricula are of the students occur in the third and rich in cognitive values in all the education fourth levels of the points scale in terms of stages. They further support meaningful the aggregate values, since they are either educational initiatives and innovations, ‘ready’ or ‘nearly ready’. No student falls such as the Educational Innovation Fund, in the ‘not ready’ level. It is also notable which provides Ànancial and technical that most students occur in the third and support to student initiatives in the Àelds fourth levels of the points scale in the four of management, sciences and technology. detailed values. This indicates that they are There is also the Thinking Criteria Project either ‘ready’ or ‘nearly ready’. However, a that helps students develop a sense of few of them remain in the Àrst and second creativity and independent thinking. The levels. With regard to the readiness level, school adopts many educational activities it is noticed that the students are more and competitions on the district level ready in the aggregate values than conative that support curricula in the innovative and cognitive values. These are followed technical, scientiÀc and literary Àelds. It also by the universal values and social values. offers awards to the winning distinguished Values are Moreover, it is notable that 73 students, i.e. students. Moreover, other competitions considered 4.2% of the sample students reached the are launched on the school district level in a significant fourth level in all values. this Àeld. There are also societal academic foundation in institutions that embrace innovation, such DISCUSSION OF THE STUDENT as the King Hussein Foundation (KHF), preparing the RESULTS IN VALUES King Abdullah II schools of excellence future generation and pioneer centres. towards the Values are considered an important Such results are supported by the knowledge society foundation in preparing the future teachers’ views that students possess generation towards the knowledge society strong cognitive values, such as a passion and in building any and in building any society so as to achieve for learning and knowledge, openness to society so as to integration between its social, economic and all that is new, in addition to diligence and achieve integration human structures. In addition, values have a persistence. between its social, basic function in directing the behaviours In terms of the conative values, the and interaction of the society’s members. regression analysis revealed that there are economic and The regression analysis has shown three variables which have an signiÀcant human structures that there are Àve variables that have an impact on the possession of the conative signiÀcant effect on the possession of the values (see table m1-16 in the appendix). cognitive values (see table m1-16 in the Such variables involve the family’s method appendix). These variables are the family’s of upbringing, educational welfare within method of upbringing, educational welfare the local environment and educational in the local environment together with welfare at school. The Jordanian family the family’s interest in the student’s study tends to secure a safe family atmosphere and educational welfare at school. The for the psychological stability and personal Jordanian family is eager to encourage its balance of children. Furthermore, it children to pursue learning and knowledge. seeks to enhance the children’s self- The family allocates a substantial portion conÀdence in an atmosphere of love of their resources to fulÀl the ambitions and parental affection. It also promotes of their children, which agree with the the children’s sense of responsibility family’s own ambitions of helping them and self-control of all their behaviour achieve the best future through obtaining patterns. Its role in this stage becomes the highest academic degrees. It motivates limited to general supervision and remote
254 ARAB KNOWLEDGE REPORT 2010/2011 following up. Moreover, curricula are for its children to conform to the abundant in conative values that enhance society’s different standards and values, the students’ dignity and develop their whether they have their origin in religion self-esteem. There are educational efforts or social customs and traditions. The that endorse the curricula objectives family teaches its children how to show through participation in many activities, modesty in dealing with others, especially such as scouts and girl guides that aim at older people. The family also helps its fostering self-dependence and achieving children have this sense of solidarity, the integrated development of students as especially with relatives and neighbours well as cultivating the value of truthfulness and encourages them to help others, and honesty. These results are interpreted particularly the underprivileged. This by the teachers’ opinions that students manifests itself in the future generation’s demonstrate good levels of these values participation in campaigns that target (See table 1-15 in the appendix). It is clear various sectors of society. that the students’ results in the conative The curricula also include a lot of social values are compatible with their results in values, such as tolerance, moderation the conative skills. As for the social values, and avoiding extremism; the same values The Jordanian the regression analysis revealed that there which the ‘Amman Message’ called family is the first are Àve variables that have a signiÀcant for. Curricula also foster the students’ upbringing system effect on the possession of social values: ability to hold dialogue and discussion JORDAN and the most eager CASE STUDY the family’s upbringing pattern, education with others as well as respecting other welfare in the local environment, the people’s opinions. In addition, school for its children to family’s interest in the student’s study, in activities strengthen this by conducting conform to the addition to educational welfare at school activities, such as student forums, school society’s different and family’s Ànancial welfare (See table parliaments and projects that encourage standards and m1-16 in the appendix). cooperation and solidarity with others. The Jordanian family is the first Jordan has many active councils and values, whether upbringing system and the most eager institutions that are concerned with the they have their origin in religion
FIGURE 1-5-11 or social customs Views of participants in the workshop on the importance of values and traditions and their availability among the youth
Values to be available Highly existing values in the youth
9 8 7 6 5 4 3 2 1 0
Ambition Curiosity Belonging Social modesty Personal balance Scientific modesty Openness to others Taking responsibilitySolidarity with others Dignity and self-esteem
Emotional and family stability Self-honestyInsistence and self-censorship on personal freedom Spirit of morality and innovation Independence of thought and action
Respect of code of ethics, norms and traditions
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 255 future generation, such as the Higher values in the social system. They are more Council of Youth (HCY) which sets up interactive with family’s and school’s social and implements strategies and plans with upbringing patterns. The reason is that the purpose of preparing a generation one of the criteria of judging females which possesses the values of tolerance, and evaluating their performance is their moderation and respect for others’ understanding and adherence to the opinions and beliefs, as well as intellectual, dominant systems. political and social attitudes. On the other hand, males are more These results are supported by the rebellious and unwilling to abide by the teachers’ opinions that students possess such society’s standards, rules and laws. They values (see table m1-15 in the appendix). often have a negative attitude towards such As regards the universal values, the laws, since they believe they restrict their regression analysis showed that there freedom and hinder their initiatives, talents are two variables that have an signiÀcant and innovations. impact on their possession. These variables Moreover, females are more diligent are the family’s upbringing pattern and and persistent in family, school and public educational welfare at school (See table life in general as well as in the pursuit of m1-16 in the appendix). learning and knowledge. They are also The superiority These results can be interpreted by the more concerned with environmental and family’s role in raising their children and conservation issues. Furthermore, women of females can encouraging them to adhere to good morals exert great efforts to achieve equality with be attributed that are derived from the dominant social men in many societal institutions, such as to the fact that culture. It also helps them develop the value women’s committees and unions that are they show more of conservation of their environment popular in Jordan. What enhances the social conformity than by providing a safe environment at and conative values is that the school’s home, whether it’s ensuring food safety educational activities focus on females in males to the or the cleanliness of the home. Children these Àelds in order to compensate for prevalent values in also learn respect for rights, justice and their low participation in sports activities. the social system equality between men and women through watching their parent’s behaviour which is ENABLING ENVIRONMENTS characterised by justice, equality and lack of indiscrimination between children, IMPACT OF ENABLING regardless of their gender or age. ENVIRONMENTS ON STUDENT General education policy and its SKILLS AND VALUES objectives explicitly state the necessity to respect human rights and achieve justice- Based on the student survey, the enabling based international peace. Such values are environments were summarised in the included in school books and are practiced following variables: through educational activities. Family structure: an integrated family The students’ attitudes towards this (father, mother and children), or divided values system are partly emphasised by the family (absence of father or mother Àndings of the workshop of academics and due to divorce, death or migration). experts in Jordan. The Àndings indicated Father’s education level. that the future generation’s strongest skills Mother’s education level. include cognitive skills, which include a Family’s interest in students’ study. passion for learning and reading as well as Family’s material welfare. creativity. Educational welfare at home. The superiority of females can be Educational welfare in local environment. attributed to the fact that they show more Educational welfare at school. conformity than males to the prevalent Family’s upbringing pattern.
256 ARAB KNOWLEDGE REPORT 2010/2011 The analysis revealed that there are two The school environment principal variables: the family’s upbringing pattern and educational welfare at school The students’ answers demonstrated a which affect all skills and values, whether positive attitude in their relationship with cognititive, conative, social or universal. the school and studying. The answers This stresses the fact that the family and of most students on the prevalent school are the basic factors that inÁuence relationships at school were either ‘agree’ the future generation. The Àndings also or ‘somewhat agree’. These results are refer to the impact of educational welfare explained by the concern of the school’s in the local environment on many skills and administration and teachers to provide values. This stresses the necessity to give a safe environment for their students in attention to the surrounding environment general, especially for those in the second in preparing the future generation, because grade of secondary education. This also this factor has become very effective. The facilitates their motivation to help them The students’ family and school are no longer the only pass the secondary education test since answers effective factors in socialisation. The table they are on the threshold of school demonstrated a (m1-16 in the appendix) further reveals graduation. These results are supported positive attitude in that the family’s material welfare has an by the teachers’ views that they maintain adverse effect on both cognitive and social respectful relations with students and that their relationship values as emphasised by many educational the school is signiÀcantly free of violence with the school JORDAN theories. (See table m1-8 in the appendix). and studying. CASE STUDY Such variables alone do not explain Students did not decisively agree The answers of the state of skills and values of students, on the availability of health services at most students since their effect ranges from 5.1% to school. For example, the percentage of 11.5% only. This directs our attention students who completely agree that the on the prevalent to the other enabling factors that may school provides them with periodical relationships impact the students’ skills and values and medical check-ups did not exceed 37% as at school were consequently affect the preparation of shown in table 1-5-10. either ‘agree’ or the future generation to integrate into the The reason for such results may be that knowledge society. students are unaware of the availability ‘somewhat agree’ of some of these services or they are VIEWS OF STUDENTS, rarely provided, such as the educational TEACHERS AND PARTICIPANTS guidance services which are available IN THE WORKSHOP ABOUT THE in all secondary schools as well as free ENABLING ENVIRONMENT health insurance. However, the negative side of these evaluations is especially The enabling environments of students important in all cases since it reveals that were examined through investigating the such services are not accessible to those opinion of students and teachers as well as who need them. participants of Jordan’s workshop. As for periodical medical check-ups, they We surveyed the students’ opinions and are limited to basic education students but those of the teachers as well as participants do not cover secondary stage students. In in a workshop held in Jordan on the addition, the low capabilities are an obstacle surrounding school environment, school to providing schools with medical clinics. relationships and the health services provided by the school both in and out Societal environment of the classroom. The poll also included their thoughts on the broader societal The students’ perceptions of the societal environment, the climate of freedom and environment were investigated through activities or laws that support knowledge. measuring their desire for political
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 257 The students’ participation and learning their views enabling legal and social environments and perceptions on available freedoms, especially in the how far they help establish the knowledge of the societal academic Àeld and their private life. Their society, in addition to their perceptions of environment opinion on the societal environment was the government run and non-governmental also investigated through their views on the run afÀliated media and their credibility. were investigated through measuring their desire TABLE 1-5-9 Views of students about the school and their relations to its components (%) for political Completely Somewhat Completely Disagree participation and agree agree disagree learning their A. I can easily understand school subjects 30.9 60.8 5.8 2.5 B. My school strengthens my desire for learning 39.7 41.5 11.3 7.5 views on available and excellence freedoms C. I feel secured and comfortable at school 45.7 35.2 12.3 6.8 D. I have good relations with my teachers (mutual 63 28.3 4.4 4.3 respect) E. I have good relations with my school friends 71.3 23.3 3.5 1.9 F. My school prepares me well for the future 52.1 32.5 9.8 5.6
TABLE 1-5-10 Views of students about the healthy enabling environments (%) Completely Disagree Somewhat Completely disagree agree agree
A. The school offers periodical medical check-ups for students. 18.2 18.1 26.8 36.9 B. The school offers all students medications free of charge. 24.7 22.6 22.4 30.3 C. The school clinic is fully equipped (bed, examination equipment, primary 25.7 14.7 20.3 39.3 medications). D. The school organises health campaigns combating unexpected epidemics. 18.6 15.9 27.8 37.7 H. The school conducts awareness programmes about dangerous diseases. 12.3 13.3 30 44.4 I. The school has a social worker that helps students solve their social 9.4 8.2 24.5 57.9 problems. J. The school has an educational guide/psychologist to help students settle 14 11.3 23.1 51.6 their psychological problems. K. We study issues related to health education. 17 19.6 27.9 35.5
FIGURE 1-5-12 Views of students on political participation (%)
Abstention I tend to 10% certain political Abstention I have a political ideology 11% ideology 30% 30%
I do not tend to certain political I do not have a political ideology ideology 60% 59%
258 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 1-5-11 Views of students about the available freedom for choosing (%) Much freedom Moderate freedom Little freedom No freedom
A. Personal options 66.5 29.5 2.7 1.3 B. Scientific options 55.7 36.8 5.8 1.7 C. Intellectual options 63.9 27.1 6.2 2.8
TABLE 1-5-12 Students’ perceptions of legal and social enabling environments (%)
Do not Completely Somewhat Completely Disagree know disagree agree agree
A. Strict laws exist in schools that restore rights to their owners. 2.6 4.5 11 35.5 46.4 B. Strict laws exist in society as a whole that restore rights to their 3.4 7 15.2 42 32.4 owners. C. Because of the school laws, the student thinks carefully before 2.8 6.2 15.3 35.9 39.8 violating the code of ethics. D. Because of society’s laws, the person thinks carefully before 4.4 8.1 15.9 36.9 34.7 violating the code of ethics E. Law is applicable to all people in school, regardless of their 6.3 9.8 12.8 31.3 39.8 JORDAN capacity or position. CASE STUDY F. Law is applicable to all people in society, regardless of their capacity 6.6 13.1 16.6 30.5 33.2 or position. G. Those that have money have better opportunities for education. 2.7 6.7 11.5 21.6 57.5 H. Jobs are occupied according to candidates’ efficiency and no other 6.5 17.8 19.6 26.3 29.8 considerations (intermediation for example). I. Job promotion does not depend on objectivity but personal views. 11.6 6.5 15.9 35.5 30.5 J. Certification, employment, promotion and other privileges should be based on objective considerations and not intermediation and 13.1 11.1 14.5 30.3 31 favouritism.
The results showed that most students practical and intellectual issues. The are not inclined to a speciÀc political reason for this is that the family gives its thought and do not have the desire for children the freedom to organise their political participation. Some of them time and choose their friends as well as A high percentage preferred not to answer either question. the type of study they prefer. The family’s of students Such results may be attributed to the role in this domain becomes limited to consider that strict retreat of the party life as well as political guiding children. Besides, the multiple laws in school participation in Jordan due to some sources of regular and technological restrictive articles in the Parties Law as well knowledge have increased options for and society help as Public Meetings Law. Furthermore, the students. return rights to students’ answers may have been affected The students’ opinions were polled their owners. by previous conceptions and impressions on the surrounding public societal The students are of citizens about the consequences environments and the severity of the also convinced of belonging to parties and political dominant laws and their ability to deter participation. The results may be also crime and guarantee social justice. The that those who attributed to family encouragement of students also gave their views on the have money have students to focus on their study at this age efÀciency of the government run and non- better opportunity and not pay attention to other issues. government run media in communicating for education As for their views on the free choices news honestly. The students’ answers available to them, most students said varied as shown in tables 1-5-12 through they have freedom of choice in personal, 1-5-14.
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 259 FIGURE 1-5-13 Views of participants in the workshop about the importance of enabling environments and their availability
Environments to be available Highly existing environments
12 10 8 6 4 2 0 to all officials freedom personality An environment An environment that respects the that respects facilitates trust in dedicates for equal spreads knowledge spreads and social inclusion An environment that An environment An environment that An environment An environment that An environment An environment that An environment An environment that An environment An environment that An environment obtaining knowledge provides psychological provides provides the necessary provides incentives for students responsibilities and duties responsibilities proper family atmosphere family atmosphere proper provides infrastructure for infrastructure provides health care for sound brain health care materialistic and professional materialistic and professional an educational base prepares an educational base prepares people for life-long education An environment that provides that provides An environment An environment that provides that provides An environment that provides An environment that helps building a balanced
TABLE 1-5-13 Students’ views on government-run media (%) Do not Completely Disagree Somewhat Completely know disagree agree agree A. Audio visual media convey news honestly. 6.3 6.2 10.8 40.7 36 B. Audio visual media convey different views 6 3.8 9 44.3 36.9 of society.
TABLE 1-5-14 Students’ views on non-government run media (%) Do not Completely Disagree Somewhat Completely know disagree agree agree A. Audio visual media convey news honestly. 8.2 5.6 12.5 41.2 32.5 B. Audio visual media convey different views 7.8 4.9 10.5 40.5 36.3 of society.
A high percentage of students result especially as it reÁects the opinion consider that strict laws in school and of a young generation who are supposed society help return rights to their owners. to be conÀdent that their personal The students are also convinced that efÀciency is the way to succeed in life. It those who have money have better is also noted that the students have more opportunity for education. But, what was trust in government-run media than non- striking was that only 30% of the sample government-run ones. students agreed that the attainment of The general results of the enabling jobs depends on the objective criteria environments show that the way is somehow and personal efÀciency. This is a negative paved for establishing the knowledge society
260 ARAB KNOWLEDGE REPORT 2010/2011 in Jordan if such environments are used to enhance the future generation’s capabilities and release their potential, and if the obstacles to this goal are removed. The findings of CONCLUSION the workshop conducted in It is clear that the students obtained the highest scores on questions relating to values. It was found that nearly one third of the students (30.4%) are ready for integration into the Amman revealed knowledge society. On the contrary, no student was ready for the knowledge society in that the most terms of possessing the necessary cognitive skills. But, the social skills were close to values, preferable since 24.4% of the students demonstrate readiness in this skill, while only 4.7% were ready environment for the on the level of cognitive skills. The detailed results show that future planning and written future generation communication were the two weakest skills. The high scores of values compared with skills in general suggest that the students are convinced that they can access the knowledge is an environment society. However, such values have not been translated into skills that actually enable the that provides the future generation to join this society, although the Àndings referred to the availability infrastructure of valuable environments that help access such a society. The reason may be that those required for environments are not well exploited or the students’ abilities are not understood, whether in terms of Àxing their deÀciencies or utilising their potential. obtaining knowledge JORDAN CASE STUDY
PREPAREDNESS OF THE FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY IN JORDAN 261 262 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 1-6 ACTION SYSTEM
This chapter presents the bases, measure the education quality and output methodology and mechanisms of moving as well as the students’ possession of towards the preparation of the future knowledge economy skills. The Jordanian generation to build the knowledge society. MOE is keen on an annual study to control It is a dynamic interrelated and interactive education quality. system that was established according to There’s also a desire to preserve the data shown in the previous chapters. achievements in the Àeld of health care. In addition, the chapter includes attempts The Global Human Development Report to envision the future in light of the indicates that the infant mortality rate knowledge society’s features. dropped to 20 cases per 1,000 live births The concept JORDAN CASE STUDY in 2008, and that the maternal mortality of developing THE WILLINGNESS TO ACT rate declined to 180 cases per 100,000 live births. Life expectancy at birth also Jordanian human Society’s sectors, starting with the increased to 73.1 years. This serves as an resources and individual to the society as a whole, incentive to preserve these gains and try to enhancing their should be willing to effect, appreciate and maximise them. competitiveness accept modernisation and development. The growing concern (was also has become the They should also be eager to set up observed) with the concept of innovation a motivational system and encourage in pioneering and national competitiveness, core of many basic innovation. But determination and strong which is a crucial factor in updating Jordanian policies will are needed to attain that. Based on the strategies for improving institutions’ and initiatives. preceding chapters, Jordan demonstrates efÀciency and performance. By this, the a desire to prepare the future generation update will involve the technological to access the knowledge society. There is methods as well as institutional methods much evidence that emphasises this desire used in the business sector among others. in Jordanian society. The most important It further includes spreading Áexible evidence includes the existence of top production methods, adapting products political will that has been translated into to the customer needs, in addition to action programmes and executive projects adopting new patterns of quality control. that have had direct effects on a wide range In addition, the political trends and of the targeted categories, in addition to developmental action programmes reveal the continued funding of education. that knowledge has been the basis and An increase in Jordan’s motivation to engine for such movem ents, especially in realise the development goals following its recent years. The concept of developing achievement of generalising basic education Jordanian human resources and enhancing by providing education opportunities to all their competitiveness has become the children, was also noted. core of many basic Jordanian policies and This can be achieved through a steady initiatives. These include the 2006 National periodical participation in international Agenda, the Executive Development studies, such as TIMSS and PISA that Programme 2009-2013, and the 2002
ACTION SYSTEM 263 Vision Forum for the Future of Education the population opportunity led to positive in Jordan as well as the education reform economic and social changes. Such programmes for the Àrst and second stages. changes were the growing numbers in the There is also a growing interest in youth workforce in addition to the availability of and the young. This partly includes the increased resources to fund investment establishment of councils and institutions, projects. such as HCY and the ‘We Are All Jordan’ In addition to the availability of a vision Youth Commission which adopts policies and a plan to develop education towards and action programmes that aim to knowledge economy for 2009-2013. The improve the qualiÀcations of the youth and aim of this plan is to continue to provide enhance their knowledge, skills, values and education for students and improve the morale. They also intend to empower the education quality. It also aims at improving youth through youth based strategies that the education system’s efÀciency and improve the methods used in developing activating the involvement of women in and employing their latent potential. educational policies and programmes. In addition to giving more attention Furthermore, it seeks to enable talented to establishing as well as enabling and excellent students as well as disabled In light of the environments in the Àelds of scientiÀc students to gain the necessary knowledge challenges and research and education, such as NCHRD, and develop vocational education the Jordan Society for ScientiÀc Research programmes, especially those targeting impediments (JSSR), SRF for research projects, QRTA, females; along with the availability of an revealed in the and the National Testing Centre. appropriate environment that attracts previous chapters, investments in the ICT sector. Projects we will show THE ABILITY TO ACT are often being developed for holding partnerships between the public sector and the outstanding This means knowing the extent of readiness the local and international private sectors capabilities of by exploring the available Ànancial and in order to increase Jordan inÀltration in Jordan that human capabilities, in addition to the the ICT domain. will help future obstacles and the cultural, legislative, or The existence of policies that depend on generations join political determinants that may suppress ICT as a basis for improving the education or reduce such efforts. Readiness is also programmes and plans were also noted. the knowledge established by discovering societal abilities Universities and schools are being provided society if they are that can prepare the future generation. In with computer labs, and schools are linked via properly invested in light of the challenges and impediments intranet. E-government programmes have revealed in the previous chapters, we been set up and electronic communication will show the outstanding capabilities of services have been extended. Besides the Jordan that can help future generations existence of higher education institutions join the knowledge society if they are that are concerned with preparing human properly invested in. resources and investing in human capital On top of these capabilities is the with the aim of achieving sustainable availability of qualiÀed human resources development. The number of public and an emerging population opportunity and private universities amounted to 28 that will raise the percentage of the universities with 52 intermediate colleges workforce in the age group 15-64 years (MOPIC, 2010a). to 69%. Such an opportunity involves a Furthermore the availability of an lot of incentives and positive effects if it acceptable standard for the cultural is properly managed and invested. It will infrastructures that care for the youth and further improve the living conditions future generations, such as cultural centres of people in general. The experience of and authorities, public libraries, publishing Southeast Asian societies has revealed that houses, in addition to theatres and the
264 ARAB KNOWLEDGE REPORT 2010/2011 BOX 1-6-1 Preparing the youth for the job market programme This project is implemented by Jordan youth take conscious career decisions, and improve River Foundation (JRF) in conjunction with the their job opportunities as well as their social and International Business Leaders Forum (IBLF). economic opportunities in the long run. This is an educational programme in which a group The programme offers practical training of international hotels provide 6-month training in different hotel departments, in addition to programmes for young people who have completed computer training, English and life skills to secondary education or are drop-outs from poor prepare young people for the labour market. Upon families. successful completion of the training period, they The goal of this programme is to help the are employed in local hotels.
Children’s Museum. These institutions generations possess follow conative and contribute to providing a suitable climate social skills as well as a value system to for innovation and achieving the cultural qualify accessing the knowledge society. development which is a part of overall development. HOW TO ACT Human Several printed and audio-visual media development outlets that allow the dissemination, This means discovering the methods of should be regarded circulation and production of knowledge, building skills, cultivating values as well JORDAN as a social project CASE STUDY such as radio and television stations, as creating an enabling environment. newspapers, magazines and the internet It also refers to Ànding alternatives that should be were also accessible. These have contributed for action according to the available implemented to increasing social communication between opportunities or capabilities and using by formal and the youth and future generations as well as vocational and training methods along national entities designing websites that exceeded 100. with educational reforms. Among possible as well as civil It is important to highlight the action procedures is dealing with human signiÀcance of a suitable legislative development components, since the society institutions environment that regulates citizens’ lives, development of one component will increases freedoms and creates competitive enhance the possibility of developing the environments and motivational systems other components. Human development for encouraging innovation and freedom should be regarded as a social project that of opinion. In addition, there is a system should be implemented by formal and for protecting the underprivileged. national entities as well as civil society The work and the duties of the institutions. Jordanian councils, agencies and unions Due to the direct effect of the problems that are interested in human rights, women of poverty and unemployment on the and children, such as the National Council processes of preparing future generations, for Human rights (NCHR), the Jordanian a national strategy needs to be formulated National Commission for Women (JNCW) to solve these problems, according to clear and the National Council for Family Affairs speciÀc goals and performance indicators (NCFA) should be mentioned. These all that measure the progress of such goals as work towards creating a safe and enabling well as extending social care and protection environment for preparing the future services to cover the underprivileged generation and empowering women. in all areas. Along with that a national If all these factors were ampliÀed, strategy that attracts the best students to they can improve Jordan’s ability to move the vocational and technological education toward preparing the future generation and improving their programmes with for the knowledge society, especially that a focus on females can be adopted. In as indicated by the Àeld studies the future addition to increasing efforts to alert the
ACTION SYSTEM 265 society about the importance of women’s Many studies revealed that moving participation in all Àelds along with from a model that is based on the men, and in occupying leading positions principle of mass production and business and establishing policies, in addition to and institutional hierarchy to a model removing obstacles to gender equality and that is based on teamwork, innovation justice. and knowledge exchange and wide use. Action should also include improving Such transformations require education, the performance of the health system by training and qualiÀcation systems which extending full health insurance coverage, focus on reaching as many individuals as improving health care services for mothers possible to help them gain a certain type of and children, as well as intensifying efforts knowledge, skills and values which enable to afford and promote contraceptives and them to apply and produce knowledge. reduce the reproduction rate. We focus on the importance of Moreover designing a national programme expanding the provision of innovation that guarantees public participation to incubators, supporting scientiÀc research educate people about sexually transmitted with its legislative environments along diseases especially HIV/AIDS together with with its Ànancial and human resources, as The action their causes. This includes ways of caring for well as enhancing coordination between its requirements are those affected by the disease and changing institutions and raising awareness of the considered a basic negative attitudes towards them. importance of localising and producing and significant Among the signiÀcant factors is the knowledge and human development in importance of expanding the use of ICT general. element for and its applications in all sectors and It is recommended to make use of participation in the making it available for all with the purpose the successful international experiences knowledge society of bridging the digital gap and utilising that have enabled countries to access the technology in developing the national knowledge society, particularly Southeast infrastructures, especially the education Asian countries and seeking to localise such projects. experiences in a way that Àts Jordanian It is important to continue supporting society. the trend to enhance democracy of knowledge by increasing the opportunities ACTION REQUIREMENTS of acquiring and disseminating knowledge as well as establishing virtual communities, The action requirements are considered especially with the spread of ICT and a basic and signiÀcant element for media. participation in the knowledge society. Continuing the education reform Laws, policies, organisational structures, programmes and providing opportunities strategies and plans are prerequisites for for development through re-establishing any movement. The most signiÀcant action a knowledge-based society and focusing requirements in Jordan for achieving on knowledge capital as a new factor sustainable development are: for economic competitiveness as well as - Establishing an organisational achieving economic growth rates. structure of institutions and behaviours This context include working towards which help move from the model or political development, increasing participation, culture of power, command and control promoting the concept of citizenship, and to a model of mutual effect, networking reconsolidating the citizen-state relationship, and partnerships, and from a model that is as well as focusing on the role of the youth based on planning and control to a model and the concepts of change, leadership, based on shared power. On the level of innovation, political and media freedoms, organisational behaviour, movement will decentralisation and human rights. be towards decentralisation, business
266 ARAB KNOWLEDGE REPORT 2010/2011 ethics, commitment, gaining people’s and guarantee funding and enabling support and continued improvement for environments that promote innovation excellence. and scientiÀc research. - Improving legislatives that govern - Setting and applying overall higher social, political, cultural and media education plans that balance the number of environments and allow citizens to specialised students in all specialties and the exercise their individual freedoms and requirements of the internal and external political rights according to the principles labour market, as well as the number of of human rights with no prejudice against students and that of the qualiÀed teaching freedoms of others or of the society. staff. Such plans help conduct research These laws should also ensure equality and and participate in scientiÀc life at local and social justice between all people on the international levels. basis of efÀciency and excellence. They - Drafting laws that achieve gender should further provide a modern, critical equality and make it easy for woman to and balanced knowledge content that participate in public life, occupy leading harmonises with an era that disseminates positions and take part in formulating knowledge across the world. policies. Such laws should also motivate the Jordan is able - Supporting educational policies private sector to provide job opportunities to acquire that promote a culture of productivity, for women with Áexible working hours and the necessary achievement, quality, accountability, encourage the work-from-home principle. JORDAN mechanisms to CASE STUDY information and decision-making based - Adopting a national strategy for on the reliable knowledge of all education combating poverty that has clear objectives achieve its goals, stakeholders, including students. and seeks to realise certain results within if it adheres to the - Ensuring the preparation and activation a speciÀc timeline. It should be subject to methodologies of advanced educational programmes and control and evaluation. related to curricula as well as modern teaching and - Establishing a new innovative plan the human assessment methodology to help students that attracts the best students to vocational gain knowledge and develop their higher and technological education, and improves development goals mental abilities by focusing on the type of their programmes according to the labour knowledge and skills needed to meet the market’s needs. requirements of the knowledge economy - Setting and activating a national and participate effectively in it. dynamic and interactive information - The adoption of policies that system for all Àelds that is established contribute to broadening the scope of according to the requirements of the knowledge content as well as optimising knowledge society and the sustainable the use of available technologies within human development goals. This system a strategic perspective that agrees with should be accessible in order to help sustainable development goals. These prepare future programmes and plans. policies should also support initiatives on - Providing a funding to implement the Arab, regional and international levels policies, strategies and plans as well as a to help build and support the components political and social will to prepare laws and of the knowledge society and economy. necessary enabling environments. - Adopting a strategy for the advancement of innovation and research To sum up, the previous data shows that to achieve added values for the economic Jordan has a true desire to move towards sector. The strategy should also include the knowledge society which is evident in imported developments, localise sound its achievements. Additionally, it is able to technologies and participate in their move in this direction, especially as it has production. It should be based on qualiÀed human resources. However, there the sustainable development goals are some material and legislative obstacles
ACTION SYSTEM 267 that prevent access to the knowledge society. Jordan is able to acquire the necessary mechanisms to achieve its goals, if they comply with systematic approaches that are linked to the human development goals. If we exclude the Ànancial aspect, it can be said that all the requirements of preparing the next generation are generally available.
268 ARAB KNOWLEDGE REPORT 2010/2011 End Notes 1 World population projections website, dated 1 February 2010 http://esa.un.org/wpp/unpp 2 UNDP website dated 20 April 2011 www.Hdr.undp.org 3 The innovation index is a component of the Knowledge Economy Index (KEI) of the World Bank’s KAM. The Innovation Index is the product of three indicators: The proceeds of intellectual property rights, the patents accepted by the United States Patent and Trademark Office (USPTO) and the number of scientific and technological publications. The index value falls on a scale of 0-10 and it reflects the country’s relative position in comparison with all other countries for which the index is calculated. The low index value of a country does not necessarily mean the low value of the index indicators. However, it may result from the increase of such indicators by percentages lower than those of the country’s competitors among world countries. 4 The World Bank’s database (KAM) dated 23 May 2011 www.worldbank.org 5 The World Bank’s database (KAM) dated 23 May 2011 www.worldbank.org 6 Website of Jordan’s Technology Incubator (iPARK) dated 15 April, 2011, www.ipark.jo/statistics.htm 7 KEI developed by the World Bank’s KAM. The index is calculated from the data of twelve indicators, each three representing one of four pillars: economic incentives and the institutional regime, innovation, education and human resources, ICT. The index value falls on a scale of 0-10 and it reflects the country’s relative position in comparison with all countries for which the index is calculated. The low index value of a country does not necessarily mean the low value of the index indicators. However, it may result from the increase of such indicators by percentages lower than those of the country’s competitors among world countries. 8 www.census.gov/ipc April 2011 9 See for example frames (1-2-1), (1-2-2), (1-5-3), (1-6-1) 10 The report submitted by Canadian experts to MOE in 2008 (unpublished) – case study of Jordan. Co-writer, Fawaz Jaradat JORDAN CASE STUDY 11 MOE, the opinions of teachers and students on the advanced curricula (unpublished study), 2006 – case study of Jordan. Co-writer, Fawaz Jaradat 12 For more information on e-curricula of Arabic, Math and Sciences, see MOE website www.moe.elearning.gov.jo 13 For more information on ‘Towards a Safe School Environment’ campaign launched by the Jordanian MOE, see the MOE website www.moe.gov.jo 14 (MOE, 2006), unpublished – case study of Jordan co-writer, Fawaz Jaradat 15 www.naqabat.net, www.dos.gov.jo May 2011 16 www.arabstat.org May 2011 17 www.heritage.org/index May 2011 18 In 2010 out of 134 19 http://globalization.kof.ethz.ch/ May 2011 20 www.imf.org May 2011 21 48.8% of the total unemployed people fall under the 15-24 age group and 39.6% fall under the 25-39 age group. 22 DOS, Hashemite Kingdom of Jordan www.dos.gov.jo 23 Website of Reporters Without Borders Organisation, www.rsf.org 23 May 2011 24 Website of Transparency International Organisation (TI), 23 May 2011 http: //www.transparency.org 25 The World Bank’s database (KAM) dated 23 May 2011 www.worldbank.org 26 This report was completed at the beginning of August 2011 27 Website of Reporters Without Borders Organization, 23 May 2011 www.rsf.org 28 Website of Freedom House Organization, 23 May 2011 www.freedomhouse.org 29 The World Bank’s database (KAM) dated 23 May 2011 www.worldbank.org 30 A study prepared by IREX Organisation in 2009 as a part of the USAID funded Jordan Media Strengthening Programme (JMSP) (case study of Jordan co-writer, Fawaz Jaradat). 31 Case study of Jordan co-writer, Fawaz Jaradat 32 See the appendix including the names of sample participant schools at the end of the Jordan case study. 33 See the appendix for the names of the participants in the workshop at the end of the Jordan case study 34 Total scores of students divided by their number 35 Used when conducting statistical tests 36 It refers to the degree of data dispersion. 37 Significant level = 0.05.
LIST OF ARABIC PREFERENCES 269 270 ARAB KNOWLEDGE REPORT 2010/2011 JORDAN CASE STUDY
REFERENCES AND BACKGROUND PAPERS
LIST OF ARABIC PREFERENCES 271 272 ARAB KNOWLEDGE REPORT 2010/2011 References
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Emad Ababena, 2008. (Assessment Study ---, 2007. (Resource Book for Preparing of Training Programmes: Advanced Curricula and Authoring Text Books Curricula and Assessment Strategies). and Learning Sources). Directorate of NCHRD publications, Amman. Curricula and Text Books, Amman.
Gaafar Sheikh Idris, 2005 (Citizenship ---, 2008. (Report of Canadian Experts and Identity). Al Bayan Magazine, issue on Knowledge Economy Skills in 211, Rabi’ al-Awwal 1426 H, Riyadh. Curricula). Directorate of Curricula and Text Books, Amman. Hoda Mohammed Kennawy, 1996. (Children: their socialisation and needs). ---, 2010A. (Opinion Poll of Students, University Book House, Cairo. Teachers and Parents on Text Books).
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---, 2010B. (Statistical Bulletin). Amman. UNDP, 2007. (Achievements of the Arab Countries that Participated in the Mohammed Salama Mamdouh, 1984. Trends in International Mathematics (Methods of Socialisation and their and Science Study TIMSS 2007). Al Relation with Psychological Problems Nool International for Advertising, in Mid-Childhood). Unpublished PhD Amman. thesis. Zagazig University, Cairo. Al Hares Association for Democracy & UNDP and Mohammed bin Rashid Media. http: //www.alhares.org/site/ Al Maktoum Foundation, 2009.(The modules/news/article. Arab Knowledge Report 2009: Towards Productive Intercommunication for MOPIC, 2010A. (Executive Programme Knowledge). Al-Ghurair Printing and for 2011-2013, Education, Higher Publishing House, Dubai. Education, ScientiÀc Research and Innovation). Amman. World Bank, 2007. (Annual Report 2007). Amman. ---, 2010B. (Executive Programme for 2011-2013: Social Welfare). Amman. Zahran Hamed Abdel Salam, 1986. (Basics of Developmental Psychology). ---, 2010C. (Jordan’s Ranking on World Alam Al Kotob for Publishing and Indices). Amman. Distribution, Cairo.
Naeim Habib Jaaniny, 2009. (Sociology of Contemporary Education between Theory and Practice). Wael Publishing and Distribution House, Amman. REFERENCES IN ENGLISH
NCHRD, 2008. (Opinion Survey of Freedom House, 2010. (Annual survey Teachers, Students and Parents on of political rights and civil liberties advanced curricula in light of ERfKE freedom of the world 2010). Project). Amman. www.freedomhouse.org On: 15.5.2011
NCHR, 2010. (Human Rights Situation in OECD, 2010. (PISA 2009 Results: Jordan, 2009). Amman. Executive Summary). OECD publishing, Paris. Political Parties Law No.19, 2007. (ofÀcial gazette), issue 4821, Amman. World Economic Forum, 2010. (The Global Competitiveness Report 2010- Temporary Election Law, 2010. (ofÀcial 2011). World Economic Forum, gazette), issue 5032, Amman. Geneva, Switzerland.
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274 ARAB KNOWLEDGE REPORT 2010/2011 LIST OF BACKGROUND PAPERS (AUTHOR NAME; PAPER LIST):
Abadallah Ababneh. (Education Yusour Hassan. (Enabling System in Jordan: A critical review in Environments for knowledge light of knowledge society perspective). generation and dissemination in Jordan: strengths, weaknesses, opportunities Munther Masri. (Knowledge Status in and threats). Jordan: A critical review and lessons for empowerment of youth for the knowledge society). JORDAN CASE STUDY
APPENDIX 275 276 ARAB KNOWLEDGE REPORT 2010/2011 JORDAN CASE STUDY
APPENDIX
APPENDIX 277 278 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 1 LIST OF THE NAMES OF WORKSHOP PARTICIPANTS IN JORDAN
Dr. Ibrahim Badran Dr. Hammam Ghusaib Dr. Tayseer Al Noaimy Mr. Emad Barakat Al Shehab Mr. Hosny Ayesh Mr. Mohammed Mutaleb Al Awamerah Senator Laila Sharaf Mr. Omar Harby Al Ashoush Dr. Adel Al Tuaisy Mrs. Hanin Mahmoud Ahmed Humaidan Mrs. Mary Tadros Mr. Hamza Amr Dr. Zawkan Obeidat Senator Nawal Al Faouri Mr. Bashir Al Rawasheda Mr. Maher Al Madadeha Dr. Atef Odeibat Eng. Khaled Al Tarawena JORDAN Dr. Abdel Rahim Al Hunaity Dr. Mohanad Al Mubaidin CASE STUDY Dr. Haifaa Abu Ghazala Dr. Malak Zaalouk Dr. Adnan Badran Dr. Fawaz Jaradat Mr. Faisal Al Shaboul Mr. Mahmoud Al Hussain Mrs. Asma Khader Dr. Fayez Al Sayagh Senator Haifaa Naggar Ahmed Salem Ali Ms. Yousr Hassaan Mr. Maher Areef Dr. Munzer Al Masry Mrs. Elien Youssef Dr. Abdullah Ababena Mr. Kayed Hayel Al Magali
APPENDIX 279 280 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 2 LIST OF NAMES OF SCHOOLS PARTICIPATING IN JORDAN’S CASE STUDY
School name School name
Ain Jallout Secondary Comprehensive School /Girls Modern Systems School II/boys, Tila’ Al Ali
Al Quds Secondary School /Girls Lamis Bent Amr Secondary School/ Girls
Queen Rania School/ Girls Ibn Al Nafees Industrial School/ Boys
Rosary Sisters Mixed School Al Sharif Hussein Secondary School/ Boys
Omareyah School/Boys Sahhab Secondary School/Boys
Omar Ibn Al Khattab Comprehensive School/ Boys Hay Nazzal Comprehensive School for Girls JORDAN CASE STUDY Al Jawhara School/Boys Sokina Bint Al Hussein Secondary School/Girls
Ahmed Tukan Secondary Vocational School/Boys Al Nozha Secondary Comprehensive School for Girls
Abu Bakr Al Razi Secondary Comprehensive School/Boys Islamic Educational College/Girls
Hunain Secondary School/ Boys Al-Zubaidieh Secondary Comprehensive School/ Girls
Quataiba Ibn Muslim Secondary School/ Boys Al Dur Al Manthour Mixed School
Sands National Academy Modern Systems School I/Girls, Tila’ Al Ali
Jordan Hotel Mixed School Martyr Faisal II College/Boys
Universal School II/Mixed, Airport road Abou Alia Secondary School/ Girls
Al Orouba School/Boys
APPENDIX 281 282 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 3 JORDAN SURVEY RESULTS
Table m1-1: Teachers’ views on curricula (%)
Completely Somewhat Completely Disagree agree agree disagree
A. The educational programmes and curricula 27 59 13 1 prepare students to overcome future challenges.
B. The educational programmes and curricula help 27 60 12 1 acquire the necessary skills.
C. The educational programmes and curricula help JORDAN prepare efficient students who are up to external 19 54 26 1 CASE STUDY competition.
D. The educational programmes and curricula contribute to promoting the value of citizenship and 44 48 8 0 civilised behaviour.
E. The educational programmes and curricula prepare students to cope with problems in everyday 21.2 55.6 19.2 4 life.
F. The educational programmes and curricula provide training that takes into account knowledge and 28 58 12 2 emotional dimensions.
G. The educational programmes and curricula provide training that keeps up with scientific 24 61 13 2 development.
APPENDIX 283 Table m1-2: Teachers’ evaluation of their abilities to enable students to acquire a number of skills (%)
Limited Intermediate Do not Great ability ability ability know
A. Varied information analysis 8.9 49.5 39.6 2 B. Critical thinking 16.2 51.5 29.3 3 C. Taking initiatives 12.2 56.1 31.7 0 D. Accomplishing research 17 39 44 0 E. Solving problems 11.3 48.5 39.2 1 F. Using their knowledge in different situations. 12.2 40.4 43.4 4 G. Memorising rules and laws of scientific material 8.1 33.3 56.6 2 H. Working independently 16.2 52.5 28.3 3 I. Memorising lessons 14 47 37 2 J. Life-long education 22.2 42.4 26.3 9.1 K. Teamwork 5 38 57 0 L. Future planning 19.2 37.4 39.4 4
Table m1-3: Level of practicing teaching activities and methodology (%)
In all In most In some No classes classes classes practice
A. Participating in educational/learning activities with students 43 47 10 0 B. Training students on problem solving 18.4 51 30.6 0 C. Explaining theoretical concepts 61.2 28.6 9.2 1 D. Writing lessons on the board 52 17 18 13 E. Discussing the concepts of the lessons with students. 80.4 17.5 2.1 0 F. Discussing student achievement relating to the concept of the lessons 11.2 31.2 56.6 1 G. Assessment of student achievement (tests, exams) 13.1 37.4 47.5 2 H. Helping students accomplish scientific/practical experiments 8.8 16.5 53.8 20.9 I. Organising the work of students in small groups 19.2 50.5 30.3 0 J. Linking educational material with the requirements of everyday life 62 34 4 0 K. Keeping silence in the classroom and deterring troublemakers 84.2 15.8 0 0
284 ARAB KNOWLEDGE REPORT 2010/2011 Table m1-4: Opinions of teachers on the importance of teaching practices (%)
Not Somewhat Very Do not necessary necessary necessary know
A. Training students on analysing varied information 2 23.7 73.3 1
B. Training students on critical thinking 5 18.8 75.2 1
C. Encouraging students to work independently and 2.9 26.5 69.6 1 take initiatives
D. Helping students conduct research 3 33.6 63.4 0
E. Training students on problem solving 1 15.7 83.3 0
F. Helping students memorise rules and laws of 4.9 39.2 54.9 1 scientific material
G. Motivating students to interact with the teacher 1 7.8 91.2 0
H. Following students step by step in all their 17 53 30 0 assigned activities JORDAN CASE STUDY J. Training students on self-evaluation practices 1 30.4 68.6 0
K. Training students on team work 1 21.8 77.2 0
L. Teaching students on social principles and values 5.9 23.5 70.6 0
M. Requiring students to memorise lessons 29.4 49 20.6 1
APPENDIX 285 Table m1-5: Educational beliefs of teachers (%)
Completely Somewhat Completely Disagree agree agree disagree
A. It is necessary to focus on strengthening the memorisation ability of students to succeed in their 12.1 61.6 18.2 8.1 study B. All students can learn and succeed if they are 43 43 12 2 taught by efficient teachers C. Successful teachers are those who can accomplish their curriculum tasks in the specified manner and 60.6 32.3 6.1 1 timeline D. Giving teachers the chance for initiative or 17.2 9.1 41.4 32.3 innovation harms the education system E. Teachers are not required to know all teaching methodologies but it is enough to master one of 8.2 19.4 52 20.4 them F. Tests and exams are the best way of encouraging 6.1 28.2 58.6 7.1 students to concentrate and learn G. The best way to improve the ability of the students to learn is to adopt a qualitative evaluation system 15 47 30 8 (without grades) for the levels of pupils H. Consulting and coordinating with the parents of 46 41 11 2 the students is part of the teachers’ duties
I. Educational reform processes pressure teachers and 12.1 31.3 45.5 11.1 decrease their output
J. It is sufficient for teachers to be experts in their 15 36 41 8 specialities in order to succeed in their mission
K. It is the mission of teachers to help their students 77.8 19.2 3 0 have a passion for learning and knowledge L. The important feature of successful teachers is their ability to communicate information related to their 29 43 25 3 speciality M. It is necessary for teachers to be familiar with other subjects’ features to be able to teach their own 38 52 10 0 subjects
286 ARAB KNOWLEDGE REPORT 2010/2011 Table m1-6: Teachers’ views on curricula (%)
Completely Somewhat Completely Disagree agree agree disagree
A. The school has a minor role in providing students with information and knowledge 11.8 38.2 36.3 13.7 B. The teaching methods adopted by schools does not encourage knowledge in students 10.9 42.6 35.6 10.9
Table m1-7: The importance of the following assessment methods for teachers (%)
No Little Intermediate Much importance importance importance importance
A. Regular school attendance (no absence) 4 1 8.9 86.1 JORDAN B. Effort exerted in homework 1 3 36.4 59.6 CASE STUDY C. Steady improvement of results 2 2 13.8 82.2 D. Good conduct inside and outside classroom 3 0 14 83 E. Effective classroom participation 3 0 9.9 87.1 F. The ability to innovate 0 2 36 62 G. The ability to think and question 0 1 25.7 73.3 H. Taking the initiative 1 2 41.6 55.4 I. Correct answers on the exam paper 2 0 24 74
Table m1-8: Teachers’ views on school environment (%)
Always Sometimes Rarely Never
A. Violence occurs in school between teachers 0 1 14.9 84.1
B. Violence occurs in school between students and teaching and 1 5 28 66 administrative staff
C. Violence occurs in school between students 0 21.8 46.5 31.7
APPENDIX 287 Table m1-9: Educational facilities available for teachers at home (%)
Yes No
A. Computer 100 0 B. Internet subscription 98 2 C. Encyclopaedia 74.2 25.8 D. Educational magazine subscription 23 77 E. Dictionary 87.8 12.2 F. Library 88 12
Table m1-10: Teachers’ opinions on the state of the facilities available at school and their state (%)
In a good state In a bad state Not available
A. Science labs 92.2 5.6 2.2 B. Language labs 35.2 2.3 62.5 C. School library 84.5 14.5 1 D. Computer for every teacher 26.8 16.5 56.7 E. Educational software programmes 35.6 12.2 52.2 F. Internet connection 69.1 20.6 10.3 G. Subscription to a useful website 41.8 8.2 50 H. Printers and copiers 71.1 25.8 3.1 I. Tools for teaching respective specialty 52.6 28.9 18.5
Table m1-11: Teacher’s ability to use technology (%)
Weak Intermediate Good Advanced
1 14.9 48.5 35.6
Table m1-12: Using technologies for educational purposes (%)
Yes No
96 4
288 ARAB KNOWLEDGE REPORT 2010/2011 Table m1-13: Teachers’ opinions on the support available to them (%)
Always Sometimes Rarely Never
A. School has a system for regular evaluation of teachers by students 36 41 8 15
B. School has a system for regular evaluation of teachers by 89.1 5.9 3 2 management C. School helps teachers develop their abilities and skills by providing 44.1 44.1 9.8 2 them with regular training courses D. Teacher meetings are held in school for consultation and 63.7 24.5 10.8 1 coordination of educational activities
Table m1-14: Teachers’ perceptions of the teaching profession and their relation to it (%) JORDAN CASE STUDY Completely Somewhat Do not Do not apply apply apply apply at all
A. I will leave teaching if I find a job with the same salary 20.2 15.2 39.4 25.2 and conditions
B. I will leave teaching if I find a job that generates a 33.3 21.6 29.4 15.7 higher income
C. The teaching profession salary does not make me feel 49 37.3 10.8 2.9 self-sufficient
D. The teaching profession makes me feel I have a 82.3 14.7 2 1 mission to fulfil
Table m1-15: Teachers’ perceptions of the value level of students
Values Cognitive values Conative values Social values Universal values
Arithmetic mean 2.12 2.71 2.69 2.71 Standard deviation 0.60 0.57 0.72 0.72 Minimum 1 1.44 1.11 1.40 Maximum 4444
APPENDIX 289 Table m1-16: Effect of available enabling environments on student skills and values
Enabling environments level school welfare at home upbringing Skills and model (%)** students’ study Family’s material Family’s local environment Father’s education Father’s Family’s interest in interest Family’s Family’s method of Family’s
values Educational welfare Explanatory ability of Educational welfare in Educational welfare Educational welfare at Educational welfare
Cognitive skills 0.099* 0.083 0.122 0.088 0.075 7.5 Conative skills 0.125 0.064 0.078 0.087 5.1 Social skills 0.185 0.108 0.088 7.9 Cognitive values 0.280 0.064 -0.062 0.092 0.067 11.5 Social values 0.213 0.064 -0.062 0.067 0.079 7.4 Conative values 0.234 0.074 0.080 8.5 Universal values 0.248 0.120 9
* Standardised regression coefficients ** Measurement of the ability of independent variables to explain the changes of variable
290 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 291
ARAB KNOWLEDGE REPORT 2010/2011
EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY
UAE CASE STUDY
CONTENTS
CHAPTER 2-1: INTRODUCTION 295
Status of knowledge in the UAE 295 Human development: Broader framework of the knowledge society 295 Achieving education for all 296 Technology and human resources 297 Innovation 297 ScientiÀc research 298 Knowledge economies in light of international indices 299 Preparing future generations: Introduction to establishing the knowledge society 300
Chapter 2-2: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 301
Introduction 301 Pre-university education 301 Governmental education 301 Private education 302 Religious education 303 University education 303 Elimination of illiteracy and adult education 304 Quantitative development of pre-university education 304 Youth skill building system and preparing them for the knowledge society 305 Curricula 305 U A E Teaching methods 306 CASE STUDY Assessment and exams 307 Values building system for the youth and preparing them for the knowledge society 308 Available enabling systems for the youth through education 310 School buildings 310 Available equipments in schools 310 Information and communications technology 310 Motivation by awards 311 Teacher preparation 312 Policies and strategies of reform and educational development 314 Educational boards in the UAE 315 Abu Dhabi education council 315 The knowledge and human development authority in Dubai 316 New schools initiatives 317 Initiatives 318 Challenges facing the educational system and preparing the future generation 318
CONTENTS C CHAPTER 2-3: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 321
Introduction 321 The family and the role of women 321 Media and prevailing values of the future generation 325 Societal culture and preparing the future generation 326 Conclusion 326
CHAPTER 2-4: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 327
Institutional structure and governance 327 Citizenship 327 Freedom and political participation 327 Social and professional organisations 328 Demographic environment 328 Labour market 328 Raising the standard of living and eradicating poverty 329 Health safety 330 Improvement in mothers’ health 330 Institutions supporting the preparation of the future generation for the knowledge society 330 Legal and legislative environment 332
CHAPTER 2-5: FUTURE GENERATION READINESS FOR ACCESSING INTO THE KNOWLEDGE SOCIETY: FIELD STUDY RESULTS 333
Introduction 333 Field study samples 333 Randomly sampled students 333 Description of sampled students 333 Teachers sample 334 Experts and decision-makers sample 334 Field study results 334 Skills 334 Cognitive skills 334 Students’ readiness in terms of cognitive skills 337 Conative Skills 337 Students’ readiness in terms of conative skills 339 Social Skills 340 Students’ readiness in terms of social skills 342 Values 344 Students’ readiness in terms of values 345 Enabling environments 347 The impact of enabling environments on skills and values 347 Skills 348 Values 348
D ARAB KNOWLEDGE REPORT 2010/2011 Opinions of students, teachers and experts on enabling environments 349 Students’ opinions on the school environment 349 Students’ opinions on surrounding enabling environments 352 Conclusion 353
CHAPTER 2-6: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 355
Introduction 355 The Willingness to act 355 Readiness and Ability to Act 356 Method and Mechanisms of Action 358 Securing Action Requirements 360
REFERENCES & BACKGROUND PAPERS 363
APPENDIX: Appendix 1: List of UAE Workshop Participants 373 Appendix 2: List of schools participating in UAE’s survey 375 Appendix 3: UAE’s Questionnaire results 377
LIST OF TABLES: Table 2-1-1: The most important indicators of human development in the UAE 2010 296 Table 2-1-2: Knowledge Economy Index for the UAE based on theWorld Bank’s methodology 299 Table 2-5-1: Results of aggregate cognitive skills 334 Table 2-5-2: Results of detailed cognitive skills 335 Table 2-5-3: Results of aggregate conative skills 338 Table 2-5-4: Results of detailed conative skills 338 Table 2-5-5: Results of aggregate social skills 341 U A E Table 2-5-6: Results of detailed social skills 341 CASE STUDY Table 2-5-7: Results of aggregate values 344 Table 2-5-8: Results of detailed values 344 Table 2-5-9: Students’ opinions on the school and their relation to its components (%) 349 Table 2-5-10: Students’ opinions on the healthy enabling environments (%) 350 Table 2-5-11: Students’ opinions on the freedom available for choosing (%) 352
LIST OF FIGURES: Figure 2-2-1: Development of education quality according for curricula in Dubai schools 308 Figure 2-2-2: Schools monitoring results in Dubai schools 2009-2010 316 Figure 2-2-3: Number of schools that achieved development since the last school year 317 Figure 2-4-2: Population heirarchy in the UAE 329 Figure 2-5-1: Comparison of average (arithmetic means) of cognitive skills for total sample (males and females) 335 Figure 2-5-2: Students’ readiness in terms of cognitive skills 337 Figure 2-5-3: Comparison of average (arithmetic means) of conative skills for total sample (males and females) 339 Figure 2-5-4: Students’ readiness in terms of conative skills 340 Figure 2-5-5: Comparison of average (arithmetic means) of social skills for total sample (males and females) 340 Figure 2-5-6: Students’ readiness in terms of social skills 343
CONTENTS E Figure 2-5-7: Views of participants in the workshop about the importance of skills and their availability 343 Figure 2-5-8: Comparison of average (arithmetic means)of values for total sample (males and females) 345 Figure 2-5-9: Student Readiness to integrate into the knowledge society in terms of values 346 Figure 2-5-10: Views of participants in the workshop about the importance of values and their availability among the youth 347 Figure 2-5-11: Views of participants in the workshop about the most important of environments and their availability 351 Figure 2-5-12: Views of students about political participation 353
F ARAB KNOWLEDGE REPORT 2010/2011 The Arab Knowledge Report 2010/2011 deals with the issue of preparing the future generation of the Arab youth, which is considered one of the most important issues in the process of establishing the aspired knowledge society. The United Arab Emirates (UAE) was chosen as one of the four case studies in the report which investigates in depth the knowledge status in the Arab region in general and the UAE in particular. In addition, efforts made to enable the future generation to become involved in the knowledge society will also be examined. The UAE case study in Chapter 1 begins with an analytical review on the status of human development, as this represents the overall aim of establishing the knowledge society, based on the relationship between human development and the efforts made to prepare the future generation. Chapter 2 of the case study focuses on education in the UAE as an important source of preparing the future generation for the knowledge society. To widen the research base, Chapter 3 sheds light on other preparation institutions that contribute to forming the essence, contents and purposes of the future generation’s knowledge. Chapter 4 investigates the enabling environments and to what extent they enhance the efforts of society in preparing the future generation for involvement in the knowledge society. Based on comprehensive empirical Àeld research Chapter 5 provides a scientiÀc evaluation of the youth capabilities and the values that constitute the framework for their behaviour. In addition, Chapter 5 examines the opinions of the youth on their environments by using a survey. It also explores the results obtained from another survey completed by the teachers of these young people, along with the opinions of a selected group U A E of experts on the efforts made for preparing the Emirati future generation to access the knowledge society. CASE STUDY Finally, the report in the last chapter proposes a system for action that would contribute to achieving the main goal, i.e. successful preparation of the future generation for meaningful integration in the knowledge society.
PREAMBLE 293
CHAPTER 2-1 INTRODUCTION
There are several deÀnitions of the term the considerable progress in information ‘knowledge society’, as it is still relatively and communications technology. More new. However, knowledge may be seen as efforts are being made to achieve the the mental outcome or the total output of desired goals, especially those related to realisation, learning and thinking processes. preparing the Emirati future generation ‘Knowledge’ is a main component of all for effective and positive involvement in The United Arab human activities, whether economic, social the process of establishing the knowledge Emirates has or cultural, as it forms, during all stages society in the UAE. This would contribute worked to provide of human development, a main input to establishing a prosperous Emirati the elements of the and output mechanism for all human society with a strong social and economic processes. However, over the years, the system that provides social wellbeing and knowledge society importance of ‘knowledge’ has increased ensures prosperity for the current and new model in terms of greatly and has now become an integral generations. social, economic part of a society’s capital, creating a new and cultural concept known as the ‘knowledge society’, STATUS OF KNOWLEDGE IN building and whose success has become a standard for THE UAE the development of a nation or society. structure. Great Huge and rapid developments in HUMAN DEVELOPMENT: THE achievements have technology, particularly in information and BROADER FRAMEWORK OF U A E
been made in this CASE STUDY communications technology have helped to THE KNOWLEDGE SOCIETY direction, the most accelerate the development of knowledge societies. This has changed many concepts, Human development represents a broad prominent of which such as ‘land borders’, as technology framework for establishing the desired is the considerable has broken down these borders to open knowledge society. The United Nations progress in up the whole world, without restricting Development Programme adopts the information and people to the same places to exchange concept of ‘human development’ as the communications knowledge and beneÀt from its outcomes. way to increase the opportunities of the The current available technology allows individual to choose the decent life he or technology more capability to share, keep and improve she desires. Human development leads to knowledge. Knowledge becomes one of an increase in the options and opportunities the most important components of capital available for individuals to obtain education, in this era, therefore, the development of jobs and health care and to live in a safe any society is linked mainly to the ability to and clean environment, fully participate in use and generate knowledge. decisions and enjoy human, economic and The United Arab Emirates has worked political freedoms. to provide the elements of the knowledge The UNDP also adopts the Human society model in terms of social, economic Development Index to measure the and cultural building and structure. Great development level, which includes achievements have been made in this indicators such as the ability to enjoy a long direction, the most prominent of which is and healthy life, to live at an acceptable
UAE CASE STUDY: INTRODUCTION 295 TABLE 2-1-1 The most important indicators of human development in the UAE 2010
Indicator value Human Development Index 0.815 life expectancy at birth (year) 77.7 GDP per capita (purchasing power equivalent to USD 2008) 56,485 Gross enrolment rate for both genders (%) 71.4 Adult reading rate (above 15 years) (%) 90 Combined poverty index 0.002 Infant mortality rate, under five years (for each one thousand new-borns) 8 Youth unemployment (15-24 years) (%) 2005* 8 Percentage of population using an approved water source *(%) 100 Source: UNDP database http://hdrstats.undp.org *Millennium Development Goals database http://mdgs.un.org on 17/5/2011
The country’s education strategy economic level, the ability to access would result, should it be correctly used, knowledge, and be able to read and write, in effective integration in the knowledge is based on which in turn represents one of the pillars society. encouraging the of the knowledge society. According to future generation the Human Development Index 2010, the ACHIEVING EDUCATION FOR to participate in UAE is classiÀed among the countries with ALL a very high level of human development; the country’s path it ranked Àrst among Arab countries and The UAE has succeeded in providing of development, came 32nd internationally. The UAE education for a high percentage of Emirati and its educational has achieved great progress in human children; this percentage covered almost policy document development. In the period 1980-2010, the all children at schooling age. The net value of the Human Development Index primary enrolment rate reached 91% in works to achieve for the UAE increased from 0.627 to 2007, while there were only 5,000 children a knowledge 0.815, i.e. approximately 20%.1 Generally, out of school. 100% of primary school society with its the Human Development Index clearly students completed their study to the main intellectual indicates that UAE citizens enjoy basic Ànal year of primary education; compared approaches rights such as health, education and a to 90% in 1990. The gross secondary decent life. Table 2-1-1 illustrates some of enrolment rate reached 92% in 2007 with the most important indicators of human a gender parity index of 1.03, indicating development in the UAE. that the enrolment rate of females was Despite data indicating that Emirati higher than that of males. The UAE has citizens enjoy a high level of human considerably reduced the percentage of development, more effort must be made its illiteracy rate. The literacy rate during for the society to exploit these outcomes 1985-1994 was 71% with a gender parity and access the knowledge society. First, rate of 0.95; this rate increased to 90% there must be awareness and conviction during 2000-2007 with a gender parity rate of the importance of transforming to the of 1.02 (UNESCO, in English, 2010). knowledge society, in addition to youth The country controls its education system; self-awareness of the challenges that it is mandatory and free within public hamper their gaining the required skills schools for UAE citizens. The country’s and abilities. It is necessary here to shed education strategy is based on encouraging light on the status of knowledge within the future generation to participate in the the UAE and the available potential that country’s path of development, and its
296 ARAB KNOWLEDGE REPORT 2010/2011 educational policy document works to modern technologies in management achieve a knowledge society with its main and production, including the application intellectual approaches. These include of the e-government concept which considering education a main factor for saves time and effort for the country and achieving national stability and security, its citizens and leads to an increase in conÀrming its role in developing human production efÀciency, as well as the wide energy with abilities that can cope with use of the internet in the country. The current changes within the regional and number of phone lines reached 2,090 per international society in order to achieve an one thousand people during 2007, and the integrated knowledge society, achieving a number of computers reached 330 per higher level of education appropriate to one thousand people, while the number social and national needs, especially issues of internet users reached 520 per one related to linking education to economic, thousand people. The UAE spends 5% of social and cultural development needs and GDP on information and communications Ànally enhancing cultural afÀliation and technology and 1% on education as conÀrming learners’ civilisation identity. well as buildings, books, stationary and electronic devices, according to the 2007 2 TECHNOLOGY AND HUMAN data. Broadening the knowledge scope Many institutions, RESOURCES and expanding electronic linking led either to a considerable increase in the use of There is a close relationship between modern technology. The main issue in governmental or human resources and the prevailing the preparation of the future generation local, have been technology status in the society. It is known for the knowledge society will be based established to that technology transfer requires basic upon the extent of the contribution of sponsor innovation conditions, including the availability of this technology and modern means of human and material resources, as well as developing skills and knowledge required and inventors the availability of raw materials required for for individuals in society. in education, manufacturing new technology and opening literature and the the markets required for distributing the INNOVATION U A E arts, concentrating CASE STUDY products. These main components shall be studied, not only for transferring technology, The United Arab Emirates pays great on young people but also for localising and producing it. attention to innovation, especially for the with distinguished Human development resources are youth. This was clearly proven in many talents and abilities one of the fundamental issues in social achievements, such as patents certiÀed and economic development. In fact, the by the US Patent and Trademark OfÀce, country’s realisation of human wealth is the which remarkably increased in number main incentive for caring about education during the last two decades; 67 patents and training, in addition to thinking about were registered during the period 1997- the effective means that provide the best 2010, while the maximum number before education and training opportunities for 1997 did not exceed 18.3 The volume of society’s individuals according to their high technology exports reached 1% of abilities and capabilities. It provides each the total manufactured exports in 2007.4 individual within the society with his or Many institutions, either governmental or her share of various types of education, local, have been established to sponsor training and professional preparation in innovation and inventors in education, order to develop human wealth and this literature and the arts, concentrating on is a main pillar for the knowledge society young people with distinguished talents and (UNDP in Abu Dhabi and the Ministry of abilities. Sheikh Mohammed bin Rashid Economy, 2007). Al Maktoum’s Foundation, which made The UAE has made progress in using several initiatives to support innovation
UAE CASE STUDY: INTRODUCTION 297 not only in the UAE but also all over the and private universities such as the United Arab world, was one of the most important Arab Emirate University, Zayed University, institutions. Dubai Media Association also Higher Colleges of Technology and Ajman sponsors media talent in the press, radio, University for Sciences and Culture. and television, and the same is done by the Despite the existence of various Media Training Centre which is associated institutions and initiatives, the production with the Radio and Television association of scientiÀc research in the country does not in Sharjah. Many institutions and centers, match the range and number of initiatives including the Emirate Foundation, Emirate and incentive awards. Participation Foundation for Innovation, Dubai in scientiÀc magazines, applied research Foundation for Quality, Centre for Creative and inventions in the sciences, medicine, Thinking, and Presidential Affairs, and engineering and mathematics are still the Sheikh Mohammed bin Khaled Al under the required level, referring to a Nahyan Centre’s Prize for Childhood lack of awareness of the importance of and Innovation, the Centre of Childhood scientiÀc research as a requirement for and Youth in Sharjah, and others which the knowledge society. According to the Despite the sponsor inventors and contribute to caring most recent data available, the number of existence of various for talented and highly skilled individuals published scientiÀc articles reached 55.86 through several innovative programmes. per one million people, of which 58.77% institutions and A number of prizes have been introduced was published jointly with foreign authors.5 initiatives, the in the UAE aimed at supporting talented On the other hand, the country has production of youth and inventors, such as the Sheikha focused on the establishment of public scientific research Latifa Award for Childhood Innovation. and private libraries, including the public library in Dubai, which is one of the Àrst in the country does SCIENTIFIC RESEARCH libraries established in Dubai, followed not match the by the public library in Sharjah and the range and number There are many governmental and Zayed Public Library in Al Ain. The UAE of initiatives and national institutions that sponsor and encourages its people to study and gain encourage scientific research within educational qualiÀcations from both the incentive awards the UAE. The country established the university and beyond through scholarships Ministry of Higher Education and provided to those young people who ScientiÀc Research which, in cooperation desire education. These scholarships are with other ministries and institutions, internationally open to all subjects. such as the Ministry of Education and The country and the Emirati society have the Ministry of Social Affairs, contribute provided various Ànancial requirements to sponsoring and producing many to support innovation and scientiÀc scientiÀc studies. Supporting scientiÀc research. There are many plans that indicate research is not limited to government awareness of the importance of establishing efforts, as there are some civil society a knowledge society. However, setting plans institutions which also encourage scientiÀc and dedicating resources, even establishing research. Many initiatives and awards have facilities and providing requirements, appeared, such as the Rashid bin Humaid are not sufÀcient for establishing the Award for Culture and Sciences, the Àrst knowledge society. All these efforts will award dedicated to the youth, the Al never be successful unless the youth beneÀt Owais Award for ScientiÀc Research. The from them. This would see their available Zayed Centre for Strategic Studies and potential being used to its full capacity and Research represents an important point the Emirati youth gaining the skills and in supporting and encouraging scientiÀc capabilities required to cope with the era research, in addition to the specialised of science and technological progress to research centres within some governmental become involved in the knowledge society
298 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 2-1-2 Knowledge Economy Index for the UAE based on the World Bank’s methodology Index value among Rank among Rank among Index 146 countries 15 Arab 146 countries internationally countries internationally
Economic Incentives and Institutional Regime 6.75 3 47 Innovation Regime 6.69 1 46 Education and Human Resources 4.9 6 79 Information and Communications Technology 8.59 1 21 Knowledge Economy Index (KEI) 6.73 2 45 Source: The World Bank’s database (KAM) http://www.worldbank.org where acquiring skills and values in proper in ICT education and human resources. enabling environments is a must. This indicates that education in the UAE Based on what has is not coping well with technological and been mentioned, KNOWLEDGE ECONOMIES IN information development in the country. LIGHT OF INTERNATIONAL These indicators cause problems for the it is clear that INDICES Emirati plan, particularly with regard to the the UAE has appropriateness of the educational system achieved great The World Bank adopts a methodology and whether it meets the requirements of progress in the to measure the extent of achieving a establishing the knowledge society within knowledge economy based on 4 pillars: the country. Based on the integration field of human economic incentives and institutional among the four cognitive pillars for development, regime, education, human resources, achieving a knowledge economy and especially innovation and ICT. A knowledge knowledge society, a balance should be regarding the economy is measured by a digital index.6 achieved among these pillars, as the failure U A E technological CASE STUDY The value of each index is between 0 and of any is an obstacle to the others. 10, indicating the relative position of the Based on what has been mentioned, and economic country compared to all countries included it is clear that the UAE has achieved development in the index.7 great progress in the field of human indicators The UAE is ranked second among Arab development, especially regarding the countries on the Knowledge Economy technological and economic development Index (6.73) and the 45th internationally. indicators. This progress forms a proper This may be attributed to the remarkable environment for cognitive performance rise in the value of the ICT Index (8.59), and provides fertile ground for the future where the UAE came Àrst among Arab generation in the UAE to become involved countries and the 21st internationally. It in the knowledge society. This progress is also achieved a percentage higher than also consistent with the developmental the average in the economic incentives goals, as well as the objectives of a proper and institutional regime index (6.75) world for children in terms of education. and innovation index (6.69). However, The major challenge in establishing the the value of the education and human knowledge society within the UAE is the resources index (4.9), is below the improvement of educational conditions acceptable level; the UAE is ranked 79th and raising the quality within schools and out of 146 countries. At the same time, universities, as well as changing the view there is a huge difference with a value of education as a means for getting a job of 3.69 points in the country’s progress which ends once employed.
UAE CASE STUDY: INTRODUCTION 299 PREPARING FUTURE effectively with the knowledge society. GENERATIONS: This contributes to achieving the ultimate INTRODUCTION TO goal, which is adapting knowledge for ESTABLISHING THE achieving sustainable human development. KNOWLEDGE SOCIETY This includes values related to attitude control, such as afÀliation, self-esteem The Arab Knowledge Report 2010/2011 and adherence to freedom, as well as shows that preparing the future generation values related to learning, such as striving, represents a primary step in the process perseverance, desire for knowledge and of establishing the knowledge society. In values related to dealing with others, this case study, in addition to studies based such as respect, accepting differences, on available data and information, we rely respecting moral promises and the largely on the outcomes of the research willingness to participate in public life. and Àeld surveys that were conducted in We treat values according to the idea that Dubai and Abu Dhabi for assessing the they are a precise system inseparable from skills, values and enabling environments of skills and capabilities, as they are speciÀed the Emirati youth, and which the reports for the actions, decisions and attitudes of suggest shall be approximated at the individuals. time of preparing the future generation Studying enabling environments helps for the knowledge society. Skills are the us to measure readiness of the political, mental capabilities related mainly to economic and social environments and the ability to learn, to think critically/ the prevailing social norms within the Values are what we analytically, innovate, making decisions, UAE in preparing the future generation wish to be instilled problem solving and technical skills. to effectively contribute in the aspired in the minds of the This is in addition to capabilities related knowledge society. The report will depend future generation to the characteristics of an individual’s upon a number of administrative studies personality, such as skills of self-awareness, on the readiness of these environments in in order to prepare controlling performance, dealing with the UAE. Field research, it will examine in them for dealing pressure, adaptation and future planning, depth the direct enabling environment of effectively with the as well as social skills related to dealing with the concerned students. Through direct knowledge society others, i.e. communicating, negotiating, observation and by surveying students being compassionate and spreading ideas. and teachers opinions. It will explore the Values are what we wish to be instilled capabilities of schools and the conditions in the minds of the future generation in which students live. in order to prepare them for dealing
300 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-2 THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE
INTRODUCTION Hijaz, and settled along the Gulf coast due to the thriving diamond trade there. The Àrst Education is the Àrst pillar on which political, school, Al Tamimiah Al Mahmoodiah School, cultural, social and economic development was founded in 1907. This was followed by the depends. At the same time, education is the foundation of schools throughout the Emirates. gateway to development and for preparing the However, these schools were affected by the future generation for the knowledge society. It degradation of the pearl trade in the 1930s, also greatly contributes to human development, after which many were closed. In the 1950s and Changing society as it represents, along with a package of other after freedom movements in the Arab countries, for the better - factors, such as training, scientiÀc research especially Egypt, the Àrst school, Al Qasimiyah and towards the activities, development and innovation, a power was founded in the UAE in Sharjah and was knowledge society - that inÁuences development (Hamed Ammar sponsored and supported by Kuwait. This was 1999). This chapter sheds light on the reality followed by several missions from Kuwait, Qatar begins with school of education within the UAE in terms of and Egypt, and many primary and secondary and education quantity and quality, educational policies, the schools were founded for males and females. development, country’s efforts towards educational reform With independence and the establishment of since education and the challengesit faces. Changing society for the Emirates Federation in 1971, there was
is considered U A E the better - and towards the knowledge society - an expansion in the number of schools and begins with school and education development, university educational institutions.8 the environment CASE STUDY since education is considered the environment responsible, to responsible, to a great extent, for developing PRE-UNIVERSITY EDUCATION a great extent, scientiÀc and critical thinking, innovation and for developing the ability to adapt to development (Mohammad GOVERNMENTAL EDUCATION Bin Fatima, background paper for the report). scientific and All these matters are related to the ability of the The pre-university scheme in the UAE critical thinking, educational system within the UAE to prepare consists of four levels lasting fourteen innovation and the future generation with the skills, capabilities years, starting from the pre-school the ability to adapt and freedoms that would enable them to access stage. It is not considered to be a formal to development the knowledge society. educational stage, but a high percentage of Some suggest that education began in the children are enrolled in kindergarten at the UAE before 1900, as there was an irregular age of 4-6 years. 90% of Emirati children type of education provided by the teachers are enrolled in kindergarten (First Report of ‘Katateeb’ or ‘Al Mutawaah’, which is a on Care and Early Childhood Education, traditional learning method in which a sheikh Knowledge and Human Development helps children to memorise the Holy Quran Authority, Dubai, February 2011). After and provides some initial skills in reading kindergarten, students move to primary and writing. This method lasted even after the school (the Àrst stage in primary/basic establishment of schools by charities and traders education), which lasts for Àve years with who immigrated from nearby places, such as students ending this stage at 11 years old.
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 301 Then, students move to the second stage, Higher Education and ScientiÀc Research. which lasts four years. Later, students A law was issued for the establishment of study for three years in secondary school. the Sharjah Institute of Technology. In In the 10th year of school, students are 2005/2006, the industrial schools were divided into two sections: scientiÀc and transformed to the Institute of Applied literary, where they study the 11th and 12th Technology established to provide students years. Students Ànish the secondary stage with academic, technological, social and in the UAE when they are 17 or 18 years professional skills that enable them to face old according to the age when enrolled in the challenges of market requirements in school. At the end of the secondary stage, the 21st century. they receive a certiÀcate of secondary stage completion that is necessary to enter the PRIVATE EDUCATION university stage. From the very beginning, the Emirati educational system focused on With approximately 88% of the UAE’s female education, which it continues to do, residents either non-native Emiratis and considerable progress has been made or expatriates,9 private education has towards gender parity, as female education become as important as public education. From the very reached 100% in 2007 (UN and Arab According to the statistics provided by the beginning, the League 2010). Ministry of Education for 2009, there are Emirati educational Since its establishment in 1972, the 723 public schools and 467 private schools system focused Emirati Ministry of Education has in the UAE (Ministry of Education 2009 focused on technical education, as it is very A). Although all private schools are under on female important to prepare the workforce to be the direct supervision of the Ministry of education, which qualiÀed to deal with modern technology to Education, their curricula differ from the it continues to do, achieve social and economic development Ministry’s curricula in all subjects, except and considerable in the UAE. Technical education started in for Islamic Education, Arabic language 1958 under the supervision of the Trucial and National Education, as the schools progress has been States Development OfÀce. Since 1972, with more than 50% of Arab students made towards the perspective on technical education are committed to teaching these subjects gender parity has changed and has come under the in Arabic or English according to the supervision of the Ministry of Education. Ministry’s books. There may be private Later, the Ministry established technical schools that adopt the curricula of the schools (commercial, industrial, agricultural) Ministry in all subjects, but these schools with special curricula to enable graduates to often follow the curricula of their native work in the public and private sectors in the countries. For example, Indian schools country to fulÀl the renewed needs of the adopt the Indian curriculum, while English national economy and positively participate ones adopt the British curriculum, etc. in economic prosperity based on sound Seventeen curricula have been adopted in principles. The technical schools accept private schools within the UAE until 2009. students who successfully complete the 9th This diversity of schools, curricula grade (third preparatory year). After three and communities may encourage the years in school, they receive certiÀcates for youth to take advantage of this cultural different levels: secondary school diploma and educational environment, thereby (commercial, industrial, agricultural) and the contributing to gaining skills and secondary certiÀcate for applied technology. knowledge, which could later enable In 2003, the Ministries Council issued them to establish the knowledge society. its resolution for phasing out commercial However, this diversity requires greater and agricultural education and transferring efforts for achieving harmony among these industrial education to Higher Colleges of individuals for reaching the aspired goals Technology supervised by the Ministry of through drafting a clear plan, in which
302 ARAB KNOWLEDGE REPORT 2010/2011 roles are integrated between different university provides educational, scientiÀc and types of educational institutions and other literary programmes in different specialities: society institutions. humanities, social sciences, education, The Ministry of Education has sciences, law, economy, commerce, nutrition, established a department dedicated to agriculture, engineering, medical and health monitoring private schools to ensure they sciences and information technology. 90% are committed to standards of performance of university students are Emirati students, and instruction, as well as to the policies of and 10% are expatriates. Universities provide the Ministry. Private education is attracting free education for all students, along with an increasing number of Emirati, Arab university housing for males and females and foreign students, and goes in parallel from outside Al Ain City. In 2010, the with public education. Private education number of university students reached has achieved remarkable development and 12,457, of which 24% were males and 76% attained a position that steadily increases in females.11 terms of the number of schools, technical In 1988, the Higher Colleges of The Ministry and management institutions and students. Technology (HCT) were established of Education Most of the schools in the UAE to provide educational services for are public, i.e. 61%, compared to 39% approximately 16,000 students. The HCT has established private schools. Abu Dhabi City contains opened branches in all areas of the UAE a department approximately 25% of all schools in the and assigned buildings for male and female dedicated to UAE followed by Sharjah, which contains students. The HCT provide 80 educational monitoring private 10%. 42% percent of the total number programmes in technical specialities at of students in UAE receive education in the diploma and Bachelor’s degree levels. schools to ensure public schools; Emirati children represent Females represent 62% of HCT students they are committed the vast majority of the total number of while males represent 38%.12 to standards of public schools students (81%), compared The third governmental university is performance and to children of expatriate Arabs who Zayed University, which was founded in instruction, as well represent 19%. On the other hand, private 1998 with branches in Abu Dhabi and schools provide education for 58% of the Dubai. It provides programmes through as to the policies U A E total number of students in the UAE; 22% Àve colleges: Sciences and Literature, of the Ministry. CASE STUDY Emirati students, compared to 48% of Sciences of Commerce, Communication students from the Indian sub-continent, and Media, IT and Education. In contrary 20% from Arab countries and less than to those UAE universities that accept 10% from Western countries. resident students meeting certain standards and conditions, Zayed University and HCT RELIGIOUS EDUCATION only accept Emirati students.13 It is worth mentioning that establishing This type of education accepts students a free pre-university educational system in who wish to move into it from the the UAE, in addition to three governmental preparatory stage. This was established to institutions for university education that provide religious guidance elements and provide free services for citizens, gives the open the way for university specialisations country an integrated educational system in Islamic studies. There were 29 religious that is considered to be a cornerstone classes in Ajman, Dubai and Al Ain, which for progress and a strong base for the included 600 students in 2010/2011.10 establishment of the Knowledge Society in the UAE. UNIVERSITY EDUCATION Whereas the rate of residents in the UAE is 88% of its population, private university The Àrst public university in UAE was education has become very important established in 1977 in Al Ain City. This for this category. Up to 2011, 72 private
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 303 educational institutions at university level From 1992/1993 to 2001/2002, more than have been founded within the UAE, which 28,000 society members became literate, are licensed by the Ministry of Higher of which 6,367 had completed illiteracy Education and ScientiÀc Research.14 These elimination programmes, approximately institutions provide educational services 11,000 had completed primary education for residents and citizens. In 1988, Ajman and 10,000 had completed secondary College for Sciences and Technologies education by 2008/2009 (the Ministry of was the Àrst university college founded in Education, 2009 B).16 Ajman, followed by the establishment of The UAE was able to decrease its the American University in Dubai in 1995, illiteracy rate, as adult illiteracy (above the American University of Sharjah in 15 years of age) decreased from 27.7% 1997, Abu Dhabi University in 2003, Dubai in 1985, to 10% in 2010, and the literacy British University in 2004 and Al Hosn rate doubled over the last three decades and Al Ain University for Sciences and approximately three times.17 By establishing Technologies in 2005. Later, branches for centres for foreign universities, colleges and institutes QUANTITATIVE eliminating were opened. DEVELOPMENT OF PRE- illiteracy and The Knowledge Village, which houses UNIVERSITY EDUCATION providing adult branches of prominent international universities, training centres and research The number of schools, students and education, the institutions, was founded in Dubai. In 2007, teachers for public education throughout UAE strives to the Knowledge Village hosted sixteen the UAE in 1972/1973 reached 157 schools, decrease the partners from international universities, 40,627 students and 1,160 teachers. The illiteracy of such as Saint Petersburg University for number kept on increasing, reaching 723 Economics and Engineering, Wollongong schools, 265,431 students and 23,946 both genders University, Mahatma Gandhi University teachers in 2009/2010. The case was the and Manchester College of Commerce same for private education, as it increased (Ali Ibrahim, in English, 2010). Most from 18 schools, 2,977 students and 138 specialities provided at these universities, teachers in 1972/1973, to 467 schools, colleges and institutes are scientiÀc and 487,861 students and 30,205 teachers in technical, which the future generation 2008/2009. Based on these statistics, it is need for the knowledge society. obvious that there has been great increase in the number of private and public schools. ELIMINATION OF Quantitative expansion in education ILLITERACY AND ADULT continues as the country strives to provide EDUCATION education for all groups in all regions (The Ministry of Education, 2009B). By establishing centres for eliminating Regarding the quantitative development illiteracy and providing adult education, of study days and hours in government the UAE strives to decrease the illiteracy of and public schools, the number of school both genders, as there was a discrepancy days increased from 176 to 180 days each between male and female illiteracy rates year. The number of learning hours during at the beginning of the 1970s. Currently, the last Àve years increased from 840 hours we see that the number of literate females to 927 hours, with an increase of 87 hours. is higher than males, as the percentage of But, this increase does not correspond to illiterate females fell to 8.5% in 2005 while the number of study days and hours in among males, it was 10.5%.15 This indicates private schools within the country, where that the country cared about providing students in public schools end their daily educational opportunities for all without school hours early, compared to private discrimination between both genders. schools. This certainly affects the time
304 ARAB KNOWLEDGE REPORT 2010/2011 available for students in public schools is paid to primary schools each term, and regarding their interaction with their Dh45,000 is paid each term to preparatory teachers. In the second and third stages schools (grades 10 to 12). In the event that (grades 6 to 12), focus has been made on the school has two stages, it allocated the increasing the teaching hours dedicated to budget for the higher stage. Secondary teaching science. schools get Dh50,000 for each term, while With all these reforms, the UAE is still the typical schools get Dh5,000 for each below the international average in terms of student registered in return for additional the number of teaching days and teaching services and activities. This budget does not hours, as the number of daily school include employee salaries or maintenance classes is limited to seven with 45 minutes expenses, which are the responsibility of for each class; the educational strategy for the Ministry of Public Works (The Ministry 2010-2020 calls for increasing the number of Education, 2008/2009). of hours to 90 per week to come in line with the international hours rate (The YOUTH SKILLS BUILDING Ministry of Education, 2009A). SYSTEM AND PREPARING The general budget of the UAE in THEM FOR THE KNOWLEDGE 2010 was approximately Dh43.6 billion, i.e. SOCIETY $11.880 billion, of which Dh9.8 billion was The UAE is dedicated to the social development sector, In the next section, we will discuss the skills still below the speciÀcally to education (approximately building system for the future generation and international $2.24 billion), equal to 22.5% of the annual preparing them for the knowledge society. budget.18 This means that the educational We will explore the issue of curricula and average in terms budget for 2000, which was approximately teaching methods development, from the of the number of Dh3.6 billion greatly increased in ten years. traditional approach to the current learner- teaching days and There was also an increase in the participation approach; stimulating learner’s teaching hours expenditure rate with the increase in the motivation and thinking. We will also look number of students and schools, as the at developing teachers’ abilities and training rate of expenditure from the educational them, developing assessment systems from U A E budget doubled from 16.35% in 2000 to traditional exams that measure students’ CASE STUDY more than 33% in 2008. The Ànancial cost ability to memorise to structural exams, of each student also increased more than which are based on students’ activity and a third during 2000-2008, which resulted problem solving, and connecting all these in the advancement of school grades, in a issues with the skills required for the way that suits the requirements and inputs knowledge society. of each educational stage (The Ministry of Education 2010B). CURRICULA In addition to the central educational budget, which is the responsibility of the Curricula play an important role in Ministry in six emirates, Abu Dhabi is in building abilities and skills in terms of charge of the central educational budget in understanding, analysing, structuring, the emirate after the establishment of the building and developing the innovative Abu Dhabi Education Council (ADEC) in thinking of the future generation. 2006. The emirate also provides Dh100,000 Revisions of the curricula in the UAE have ($27,248) annually to each school in the been consistent with the requirements of country to be used for different school skills and capabilities development, aimed activities. Similarly, the Ministry of at achieving the goals of the strategic plan Education dedicates a special budget to each set by the Ministry of Education by 2020. school in Dubai and the Northern Emirates The Ministry of Education has based on the stage. A budget of Dh40,000 worked continuously on the revision of its
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 305 educational curricula, in order to develop teachers working in Abu Dhabi and Dubai, the content and teaching methods to be said the curriculum provided for youth consistent with the requirements of the was consistent with the requirements of knowledge era. It has also worked to the knowledge society. In the survey, 28% make the curricula, in essence, a national ‘totally agreed’ that curricula help in gaining industry that takes into account the the required skills, while 55.3% ‘somewhat main dimensions on which the Ministry agree’ with that statement. Their answers concentrates, and creates an educational about the consistency of education with subject that cares for students and their educational and technological development needs, keeping in mind their characteristics were consistent with this result (28% ‘totally and seeing them as the main goal of agreed’, and 53.8% ‘somewhat agree’); the education. The strategy of the Ministry same results were found with preparing new of Education for 2010-2020 considered emerging curricula to face future challenges the curricula as one of the strategic axes (25.8% ‘totally agreed’, and 51.5% to be constantly developed. Therefore, the ‘somewhat agree’). Setting curricular, social, Ministry continuously revises educational conative and cognitive dimensions will also subjects and curricula and sets the skills and be taken into consideration (See Table m2-1 Curricula play an values that should be gained by students at in the Appendix). These results indicate important role in each educational stage. The Ministry also a relative but not complete satisfaction takes care of the preparation of curricula of teachers about the curriculum in the building abilities according to international standards and UAE and their role in preparing the future and skills in terms beneÀts from the international curricula generation for the knowledge society. of understanding, series in English, sciences and maths after Comparing these results with student analysing, they are translated and adapted to Àt the levels in knowledge, skills and values (see Emirati environment. Arabic language and chapter 5), it was found that any issues may structuring, Islamic Education curricula have also been not lie fully with the curricula, but may be building and updated. attributed to other factors that are related developing the The Ministry’s decision regarding the to education and learning culture, practices innovative thinking formation of a temporary committee for and environments inside and outside the developing a national curriculum for the school. of the future Arabic language, Islamic Education and generation National Education, issued in 2008, was TEACHING METHODS one of the important resolutions made to cope with the knowledge era, with skills The Ministry of Education in the UAE has related directly to this age. The resolution made efforts to develop the teaching process provided for adding modern concepts using methods that concentrate on self- to the national curriculum, such as the education to increase innovative thinking concepts of human rights, citizen rights and avoid memorising and repetition. and environmental protection, working on The results of the teacher’s survey modifying the national curriculum in the on the teaching methods used indicated way that meets the needs of the country that a move towards modern methods and community and instilling tolerant and had not begun in all schools yet. Results modest values and openness with other revealed that teachers do not use a certain cultures, based on feeling pride for the approach in their teaching methods and national identity, Arabic and Islamic values, that their educational practices interfere as well as Emirati traditions and habits with modern methods and techniques. (The Ministry of Education, 2009A). This resulted from a lack of understanding The teachers’ sample participating in in connecting the educational subject, the Àeld study conducted in the context achieving the targeted goals. Based on of this case study, which consisted of 138 teachers’ responses in the context of the
306 ARAB KNOWLEDGE REPORT 2010/2011 Àeld survey, 50% of teachers use these requirement to activate and not burden the modern techniques in “all classes”, and teacher, especially if this development is 39% in most classes. Also, 65.2% of linked to the knowledge society and leads teachers use discussions of the lesson to the development of social, conative and concepts in “all classes” and 23.9% in cognitive skills in the future generation. most classes. Traditional techniques, such as maintaining silence in the class and ASSESSMENT AND EXAMS punishing disobedience, are used by 79% of teachers in “all classes” and 15.2% The concept of measuring student in most classes, while writing the lesson achievement in the UAE has developed on the blackboard is used by 53.3% of over the past few years. The end of year teachers in “all classes” and 20.4% in exam had been the primary determinant most classes. This may also refer to the of student achievement but the Ministry many sources from which the teaching introduced methods for constructive techniques are derived, or depending only assessment throughout the year, making on the cleverness and skills of the teacher them, along with students’ school activities, (See Table m2-2 in the Appendix). an integral part of the assessment until the Teachers’ educational trends tend to 12th grade. This development has begun the traditional ways more than the modern to yield beneÀts. In 2010, ADEC created Teachers need ones. 88.9% of teachers agreed totally a national test, External Measurement of awareness and or partially (40.4% ‘totally agreed’ and Student Achievement (EMSA), to determine to nurture the 48.5% ‘somewhat agree’) that, “we must the achievement level in school subjects, attitudes that focus on the memorising characteristic register the strengths and weaknesses of support creating of students to achieve success in their the development of student performance, studies.” Many participating teachers deÀne the effectiveness of the applied the knowledge showed a conservative attitude towards programmes, and to provide decision- society the idea of development, most of them makers within the Ministry with information agreed totally or partially (35.3% ‘totally about the quality of education. Results agreed’ and 40.6% ‘somewhat agree’) that, indicated the strengths and weaknesses of U A E “the educational reform processes put the students’ performance.19 CASE STUDY teachers under stress and decrease their In 2007, Dubai participated in the ability to teach”. On the bright side, a large fourth round of the international TIMSS percentage of them (67.2% ‘totally agreed’ tests which compares countries on student and 28.4% ‘somewhat’) that, “the task of achievement in science and maths for the teachers is to instil a love of education the fourth and eighth grades within and knowledge in the future generation”, the category ‘measuring achievement’ and that all students have the tendency to throughout the cities. Dubai achieved 460 learn and succeed if they were taught by and 444 respectively in sciences and maths highly qualiÀed teachers (44.8% ‘totally for the 4th grade. It also achieved 489 and agreed’ and 35.1% ‘somewhat agree’), (See 461 respectively in sciences and maths for Table m2-3 in the Appendix). the 8th grade, registering a level higher We can say here that teachers need than the Arab average, but lower than the awareness and to nurture the attitudes that international one (UNDP 2007). support creating the knowledge society. The Knowledge and Human Resources These include changing the belief that Development Authority, being the direct they have the ability to teach without supervisor for public and private education beneÀting from modern educational in Dubai, in coordination with the Federal approaches, and the need to adopt new Ministry of Education, assessed school forms of teaching and assessments, and curricula throughout the Emirates by viewing educational development as a the school monitoring system. Results
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 307 indicated that public school curricula are ability to innovate and invent, as well as the more comprehensive and more efÀcient ability to think and ask. This is compared to to achieve the development of skills and the traditional approach, such as attendance, capabilities, especially, since they are good behaviour inside and outside the class directly related to the Emirati community, and the right answer on the exam paper (See in particular to matters related to the Table m2-4 in the Appendix). This refers social and conative skills and all types of to the necessity of addressing the issues of values. Of course, there is a difference preparing and training teachers as they are between the content of the curricula and on the front lines in preparing the future the way of transferring them to learners. generation. If taught correctly, the study subjects may partly obtain the development of skills VALUES BUILDING SYSTEM and capabilities. Figure 2-2-1 illustrates FOR THE YOUTH AND the development in school performance PREPARING THEM FOR THE within Dubai schools through the previous KNOWLEDGE SOCIETY two years. There is a Despite efforts, the majority of Some studies have focused on the values difference between assessment practices are traditional, while building system for Emirati students in the content of the referring sometimes to using modern secondary schools within the UAE by curricula and the assessment methods that are linked to measuring their attitudes towards some measuring skills and capabilities. Results general values, along with values related way of transferring of the teachers survey in the Àeld research to the adolescent stage. They also tried to them to learners. sample indicated that they still mix between deÀne the vision of that group of youths If taught correctly, modern assessment methods in their regarding the issue of work and the values the study subjects understanding, practices and attitudes, such related to it which affects the process of as assessment based on exerted efforts in future development. may partly obtain doing homework, steady improvement in The study found that moral values the development results, effective participation in classes, were at the highest level for the study of skills and capabilities FIGURE 2-2-1 Development of education quality according to curricula in Dubai schools
4 42 49 5 2010 - 2009 11 48 38 3
of Ministry 2009 - 2008 - Curriculum - Curriculum Government of Education 2010 - 2009 5 82 13 26 64 10 Private - Private of Ministry Curriculum
of Education 2009 - 2008 2010 - 2009 12 43 36 9 British 2009 - 2008 16 44 27 13
2010 - 2009 17 46 37 2009 - 2008 22 53 22 3
2010 - 2009 22 50 28 53 International 47 Baccalaureate American 2009 - 2008
2010 - 2009 18 48 30 4 Indian 2009 - 2008 No school supervision operations have been made on Indian and Pakistani schools during the Àrst school supervision cycle in the school year 2008-2009 2010 - 2009 25 46 29
Other* 2009 - 2008 44 56
Not Accepted Accepted Good Excellent
Source: (Knowledge and Human Resources Development Authority, 2009/2010)
308 ARAB KNOWLEDGE REPORT 2010/2011 sample, especially for issues related to the teachers to be the good example or the adolescent stage, such as truth and tolerance. model that should be imitated by the new Religious values were also found to be a future generation, with the necessity of main source of morals. Social values were educating the Emirati family with its role important after moral and religious values. towards the new future generation of The study also indicated their attitudes youth (Yousef Al Hassan 2004). towards independence values (achievement, Another study tried to deÀne the values independence and individuality). It was instilled by the school curricula, teachers clear that individuals with high innovative and the school climate of students through performance received high degrees in values a survey on a random sample of secondary such as achievement, independence, truth stage teachers and students from all over and social esteem, compared to the group the Emirates. The study indicated the that achieved lower degrees of innovative presence of many values that may help the performance. educational system access the knowledge Entertainment and materialistic values society. 64.92% of students agreed that the came last on the values scale, supporting the educational system motivates their desire idea that secondary students in the UAE are to know and learn, develops their feeling not interested in these values. It is certain that of responsibility (60.15% agreed), and the change in the methods and techniques enables knowledge-networking by students The study found of entertainment in the communication and with other societies (54.92% agreed) that moral values information technology era is the reason and other values related to educational for the entertainment value degradation in methodology, such as determination, were at the highest its traditional meaning on the values scale perseverance (63.69% agreed) and self- level for the study within a community where all modern esteem (60.15% agreed), in addition to sample, especially technological equipment is available. other general human values. Regarding for issues related Regarding values related to work how the educational system enhances for secondary students in the UAE, the freedom values, the average was low as to the adolescent results of the same study suggest that 48.46% agreed that the educational system stage, such as truth the dominant values in this Àeld are gives students freedom of expression. and tolerance U A E those related to the status of work itself, Teachers participating in the study did CASE STUDY such as mastering work and the security not see that the educational system in the it will provide in the future, followed by Emirates satisfactorily appreciates them the social values of work, the values of morally and materially, as only 40.45% self-fulÀlment of work, such as social agreed on this point. 31.46% of teachers position or leadership and the innovation agreed that the educational system deals opportunities it provides, while work with the teacher as a partner in setting commitment value and earnings received plans and educational programmes. While the lowest degree in the values system 42.7% saw that the educational system in all samples. The study conÀrmed the provides a climate that is professionally importance of including, within the satisfactory, another 78.5% believe in the content of school curricula, especially in importance of the role played by teachers the Àrst stages of life, subjects that focus in creating the generation (Maryem Lotah, on moderate positive religious and moral background paper for the report). values, achievement and independence Another study on the availability of and providing the opportunity for the the student’s moral contents in Arabic future generation to express itself through books provided for the Àrst three grades activities and programmes parallel to in the primary stage found that despite educational programmes, conÀrming the fact that these curricula contain some grouping activities that aim at developing values related to the knowledge society, a spirit of collaboration and choosing such as the love of education, there are
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 309 many values required by the knowledge buildings that still need maintenance and society which did not appear clearly in refurbishment. The Ministry of Education the curricula taught within the UAE. seeks to achieve qualitative movement in This may have resulted from focusing some schools, especially in the Northern on values of human relationships, love, Emirates, including Sharjah, Ras Al afÀnity and compassion, which express Khaimah, Ajman and Al Fujairah, where the culture of the community and education started in the 1960s. In addition, tend towards enhancing these values. the lack of schools in some villages has Curricula must include the main and led to a relative increase in the number of important values that children must students in each class within Dubai and learn to be able to use in the framework Abu Dhabi. of efforts to enter the knowledge society with all its contents (Hassan Jaafar Al- AVAILABLE EQUIPMENTS IN Khalifah, in Arabic, 2008). SCHOOLS
AVAILABLE ENABLING The UAE seeks to furnish schools The UAE is working SYSTEMS FOR THE YOUTH properly, focusing on standards of design to make school THROUGH EDUCATION and construction as well as security, health buildings reach and aesthetic speciÀcations, in addition The UAE worked on providing the to providing equipment, instruments, the highest level enabling environments that allow the and technologies that are consistent with and which are future generation to continuously learn advanced curricular requirements that consistent with through all educational stages. It focused focus on the student as the main part of international on building and equipping schools in the the educational process. The Ministry best way possible. This was clearly obvious also established computer and science standards in the spread of many schools in different laboratories in approximately 70% of areas and communities within the UAE in schools, as well as libraries and clubs for order to provide education for all Emirati student activities. However, the availability future generations. Enabling environments of such environments is not sufÀcient for appeared in many forms from the material, preparing the future generation unless such as school buildings and equipment these environments are activated and to the spiritual; awards and incentives in correctly used in order to help students various forms. achieve knowledge and develop a love for education and reading. SCHOOL BUILDINGS INFORMATION AND The Ministry of Education has focused COMMUNICATIONS greatly on school buildings and developed TECHNOLOGY them as an integral part of the Ministry’s development processes. The UAE is The UAE has provided schools with working to make school buildings reach computers and a package of assistant the highest level and which are consistent technological programmes for educational with international standards. It is taking development, including an enrolment and into consideration all components of good acceptance system, as well as an assessment school buildings with proper services, and exam system. The Ministry also approved utilities, clear drinking water and electricity. the e-education project, which will be pilot It has also decreased the number of tested in 11 secondary schools and will ask students in classes to acceptable rates in the Ministry to provide 3,200 e-education 2008 with an average of 23 students per content versions of the Ministry’s curricula. class.20 However, there are some school All UAE schools are connected through the
310 ARAB KNOWLEDGE REPORT 2010/2011 internet. The Ministry’s electronic portal Educational awards are considered to be was developed, and many educational a factor that may contribute effectively in services have become available, such as raising the efÀciency of the educational communication with students and teachers, system and in bringing about a distinguished disseminating exam examples and inquiry change in the educational process, for its about the marks/grades of students. goals and mechanisms aim at supporting According to the strategic plan, work is educational work, on the condition of underway to implement a Help Desk project beneÀting from them and directing youth to for providing equipment and networks participate in it. A survey of the number of maintenance services for all UAE schools. awards throughout the UAE indicated that Ministry programmes oblige teachers to there are more than 126 awards dedicated learn ICDL, which is mandatory and a to youth, children, women, family and standard requirement for appointment and researchers. The most prominent of them are promotion. With the provision of these the Khalifa bin Zayed Award for Teachers, technologies in schools, an important Hamadan bin Rashid Al Maktoum Award role must be played by teachers in helping for Distinguished Educational Performance, learners using such technologies in teaching Sheikh Khalid bin Saqr Al Qasimi Award and teacher training on integrating the for Collaboration and Student Excellence, The availability technology into the teaching process. Awards of the Sons of Sheikh Hazaa bin of motivating According to the Àeld surveys Zayed Al Nahyan for Arab Child Culture, and supporting conducted in the preparation of this Sheikh Rashid bin Humaid Award for environments, report, 82.4% of the teachers asked said Culture and Sciences, Sheikha Latifa Bint they have good or advanced ability to use Mohammed bin Rashid Al Maktoum Award through providing technology. for Childhood Innovation, Sheikh Khalid bin motivation awards, The results showed that 88.9% of Mohammed Al Nahyan Award for Future supports the teachers surveyed use technological Generations, Sultan bin Ali Al Owais Award, Knowledge Society methods to search for educational subjects. Al Fahim Award for the top students in the 80.4% of the sample believes that it helps secondary stage and the Sharjah Award for in preparing lessons or in communicating Educational Performance. This is in addition U A E with students (72.9%). This is a positive to a set of competitions for students, such CASE STUDY thing because searching for knowledge as the Emirati Red Crescent competition and from several sources, especially by using student councils competition at the Humaid technology, opens horizons for teachers to bin Rashid Foundation for Development broaden their understanding and students’ and Human Growth. understanding, cultures and awareness Some people may ask about the real and develop their cognitive skills. This is impact of awards and their beneÀts for what the knowledge society aspires to. The the future generation in motivating and agreement by a large percentage of teachers supporting them, as well as in developing on the purpose of using technology does their skills and capabilities to be able not necessarily mean they use it, although to become involved in the knowledge 68% of teachers said that they beneÀtted society with its requirements, including from using the computer for educational the availability of enabling environments, purposes (See Tables m2-5 and m2-6 in sharing the future generation in deÀning the Appendix). their trends, desires and capabilities and working to achieve them. Most answers MOTIVATION BY AWARDS focused on the necessity of conducting a survey study about the impact of The availability of motivating and supporting educational awards on the future environments, through providing motivation generation. It is certain that this case needs awards, supports the Knowledge Society. an enhancing and supporting educational
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 311 partnership that combines the roles of all to cope with the requirements of the participants in the educational process, knowledge society. The results indicated including the government, private sector, that more of the teacher’s time is parents, students, teachers, family, society, dedicated to activities related to their daily media and civil society institutions, so that work than to activities that can improve education becomes a social responsibility their educational performance. Results shared by all (Amna Khalifa, in Arabic, indicated that 41.9% of teachers do not 2007). dedicate any time to participating in any activities with students (such as clubs and TEACHER PREPARATION support lessons), while 50.4% of them do not dedicate any time to participate Preparing and training teachers is an in any educational production, such as urgent need in the era of the knowledge developing educational programmes or society, as the perspective has changed participating in assessments (See Table about education which relies on school m2-7 in the Appendix). This means that books. The UAE seeks to provide teachers do not have enough time for professional development opportunities activities and programmes that develop for teachers and workers on different students’ skills and abilities; they only levels, with a variety of courses from focus on administrative issues and lesson Preparing and the general ones that suit the needs preparation. Concerning the available training teachers of workers in the educational Àeld equipment of teachers in their homes, is an urgent need and specialised courses according to 95.6% said that they have computers, school grades. These courses were and only 67.4% of them have an internet in the era of the organised before the teacher entered the subscription. This means that a third of knowledge society, educational Àeld and during their service teachers participating in the study are not as the perspective (central level, educational departments connected to the internet, at a time when has changed level, school level), with the investment this has become one of the main pillars of in available training opportunities in the knowledge society. 74.8% of teachers about education different foreign bodies through training indicated that they have a library inside which relies on inside and outside the country. Training their homes while a small percentage of school books includes programmes for developing them (12.2%) acknowledged that they the leadership performance of school subscribe to educational magazines. This principals and providing them with the may mean that teachers are aware of the leadership skills that enable them to value and importance of these magazines lead their schools within the knowledge for reviewing the most current studies society. Despite these efforts and the and research in the Àeld of education trend of putting the student at the centre and teaching methods, or that teachers of the educational process in the UAE may do without that by subscribing to and developing curricula to cope with the the internet, or teachers may tend to use development of knowledge, there was common traditional methods in dealing no intensive qualitative and quantitative with students and teaching methods (See training to change teachers’ trends, their Table m2-8 in the Appendix). teaching methods or the performance Through this questionnaire, teachers of school principals. Conditions still do arranged their potential in providing not allow teachers to move towards the various skills to students. The highest knowledge society. To see the impact potential was in lesson memorisation of these efforts, a teacher survey was (49.3% of teachers believe they have conducted during the preparation of this a ‘high potential’ to provide that to case study to explore teaching approaches students), 46.2% believe they can train and the available conditions of teachers students to memorise educational rules
312 ARAB KNOWLEDGE REPORT 2010/2011 and laws and 38.9% was in favour of school does this always, while 35.8% said teamwork. On the other hand, the rate of that school does this sometimes), (See teachers who believe they have the ability Table m2-11 in the Appendix). 15.7% of to enable students to acquire the required teachers completely agreed that there are skills for the knowledge society was low: many opportunities for training during for life-long education (26.6%), research service for improving educational level, completion (27.5%), planning for the while 54.4% ‘somewhat agree’. Teachers future (29.5%), critical thinking (22.7%), may face some difÀculties in obtaining and information analysis (25.8%) (See training, such as the training centre’s Table m2-9 in the Appendix). The data remoteness, while 68.5% of teachers suggest that teachers, for many reasons stated that there are no training centres that may be attributed to them, or to the near the schools where they work. For the educational system, students, or reasons enabling environments that are available outside school, are unable to instil skills to teachers, 82.1% of teachers agreed that cope with the knowledge society but that there are no systems or bodies that can build memorisation capabilities. protect their rights, while about 79% of We conclude that the way to the teachers sampled, either native citizens knowledge society for the future generation or foreign residents, said their salaries still needs more effort, be it on the level of do not guarantee them a decent life. Teachers may face curricula or teaching methods or in teacher They are the basic and important factors some difficulties performance. However, the issue has some enabling teachers to perform their role in obtaining optimistic aspects: the results of the survey in the educational process that helps to training, such as also indicated that teachers are aware of prepare the future generation for the the importance of educational practices knowledge society (See Table m2-12 in the training centre’s supporting the knowledge society, such the Appendix). remoteness, as encouraging students to interact with On the other hand, teachers’ answers while 68.5% of teachers and training them on problem were positive regarding their ability to teachers stated solving. 83.3% of teachers think that this express themselves, as 63.7% stated so (See educational practice is ‘very important’. Table m2-13 in the Appendix). This feeling that there are no U A E 20.6% of teachers consider that making is of great importance, as opinion sharing training centres CASE STUDY students memorise lessons is an essential among teachers plays an important role near the schools teaching method and monitoring students in developing education, and is a feature where they work step by step in all their activities are less of the education society. It is hoped that important practices (See Table m2-10 in teachers can transfer this feeling to their the Appendix). By analysing the data, we students to practise it. see that what is proposed by teachers has a For their view of the education great importance in developing cognitive, profession and professional satisfaction social and conative skills. It also refers to level of teachers, taking into account that the fact that the teachers are aware of the most of the participating teachers were necessary practices they must perform to non-Emirati (as is the case in most Emirati help the future generation enter into the schools), 44.4% of the participating knowledge society, especially if the teacher teachers said that they would completely is able to interpret these proposals into leave the education profession if they programmes and activities applied in the found other work that provided them with real world. the same income and conditions. 18% of Regarding teachers’ satisfaction with teachers said that they may think about the professional preparation they receive, this. While 50.8% of teachers conÀrmed they said the school helps them to develop they would leave the teaching Àeld if they their capabilities, even if not on a regular entered another profession with a higher basis (42.5% of teachers said that the income, 21.2% of them said that this
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 313 applies to them ‘to some extent’. This POLICIES AND trend may be attributed to the low respect STRATEGIES OF REFORM for the teaching profession and to teachers’ AND EDUCATIONAL low income level; this was conÀrmed by DEVELOPMENT the teachers’ answers, as 60% completely agreed that ‘the teaching income is not The educational development and reform enough for self-sufÀciency’. It is also a policies were drafted in the mid-1990s in the good sign that most teachers (more than light of a vision that motivates modernity 70%), (See Table m2-14 in the Appendix) and is consistent with the developmental agreed that they ‘have a mission’, as no requirements of the UAE. The educational teacher answered otherwise. Teachers’ policy for 1995 included six main principles: answers expressed their reality, as there strong Islamic upbringing, education for is no high social esteem for the teaching enhancing national afÀliation, education profession, and it is not viewed as a for instilling social responsibility, education profession one aspires to. Also, those who for beneÀcial work and comprehensive work in the Àeld of teaching do not enjoy development, education for preparing high social status, compared to other for the advanced changeable future and Teachers’ answers professions. In addition, they have low education for continuous learning (The expressed their salaries. A large percentage of teachers Ministry of Education, 1995). reality, as there (69.2%) supported this trend, as they felt The educational vision for 2020 low respect and esteem by society and represents the main reference and the is no high social students (73.7%), (See Table m2-15 in the thought framework for the development esteem for Appendix). This is a large percentage that of education for the preparation of the teaching deserves to be given more consideration: students equipped with knowledge, profession, and Is this attributed to the view of the society skills and attitudes necessary for national it is not viewed to teachers, the non-appreciation by the development. It also includes advanced educational institution in which they are curricula that enhance thinking skills as a profession working? Or is it because students do not and behavioural values, teachers that are one aspires to appreciate the educational role performed educationally and scientiÀcally qualiÀed, by teachers in society, or because teachers, school management with the leadership as a result of the low income compared characteristics and a multi-channelled to other professions, do not receive educational system providing an educational the proper respect? Or are there other environment that develops an ability to reasons? This may be explained by the fact innovate. The vision’s goals were drafted that many Emirati citizens, particularly to include the development of secondary males, are not inclined to the teaching education, converting it to mandatory profession, but seek other professions education, making a radical change to that bring better income and higher social the concepts, techniques and practices status. of education and providing integrated In brief, the government should do student welfare programmes, along with more to prepare teachers and provide the achieving the principle of ‘education is a proper infrastructure in schools to enable right for all’ and translating this right into them to practice their jobs to achieve the equal educational opportunities for males goal of preparing the future generation and females (The Ministry of Education, for the knowledge society. Many efforts 2004). still need to be made to raise teachers’ self- The strategic educational plan for esteem and to promote job satisfaction, in 2008-2010 embodies the country’s interest addition to supporting the efforts made in developing and reforming education for preparing the teacher academically for and providing the Ànancial and human their assigned job. resources required for the achievement of
314 ARAB KNOWLEDGE REPORT 2010/2011 a comprehensive educational renaissance EDUCATIONAL BOARDS IN consistent with this era. It also seeks to THE UAE interact with the lastest developments of the 21st century to transfer educational Various boards in the UAE are granted output of the Emirati students to an more power in each emirate to oversee some international level in terms of preparation, educational affairs. Some boards and bodies qualiÀcation, competition and gaining have developed special strategies based on technical skills, which are all strongly studying the reality of education in each required in the marketplace. In this emirate in accordance with the available regard, the project conÀrms that the budget for each council. The education targeted development will meet the boards help the Ministry of Education UAE’s aspirations in achieving a diverse to advance educational development and economy and fully contributing to the achieve schools upgrading at the highest technological revolution witnessed by the levels. These boards were established from There shall be a 21st century. This is to be accomplished around 2005/2006 in most of the emirates, unified strategic through developing educational standards as is the case in Abu Dhabi, Dubai, Sharjah plan throughout based on educational foundations, moving and Al Fujairah. With the establishment to an advanced educational environment of various boards of education, the the UAE with a that concentrates on the students and overall vision must be clear and should clear methodology puts them in the centre of the educational be able to bear the developmental that focuses process, adopting a modern system for responsibility towards teachers. There on developing educational buildings, preparing the shall be a uniÀed strategic plan throughout skills for critical educational environment and providing the UAE with a clear methodology that it with the proper infrastructure; internet focuses on developing skills for critical thinking, analysis, and IT, adopting a special cadre of thinking, analysis, composition, deduction, composition, teachers and employees in the Àeld of application and employing information and deduction, education, raising the social status of students’ knowledge. application teachers and comprehensively developing Below, we will illustrate the most the private education sector according important achievements made by these and employing U A E to legal frameworks. Application of the boards in Abu Dhabi and Dubai, in which information CASE STUDY strategic plan resulted in developing a set the case study was conducted in the Arab and students’ of programmes and projects that were Knowledge Report 2010/2011. knowledge clearly obvious in the development of schools and in establishing schools with ABU DHABI EDUCATION speciÀcations that suit the nature of the COUNCIL educational process and equipping them with laboratories. The ADEC was established in 2005 The strategic educational plan to develop education and educational for 2010-2020 was introduced as a institutions, and to provide technical document that describes the educational consultation for the development of initiatives and projects for the state’s educational policies and services applied future education. This strategy aims at within the emirate. It concerns education achieving an educational model focusing in schools in different stages within Abu on the student. It is based on four pillars: Dhabi, in line with a vision that aims at student educational achievement, student promoting education at an international school environment, equal education level. Within the general plan of education opportunities for students and instilling it aims to develop educational, training and values of citizenship in the student (The professional programmes that secure the Ministry of Education, 2009 A). marketplace needs from excellent human efÀciencies in the emirate (ADEC, 2008).
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 315 The ADEC’s ten-year strategic plan (2009- human resource sectors, as well as the 2018) aims at developing the educational quality of education and learning. It is system and achieving educational output in responsible for managing public schools Abu Dhabi at the highest level, achieving in Dubai through the School Educational the economic vision of Abu Dhabi by 2030, Institution founded in 2007 for developing and achieving qualitative change throughout a school education sector at all stages education and promoting it to the highest (Knowledge and Human Development international levels, in order to provide Authority, 2010). students with the skills required for the The school monitoring body within the knowledge economy. The ten-year strategic authority is responsible for improving the plan includes six main components: raising quality of the output of the educational student performance to international levels, process. It has developed a framework for providing educational opportunities for monitoring, appropriate for Dubai schools, all, providing excellent private education and is based on international experience choices, enhancing cultural inheritance that depends mainly on evaluating the afÀliation, success in the marketplace and educational outcomes of schools, which building institutional capabilities, in addition are: level of student achievement, compared The Knowledge to the participation of all parties in the to international standards in the Àve and Human educational process (Abu Dhabi Education main subjects: Islamic Education, Arabic Development Council, 2009). language, English language, sciences and Authority was maths, and the level of student progress THE KNOWLEDGE AND in these subjects, in addition to evaluating established as a HUMAN DEVELOPMENT student attitudes, behaviours and social successor to the AUTHORITY IN DUBAI development. Monitoring processes also Dubai Education evaluate the quality of school performance Council in 2006, to The Knowledge and Human Development in four main aspects: education, learning, Authority was established as a successor to educational curriculum quality and the work on developing the Dubai Education Council in 2006, to quality of support and protection which the knowledge and work on developing the knowledge and the school provides for its students, as well human resource sectors, as well FIGURE 2-2-2 as the quality Schools monitoring results in Dubai schools 2009-2010 of education and learning Not Accepted Accepted Good Excellent
Private schools 17 69 43 2
Government schools 837303
Source: (Knowledge and Human Resources Development Authority, 2010)
316 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-2-3 Number of Schools in Dubai that achieved development since the last school year (2009)
Government - Curriculum of Ministry of Education 8 61 9
British Curriculum 12 25 12
American Curriculum 224 4
Private - Curriculum of 14 1 Ministry of Education
Other 3 5
International Baccalaureate 42
The general performance The general performance The general performance The model schools did not change declined progressed appeared as an Source: Knowledge and Human Resources Development Authority, 2010 ambitious and well researched as the quality level of school leadership NEW SCHOOLS INITIATIVES and management. experiment based The Àrst annual report on school The UAE has issued a set of initiatives to on a number monitoring, which was issued in 2009, improve the quality of education, including of educational showed a sharp decrease in the level of establishing new schools, each with certain experiments school achievement in the Arabic language features trying to achieve the best vision
which proved U A E in many private schools, as well as a that must be provided for the society’s decrease in the level of Islamic education. future generation. its excellence in CASE STUDY In addition, public school students in The model schools appeared as an many developed Dubai need to improve their skills in ambitious and well researched experiment countries conversation, reading and writing in based on a number of educational English. The report also showed a decrease experiments which proved its excellence in in the level of school achievement of male many developed countries. These schools students in the second education phase aim at qualitative change in the status of (6th to 9th grade). The report also stated education. It is based on comprehensive that schools must help their students with development of the learner’s personality, developing self-education skills through Áexibility, educational uniqueness, and providing major opportunities for the emphasises partnership between the family execution of a wide range of the projects and the school and teaching students in a and tasks that depend upon research, manner that suits their development. and teaching them how to use research Work started, according to the Al Ghad technology in constructive and innovative Schools Initiative, during the 2007/2008 ways. The school must also make more academic year. The idea of these schools investments in the process of professional is based on approving the educational development to improve teachers’ standards as a basis for choosing the experience and performance, which content of curricula from various positively affects student performance resources, without depending on ready- and meets all students’ needs. made curricula, in addition to enabling
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 317 students to learn in English (The Ministry and ineffectively most of the time. There of Education, 2008 B). is also lack of awareness in the goals and Public-private schools are one of the roles of these councils by students or most important initiatives implemented employees in the education Àeld. by the ADEC with 176 schools until Parents boards began to be formed 2009/2010. The private educational sector within all schools and educational regions manages and operates public schools in the country in 1996, as these boards under the supervision of the council were founded in 454 schools, i.e. 92% of according to the main performance the country’s schools (The Ministry of indicators that are consistent with the Education, 2010A). These boards allow required educational outcomes. These parents to participate in extra-curricular schools teach the English language, maths, activities. They also helped in relatively sciences and IT for the advanced curricula increasing the number of parents attending of the ADEC, and teach the remaining schools, compared to previous years, with subjects according to the curricula of the a clear interest in following their children’s Ministry of Education (The Ministry of progress inside and outside school. Parents Education, 2008 C). attended schools without being requested to do so, their interest in discussing student The student council INITIATIVES issues increased and they held sessions in experiment was schools to Ànd solutions. Abu Dhabi commenced with the initiative an important of maintaining the percentage of students CHALLENGES FACING THE exercise for to teachers in secondary schools, which EDUCATIONAL SYSTEM AND training students in reached 10.7 students for each teacher THE PREPARATION OF THE electing, expressing generally. The percentage was higher FUTURE GENERATION for public schools, i.e. 10.4, than private opinion, dialogue schools (11.4). An improvement was made The weak educational output and participation, in 2005, compared to 2001 with 11.2 graduating students who are not qualiÀed discussion, and students for each teacher (ADEC, 2009). for higher educational institutions without being socially The student council experiment was passing a preparation year, are among the an important exercise for training students challenges that face the educational system responsible in electing, expressing opinion, dialogue in the UAE. This lack of educational participation, discussion, and being socially output may be attributed to many factors, responsible, which is the focal point including teachers and schools’ weak for achieving the targeted development ability to motivate students, a lack of in the future generation to live in the interest in instilling the skill of thinking for Knowledge Society. Student councils the future, and a weakness in instilling self- have been formed in many schools since fulÀlment, either in school, in the family or 1997, from the fourth grade throughout in other social and media institutions. The schools and regions. Systems allow these continuous use of traditional methods in councils to consider issues the student is teaching may be one of the reasons for the interested in, as well as educational issues lack of educational output. This calls for and management, and Àle their requests developing the current study curricula to to the Ministry. Despite student councils one based on competencies not on content, being considered important beacons that and on application not memorising. This enable sharpening students’ thoughts and also requires changing the educational improvement of their skills in dialogue process according to the methodology and discussion, which are required skills of competencies and providing teachers for the youth in the Knowledge era, it is with training and required materials to obvious that the work is done traditionally implement and successfully use the new
318 ARAB KNOWLEDGE REPORT 2010/2011 methodologies. Among the necessities social effects on marriage, living standards are avoiding repetition, memorising and and social behaviour, such as crime and recitation, along with adopting modern civil misdemeanours. teaching techniques, developing skills Continuous change in educational connected to critical thinking, the ability policies represents one of the challenges to innovate, solve problems, make proper that face the educational system in the decisions, have self-realisation and self- UAE. In investigating the educational control, accept others, and be able to system, one realises that educational policy communicate, negotiate and convince changes when the Minister of Education others, in addition to other skills. changes, i.e. there is no continuity of The educational system in the UAE is educational policies. So, education has still suffering from high rates of pupils become an experimental Àeld, depending The effects of leaving school early; the percentage in the on importing educational policies from leaving school are country reached 2.2% for males and 1.1% outside that sometimes succeed but clearly apparent for females. More than 10,000 students sometimes fail. Over the decades, the in unemployment, (most of which are Emirati students) Ministry has depended upon employing out of 120,000 registered students at this foreign experts to draft and supervise the the social effects stage in public schools, with the majority implementation of educational policies. on marriage, living in the secondary stage, leave school to After years of applying such policies, the standards and pursue other routes due to professional results of school and student performance social behaviour, interests or due to social conditions. Male assessment are often below par. Hence, it such as crime and and female secondary school leavers is important for an educational policy plan reached 8.4%, while males reached 9.7%. to have clear goals and depend upon a set civil misdemeanours This represents an increase compared of constant objectives in the mid-term, so to female students, whose drop-out policies do not change when Ministry of percentage is 7.2%, which is a source of Education ofÀcers do. concern. Hence, the Ministry conducted Methods of measuring educational two studies on this phenomenon to deÀne quality and its adequacy for a society its dimensions and how to overcome it in are among the challenges that face the U A E collaboration with the Centre for Research educational system. This necessitates the CASE STUDY & Strategic Studies in Abu Dhabi and the existence of better methods for measuring Department of Research and Statistics in educational quality in a manner that does the Ministry (Ali Mihad, 2010). The Emirati not eliminate its privacy, including the Foundation for Social Development reasons for changing policies, changing Ànanced research projects that examined educational goals and objectives, setting educational development and limiting early real standards for assessing the educational school leavers (Emirati Foundation for process and assisting the direction of Social Development, Abu Dhabi, 2010), developmental efforts. especially in the context of the advanced The concept of educational reform educational strategies approved recently may be among the challenges that face by the country. The strategic plan of the education, as reform concentrates on Ministry includes appointing academic form and not content. Making reforms on guides in all schools to deÀne the types buildings and equipment is not considered of students, communicate with students as development in the educational system, and follow up with their educational although this is very important. Reform performance, understand the student- process is an integrated process, regardless teacher relationship and recognise the most of the educational subjects, curricula, prominent obstacles that the student faces training teachers and teaching methods. at school. The effects of leaving school Despite challenges that face the educational are clearly apparent in unemployment, the system, the social, economic, health and
UAE CASE STUDY: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY IN THE UAE 319 cultural status in the UAE has resulted in a positive climate through which policies and strategies related to the educational system can be activated, revised and developed to cope with the science and technology age. It can also allow opportunities for deÀning points of strength and weakness in the educational system, as well as challenges that needs to be addressed. This will sesecure an educational system for the youth that allows for the acquisition of various skills and the exploration of capabilities towards employing them in realising comprehensive and sustainable development and that allows them to access the knowledge society.
320 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-3 PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION
INTRODUCTION its members from extended families to nuclear ones. The communication means, This chapter discusses the status of the Emirati as an external effect, play a vital role in family, media, social culture, and the social and gaining some material values, producing cultural roles that guide the future generation behaviours that are inconsistent with the and empower them according to scientiÀc and original values of the society (Abdullah technological developments. It also discusses the Lo’lo’ and Amna Khalifa, in Arabic, 1996). inÁuence brought by this reality, either positive The extended family in the Emirati or negative, on the future generation in terms of society, from the early 20th century to the Typically, the young preparing and enabling them to gain access to the early 1970s, represented the basic social individuals who live knowledge society. structure of society, around which other social structures emerged. Regarding the in extended families THE FAMILY AND THE ROLE structure of the extended family in the with solid social OF WOMEN Emirati society, we notice that it was not and economic seen as an isolated formation unit, but as relations enjoy The UAE society, like other Gulf societies, an integrated social, economic and cultural has witnessed amazing structural changes unit. The political, economic, and social psychological and not only as a result of modernisation and conditions witnessed by the Emirati society spiritual balance its culture, but also as a result of other played an important part in enhancing the and stability that U A E CASE STUDY internal factors such as urbanisation, oil role of the family in maintaining identity enable them to exploration and the resulting economic and the consistency of the social relations benefit from their changes. These changes have resulted in among its different structures and forms unprecedented family phenomena, some in the absence of a central political system achievement of which may be positive and others at that time. and to develop a may be negative. These include relations The Emirati family has been known as set of scientific, between individuals, or the change in an extended and parental family, in which technological, parent-child relations and the impact the pattern of internal marriage prevails. it has had on family consolidation or It is known that the extended family has and social values disintegration, as well as on the interaction positive effects on children’s upbringing and understanding among generations. All and provides them with many values and these things have impacted on the family’s traditions that are practised by elders, such performance and its role in transferring as bearing responsibility, cordiality, afÀnity the culture of the society to its members and sacriÀce, especially from unemployed through social upbringing. Therefore, elder relatives from whom children may the family plays an important role in gain behaviours that they could not gain developing skills and values of young from their mothers and fathers. Typically, generations through the roles it plays in the young individuals who live in extended the process of social upbringing. The families with solid social and economic family takes into consideration changes relations enjoy psychological and spiritual that occur in the nature of the family and balance and stability that enable them to
UAE CASE STUDY: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 321 beneÀt from their achievement and to grow up and develop their abilities and develop a set of scientiÀc, technological, creations. The child is negatively affected and social values. by several family problems, which results After oil exploration in the 1960s, in a negative effect on their personality, UAE society witnessed many changes and thinking, attitudes and values. converted from the pattern of Bedouin The political leadership in the UAE and rural production, simple Àshing, poor conÀrms that the comprehensive development distribution of works or specialisation and process, in which both men and women self-sufÀciency, to an urban and capitalist participate, is the only way to raise society pattern with accelerated global changes, status and reach an advanced position. It is especially in the Àelds of technology clear that women’s rights in contributing to and urbanisation. These changes have different economic activities are the basis for had positive effects represented in the sustainable development, as well as a necessity establishment of infrastructure and the for social development and economic growth. emergence of modern governmental It was noticed that Emirati families tend and private institutions. This is in to deÀne the roles played by males and addition to the appearance of public and females as being in line with the society’s It is clear that higher educational institutions, such as culture and traditions. They encourage women’s rights universities and technological institutes, females to take up traditional roles, for in contributing to and a decrease in illiteracy, an increase in instance, being a housewife, while going to different economic individual income and family income, as work is the role of the male (Haifaa Jawad, well as the availability of medical care and in Arabic, 1998). Therefore, it is commonly activities are the social welfare in general. This also resulted allowed for males to be educated in any basis for sustainable in the appearance of the nuclear family Àeld they choose for his career, while development, in the early 1980s and the degradation girls are brought up to marry, which as well as a of the pattern of the extended family, in affects their educational path. However, accordance with the nature of life in the this situation is not as severe as before, necessity for social society, and the job opportunities available especially with economic advancement development and for young people which sometimes forced and in the urban cities, such as Dubai, economic growth them to work away from the extended where a higher number of women are family and build new, smaller families. working. But traditional male and female As a result of change in the economic roles still prevail in society in general. The conditions of citizens and the increase evidence of this was a study (Sara Sayed, in in their income, the culture of marriage Arabic, 2004) which surveyed many male started to change and the material and and female students at Zayed University, consumer approaches started to prevail and showed that male students, despite in society (Hend Al Kassemy, in Arabic, their educational level, tend to think about 1998). This resulted in polygamy, expensive females after graduation as only wives and dowries, and the rise in the rate of divorce; not as equal to men in the workplace. They UAE has the highest percentage of believe that education could be useful for divorce among Gulf Arab countries; it has women after marriage in bringing up and reached 40% (General Women’s Union, educating their children, but they never Abu Dhabi, 2009/2010). All these changes think that the education of women will have had a negative effect on the social lead to them working outside the home. structure of Emirati society, such as family Another study (Ashencaen Crabtree, disintegration and juvenile delinquency. in English 2007) concluded that female These negative changes do not provide students in the UAE community do not a stable environment dominated by a complete their education at university stable family atmosphere, or a proper because they yearn for more knowledge, environment in which young people but a large number of them believe getting
322 ARAB KNOWLEDGE REPORT 2010/2011 a university degree is the Ànal touch on as the right to work just as men do and preparing for marriage. So, it is normal that the right of inheritance and ownership the percentage of females enrolled at the according to Islamic Law. These efforts university in the UAE is many times more have had a major inÁuence as the rate of than the percentage of males, although a women participating in paid work in the large percentage of them do not seek to non-agricultural sector reached 20.1% in work after graduation. The parity index 2008. Despite opportunities available for between males and females reached 2.32 women to work, the desire to work is still in higher education, i.e. the percentage of low, and the unemployment rates among females enrolled in higher education was females are higher than males as it reached twice that of males (UNESCO, in English, 28.1% for females, compared to 7.8% for 2010). This may be a result of the fact males in 2009.21 that some males after secondary school Despite quantitative efforts in developing join security institutions and the army the ability of Emirati women, especially and then higher education, while others in the Àeld of education, they have not prefer working in general companies and contributed largely to changing social especially petroleum companies. Also, a situations and values. The greatest Despite quantitative number of males travel to study abroad constraint on female participation in the efforts in at the expense of the government. It is Àeld of work and development in general developing the obvious that some males do not have the has been the cultural and social dimension. same reasons to be educated as females. Despite calling for equality on several levels, ability of Emirati The UAE community, since culture and social customs stand in the way women, especially independence, has witnessed social and of achieving that. The UAE is still obvious in the field economic advancements brought about as a male-dominated community, which of education, by applying developmental plans that have overshadows women’s achievements. Also, they have not resulted in a change in the demographic, the participation of men in family life in social, economic and political characteristics terms of social upbringing is commonly contributed largely of citizens. These developmental low, and hence, women have to bear more to changing efforts contributed to the increase in responsibilities than men towards the family. U A E
social situations CASE STUDY the participation of women in human Changing the stereotypical roles imposed and values development in general. Providing equal on women by society social structure opportunities for learning and increasing requires changing more attitudes in the opportunities for work and economic responsibilities of public and private life activities were among the most important and deepening the idea of equality between factors for enabling women and increasing men and women inside and outside the their participation rate. Supporting the home (Abdullah Lo’lo’ and Amna Khalifa, process of enabling women was also in Arabic, 1996). in the statements made by the highest The gender parity index reached 1.03 leadership levels in the UAE. The UAE in secondary education, i.e. the number of government took steps that decreased the females enrolled in secondary education gap between men and women within the approximately equals the number of males labour market. It issued laws in the middle and even exceeds it slightly (UNESCO, of the 1990s and adopted international English, 2010). The number of females treaties calling for women’s rights for equal at the university was also more than the treatment to men (CEDAW Data). The number of males (The gender parity index UAE constitution also ensures equality was between 2.32). Although women among all citizens, and labour laws reject proved they are equal to men, society still gender discrimination. In accordance with sees some jobs and professions, especially the constitution, women have the right to political work and executive posts, are Àelds education, health, and social care as well only for men in which women rarely have
UAE CASE STUDY: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 323 a role. The increase in female participation perspective that the Emirati woman lacks in economic and political Àelds means the experiences and skills required to more preparations for the knowledge work in leadership positions, or that she society that is based on the participation refuses to participate in these positions. of all members of society, especially male However, there are some women who and female youths. work in leadership positions in the UAE. The discussion over women’s affairs in Therefore, it is important that policies the UAE is a difÀcult matter due to the related to the increase in the participation imposed restrictions on women that are of women politically include activities for rooted in Islamic traditional explanations building the capacities of women. The and the tribal culture of society (Hend Al General Women’s Union implemented Kassemy, previous reference). There are some of these activities in the UAE for a no independent associations for human number of women over the past few years. rights of women in the UAE that work on We can say that although four decades the issues of gender equality. There is the have passed since the application of General Women’s Union and associations developmental plans in the UAE after There is a deeply in all emirates except Fujairah. This union independence in 1971, the Emirati woman rooted perspective contributes to caring for women and the still has much to do to be able to participate that the Emirati family socially, culturally, and medically; it comprehensively in developmental woman lacks the also plays a great role in issuing civil law. processes, social participation and becoming experiences and The UAE occupies the second level involved in the knowledge society. If among Arab countries according to females, whose number is approximately skills required to the Gender Parity Index, developed twice that of males in university education, work in leadership by the UNDP, while it comes in 45th would prefer to stay at home and not work, positions, or internationally in accordance with the or the family or husband prefers that, this 22 that she refuses Human Development Report 2010. The will exclude a large percentage of females value of this Index reached 0.464, close to from becoming involved in the knowledge to participate in the global average 0.56,23 referring to the society. these positions fact that the gap between men and women There is another dimension that should in the Àeld of human development is be taken into consideration when dealing generally low in the UAE, especially in the with the issue of women and the family. Àeld of rights relating to education, health, Emirati families, as a result of economic and a decent life. Women contributions changes, have undergone changes in values. to the National Federal Council (the The Emirati woman, either as an employee Legislative council) reached 22.5% of or a housewife, prefers to depend mostly the total seats in 2010.24 Although this on servants inside the home, and this number may be seen as acceptable, there negatively affects the members of the family are some factors that decrease the level and decreases the time for communicating of female political representation, such as with children. This is especially so if the the cultural attitudes and the stereotypical mother depends on servants for caring for concepts about the role of women in the and raising their children who are not often process of enabling them to participate. aware of the culture, customs, traditions, Some sectors still believe that the role and language of the society. They are even of women is limited to caring for their often not qualiÀed or not well-trained to families and raising children; they also deal with children at this age. This matter believe that they may work in some jobs inÁuences the mental, psychological, that are considered complementary to and social development of the child and their roles in care, such as teaching and threatens growth, especially in the Àelds of nursing (the United Nations and Arab language and culture. League, 2010). There is a deeply rooted
324 ARAB KNOWLEDGE REPORT 2010/2011 MEDIA AND PREVAILING thinking structure and approaches. A VALUES OF THE FUTURE study (Ahmad Sulaiman Al Humadi and GENERATION Abdulaziz Abdulfattah, in Arabic, 2008) concluded that Arab youth are living in a It is certain that the future generation is the state of social and political expatriation, fastest developing social group, and youth that is clearly apparent in their political between 15 and 20 years old are half the attitudes, and in the frustrations they population of developing countries. They experience as a result of the political not only represent the future, but also the reality in Arab countries. The study found present. As a consequence of globalisation that the domination of the Western and technological advancement, it is media is one of the main reasons for presumed that communication with them the state of expatriation experienced must increase, because their votes affect by youth. The Arab youth, including and are affected by achieving development Emirati youth, obtain knowledge from a and change. unilateral source, through depending on The school has always been the Àrst information broadcasted by the media, Emirati youth in the source of knowledge in the 20th century, while at the same time ignoring reading world of satellite and teachers are still the main sources for as a source of knowledge. The study channels and the spreading knowledge. People depended concluded that the technological aspect, on schools as a main source for knowledge like the internet and TV, is the dominant internet, like all about the world. Today, modern media factor controlling the youth’s daily life, as Arab youth, are has been developed, and its technology they dedicate the majority of their time subject to changes was advanced to the extent of making its to them, which emphasises the control in culture, factors own educational environment, declaring of the media over the youth as a main the end of an era in which educational source of knowledge. The most ominous and changes institutions monopolised the spread of conclusion of the study is the dominance that reflect their culture and knowledge. Most communities of a foggy view towards the future of the thinking structure now witness strong and public competition nation and the Arab world, creating fear and approaches between both educational and media and psychological disturbance among the U A E systems. Educational studies conducted Arab youth. The major challenge faced by CASE STUDY by UNESCO on the rates of watching instructors is how to deal with the rapidly TV among Arab children indicated that advancing production of media and how children before 18 years of age spend to beneÀt from these tremendous means 22,000 hours watching TV compared to in instilling moral values that create 14,000 hours the child spends in school immunity in children, enabling them during the same stage (Amani Tufaha to differentiate between good and bad and Lara Hussain, in Arabic, 2010). programmes. In this way, children can This results in many cultural, health, select the programmes that will develop knowledge and social consequences. We their senses and capabilities and drive cannot deny the role played by the media their energy. Using media for instilling and the effect it has on forming society values and searching for media substitutes structure in different groups, especially directed at children, the future generation youth. Therefore, media institutions and youth within the framework of a have a responsibility which is of the strategic plan uniting the efforts of family, same importance that of educational school, clubs and other institutions, is institutions, and maybe even more. the strongest guarantee that will lead Emirati youth in the world of satellite to protecting our generation from bad channels and the internet, like all Arab inÁuences, taking into account the impact youth, are subject to changes in culture, brought about by the surrounding sphere factors and changes that reÁect their (Ali Al Rasheed, in Arabic, 2009).
UAE CASE STUDY: PREPARATION INSTITUTIONS AND THEIR ROLE IN PREPARING THE FUTURE GENERATION 325 SOCIETAL CULTURE AND young, to enable them to communicate PREPARING THE FUTURE with others and learn the cultures of GENERATION the world particularly at a time when English is considered the language of the The prevailing societal culture consists knowledge society. Some studies indicate of several aspects, of which the most that the concept of national identity has important in Arab and Islamic communities witnessed a crisis among the Emirati youth are religion, language, norms and values. as a result of changes and challenges in Religion is a main source of values to the social, cultural and economic world. It community individuals with an interest can be summarised in the existence of a in education and encouraging children plurality of cultures, media openness and and youth to join educational institutions. accelerated technological development There was “Al Kutab”, “Al Mutawea” or “Al in the real society within the UAE. The Mutaweah” in the past; where children were political government and political decision- taught to memorise the Holy Quran and makers became aware of the crisis of the Language is the learn the community’s cultural habits and national cultural identity in the country; values by Al Mutaweah, as he is considered hence they have worked on developing vessel through to be the best model for children and future programmes and plans aimed at which the youth. maintaining the national identity among community’s Language is the vessel through which Emirati youth. Therefore, the Emirati cultural habits the community’s cultural habits and Youth Forum, Arab Youth Forum, TV and values are values are transferred, and which exhibits Programme for Youth, Youth Culture its identity, maintaining the mother Forum, Shura Council of Youth were transferred, and tongue which is Arabic in the UAE and organised as examples of some activities which exhibits maintaining the community’s identity and and programmes implemented by youth its identity, culture. Regarding the nature of the UAE and playing a great role in instilling maintaining the community and its population structure, local culture and national identity in the there has been an increase in the percentage UAE. (Ahmad Sulaiman Al Humadi and mother tongue of expatriates (approximately 88% of Abdulaziz Abdulfattah, in Arabic, 2008). which is Arabic UAE residents) whose numbers exceed in the UAE and the number of native citizens. With the CONCLUSION maintaining the different nationalities and languages, the effect of these languages and cultures on From the previous analysis, it is obvious community’s the community’s own language and culture that the Emirati future generation is subject identity and culture must be taken into account. Maintaining to many cultural and social factors that the Arabic language has become a political accompanied the oil breakthroughs and its and social requirement to avoid total consequences on the abundance of funds dependence on other languages which and changes in social and developmental would weaken the original language and structures. The atmosphere of openness consequently the community’s culture. and diversiÀcation prevailing in the UAE This is especially so when children is a real opportunity for the Emirati future start to learn different cultures that are generation to be widely involved in the reÁected in their behaviours, taking into knowledge society if they are equipped consideration that the UAE is open to with the proper skills and inherited values. the world economically and culturally and has attracted many foreign companies and corporations, particularly in Abu Dhabi and Dubai. This can also be emphasised by the necessity of learning other languages for individuals, especially the
326 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-4 EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY
INSTITUTIONAL STRUCTURE to employees, making some persons think AND GOVERNANCE that they do not have equal rights. For example, salaries paid to employees in the The institutional system in the UAE enables Àeld of education, especially teachers, are UAE citizens to practice their political and not equal to salaries paid to employees social roles within a social framework that is in other sectors. The UAE constitution based on transparency and objectivity. This provided for equality, social justice, is apparent in the rights enjoyed by citizens security and relief, equal opportunities for in the different social, economic, cultural all citizens, consolidation, and compassion and health Àelds, which strengthens their and trust (UAE constitution, 1971). Hence, sense of afÀliation and the way they care their afÀliation to their country rates about, protect and defend their country. highly, and this clearly indicates their love Feeling of loyalty The UAE’s constitution protects the rights for home and desire for protecting it and and affiliation is of of citizens and allows them the freedom maintaining its gains. This feeling of loyalty great importance of self-expression, political participation, and afÀliation is of great importance for for the youth, freedom of establishing social and the youth, because they will be members professional organisations and practicing who participate and affect their society because they U A E different activities according to customs with love and a true desire for giving. will be members CASE STUDY and traditions and rules recognised by the who participate society. FREEDOM AND POLITICAL and affect their PARTICIPATION CITIZENSHIP society with love Freedom and political participation in the and a true desire The main element of the concept of UAE shall be considered in terms of two for giving citizenship is national afÀliation, which dimensions. The Àrst is liberal democracy, can only be achieved when one feels that i.e. the extent to which political freedoms they are part of the society and entitled are allowed by the political system, such as to guaranteed rights. To build this feeling freedom of expressing political opinions in of citizenship, the means of a decent life different ways and the freedom of forming must be available to individuals within their political groups and participating in them. society, their privacy must be respected The second dimension is democratic rule, and their rights and freedoms shall not be which includes the extent to which people can violated. The concepts of citizenship and elect leaders and the extent of accountability the citizen seem to exist in the UAE as of a government. Although the UAE does citizens enjoy all the rights that guarantee a not have political parties or trade unions, decent life for them. Despite rights that are the system permits the establishment of guaranteed for all, there is a slight difference social, cultural and health organisations among institutions regarding salaries paid and associations. The Ministry of Social
UAE CASE STUDY: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 327 Affairs also supervises NGOs, human rights give youth the opportunity to participate associations and child protection agencies as and express their minds freely and develop well as various educational institutions. The and strengthen their skills and capabilities UAE constitution guarantees a set of rights in understanding the co-existence within and freedoms, such as personal freedoms society. and the right of the individual to be protected from unlawful arrest, inspection DEMOGRAPHIC or detention (Naji Sadik Sharab, in Arabic, ENVIRONMENT 1983). The constitution also guarantees citizens freedom of expression and opinion, According to population statistics which are both important requirements for (National Centre for Statistics, 2009), the young people to be able to communicate, UAE’s population reached about 8.26 have self-esteem and the ability to be million in 2010. The Emirati society is responsible, which are characteristics of the considered a young society, as young knowledge society. people constitute a large percentage. In 2010, those under 25 made up 34.6% National social SOCIAL AND PROFESSIONAL of the total population (nationals and work is of great ORGANISATIONS expatriates). The percentage of young people to the total population of Emirati importance within National social work is of great importance citizens only was 63.7%. Expatriates in the the UAE. As a within the UAE. As a community UAE make up approximately 88%25 of the community living living in solidarity and cooperation, it population. in solidarity and continuously seeks to provide services Despite the developmental roles and help communities and individuals. It played by expatriates in the society, the cooperation, also encourages the state to establish such state began to think of balancing the it continuously organisations and associations, with the population structure and relating it to seeks to provide conviction of the role they play in providing the labour market. The state started services and help support and social, health and cognitive ‘Emiratisation’ projects for jobs provided care, which, in turn, supports the roles by private sectors for achieving social and communities played by formal institutions. Civil society economic developments. At the same and individuals organisations are diverse in the UAE with up time, this development was limited to a to 133 associations (The Ministry of Social political framework that maintains the Affairs, 2010). The nature of activities and identity of the society while not harming programmes created by these associations the population structure. varies. Some are interested in human, cultural, educational, professional, folklore, theatre, LABOUR MARKET women or community affairs. On the other hand, there are many professional associations Since the 1980s, UAE has witnessed a in the UAE that play different roles according remarkable increase in foreign labour rates to the nature of their Àeld, such as socialists, that form a large percentage of workers lawyers, teachers and doctors, protection of within the state (72.6% in 2004). However, the Arabic language association, friends of over the last two decades, there has been the environment and others. an increase in the participation of Emirati However, the majority of these societies, citizens in the workforce, as the percentage in addition to dealing with charitable increased from 20.7% in 1995, to 26% services, also deal with the issues of human in 2005 (Gonzales and others, English, development and the empowerment of 2008). The factors that lead to such an youth and women in particular, which are increase of women’s participation in the important matters in preparing youth for the labour market. This increase is attributed knowledge society. Such organisations also to many factors; a change in social attitude
328 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-4-2 Population hierarchy in the UAE
85+ 80-84 75-79 70-74 65-69 60-64 55-59 50-54 45-49 40-44 35-39
Age Group 30-34 25-29 20-24 The government 15-19 51.2% 10-14 has made serious 5-9 endeavours to 0-4 organise the Males Females workforce and set legal controls Source: U.S. Census Bureau database (U.S. Census Bureau) http://www.census.gov/ipc/www/idb/groups.php dated May 30, 2011 Source: The National Centre for Statistics, UAE, www.uaestatistics.gov.ae on May 30, 2011. that protect the labour market from to work, economic needs and the increase citizens in government institutions only, great numbers of women’s participation in education. limits the ability of future generations to that can affect The government has made serious get involved in certain economic areas they
the quality of the U A E endeavours to organise the workforce and think do not have any value. Most ominous is set legal controls that protect the labour the low number of Emirati citizens who are foreign workforce CASE STUDY market from great numbers that can affect working in medicine, engineering, sciences, the quality of the foreign workforce. agriculture and industry. The percentage This must be consistent with the stage of of those enrolling in engineering and development the state undergoes. scientiÀc subjects was 20.93% in 2007.26 An increase in the foreign workforce Work related to science and maths is not in the UAE may be due to the absence of motivating (Assunta Martin, 2003). All these educational and technical qualiÀcations matters have negative effects on all aspects among Emirati citizens and from their of development and convert the society to reluctance to work in some Àelds, such as a productive knowledge society instead of building and craft. Many Emirati citizens being a consumable one. This affects the believe that they must work in certain ability of the future generation to move Àelds, mostly in governmental institutions, towards participation in the knowledge where the majority of them (61%) work in society. management, defence, and social security, compared to 5.3% who work in productive RAISING THE STANDARD OF sectors, such as mining, processing industries LIVING AND ERADICATING and agriculture (National Centre for Statistics, POVERTY 2009B). This is a negative indicator towards accelerating community conversion to the With the diversity in income resources, knowledge society. The work of Emirati searching for alternatives, developing human
UAE CASE STUDY: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 329 resources and transferring technology put their lives at risk. It also conÀrms the use, the UAE has accomplished much in country’s desire to enable them to enter maintaining the proper living standard into the knowledge society. for its native citizens and a large percent of expatriates. According to the Human INSTITUTIONS SUPPORTING Poverty Index, Emirati citizens enjoy better THE PREPARATION OF THE life opportunities than citizens in the rest FUTURE GENERATION FOR of the Arab countries; the value of the THE KNOWLEDGE SOCIETY multi dimentional poverty reached 0.002% in 2008.27 This may in part result from One of the most important pillars of focusing on implementing developmental the knowledge society is the presence of projects by the government in social and strong institutions and a solid network educational care and health, and in part to of communications that connects these the increase in the per capita income. institutions in order to concert efforts One of the most towards the proper environment for important pillars HEALTH SAFETY establishing the knowledge society and of the knowledge providing all possible means to the future The level of expenditures dedicated to generation to enable them to contribute society is the health care are high, as it reached (8.7%) of effectively to that society. This appears in presence of strong total general governmental expenditures.28 many institutions that are specialised in institutions and a Everyone in the Emirates has access to an preparing the future generation. solid network of improved source of water. The state also The Ministry of Social Affairs is one of established a wide network of hospitals and the ministries that have a direct relationship communications health centres that ensure comprehensive to providing services to the society and that connects these health care in all stages and specialisation education, due to its close connection institutions in order throughout the country. to providing specialised and multiple to concert efforts services for many categories within the towards the proper IMPROVEMENT IN MOTHERS’ society starting from childhood to old HEALTH age. Also, the Ministry of Social Affairs environment for is the formal body responsible for many establishing the The state gives special attention to categories, including centres for caring and knowledge society improving maternal health, as this issue rehabilitation of the physically challenged has positive and effective return on the or people with disabilities. The Ministry improvement of society as a whole, and provides specialised services in social in particular the health of children and security to achieve economic security to adolescents from birth. Therefore, the help the needy and provide proper living country expanded the establishment of standards for them. The Ministry works gynaecology and obstetrics departments to raise community awareness for social within hospitals. According to the protection. It also prepares programmes Millennium Development Goals of the to protect the youth from delinquency, UAE (2007), the maternal mortality rates treats delinquents, confronts juvenile social have decreased since 2004 to 0%, while the problems, as well as reforms individuals, delivery rate under physician supervision helps released prisoners and provides was 100%. Providing health security is one care for orphans and neglected children. of the important and necessary indicators As an amalgamation of various women’s for maintaining the public health of the societies, the Women’s Federation aims to society and especially the future generation. provide social services and activities and This indicates the care of the country for provide women the opportunity to play its citizens and for providing them with a a role within the family and society. The life free of disease and epidemics that can Women’s Federation and its societies hold
330 ARAB KNOWLEDGE REPORT 2010/2011 forums, lectures and competitions and curricular activities, through which they aim organises exhibitions and celebrations, as at helping these children gain a set of life well as exchange visits and trips. It also skills that are necessary and complementary contributes to the educational and social to leadership and personality building. Their activities concerned with motherhood activities focus on skill and kinetic aspects; and childhood within the state. Individual they also aim at achieving their desires activities may be the prevailing characteristic and needs through providing attractive of these societies that do not depend upon and developed programmes that take into a strategic plan, throughout the country, consideration age requirements with the and don’t have a clear vision for roles proper attitude. This process of discovering and activities that must be conducted for the skills and capabilities of talented and achieving comprehensive and sustainable distinguished people is an important part of development for women and the family the centres’ activities. in the UAE that can lead them later to be In conÀrming the integration of the participants in the international knowledge different categories of community in society. the processes of preparing and enabling, Many public and private institutions the Zayed Higher Organisation for Many public and and bodies have been constructed in the Humanitarian Care and the Sharjah country for supporting, preparing and Organisation for Humanitarian Services private institutions enabling the youth. The list also includes provided training, education and and bodies have family development institutions that are employment services for hundreds of been constructed concerned with all matters related to family disabled individuals and orphans of in the country development and care; it also includes different ages. They did so by providing a society development authority which these services within different educational for supporting, works to transform the emirate of Dubai institutes and departments, as well as preparing and into a better place for living for the current through education, culture and social enabling the youth and future generation through working on services. This was done by communicating achieving sustainable social development. with the different sectors of society, The Supreme Council for Family Affairs such as local departments, hospitals and U A E in Sharjah aims at promoting the sound national societies. CASE STUDY and integrated building of the future The General Authority of Youth & generation’s personality within the family Sports Welfare is the formal body for and enabling the disabled and people implementing the country’s sports policy with special needs to be involved in the socially and culturally in accordance knowledge society. Children and girls’ with Islamic religious principles, moral centres work under the supervision of the values and national goals. The authority Supreme Council for Family Affairs in generally focuses on Àtness and sports. Sharjah and are interested in developing However, there are no specialised sports children/girls and providing them with establishments for the sports federations. the proper climate for innovation and In addition, the sports establishments excellence in the cultural, educational, are not equally distributed throughout informative and technological Àelds. It the country; the sports culture of the also gives great attention to deepening and individual is fragile in society, and customs strengthening religious motives, supporting and traditions impose constraints on cultural identity and motivating elements women participating in sports. of educational and critical thinking and We conclude that the existence of developing skills and talents. different institutions that provide various These centres care for the age programmes and projects is of great category 12-18 years using an educational importance, as these institutions are methodology based on attractive extra- considered enabling environments for
UAE CASE STUDY: EFFECTIVE ENABLING ENVIRONMENTS FOR PREPARING THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 331 the individuals of the society, especially interact with the issues of the society, as for the future generation. Consequently, well as integration into society’s different they contribute to drafting the knowledge aspects of life. society. However, it is clear that they lack the In the Àeld of child care rights, the comprehensive vision for establishing the state generally focuses on protecting all knowledge society. Also, there is no single children’s rights, either for UAE nationals comprehensive approach for connecting or for expatriates, based on Islamic the work of institutions; otherwise, there is legislation guidelines, Emirati society some discrepancy in the events held either traditions and international laws. Laws in terms of dates or the issues discussed, in and legislation were enacted to guarantee addition to the inequality in the distribution protection of child rights, fulÀl all the main of work and the allocated budgets of the requirements of life and protect children geography of the UAE. against exploitation and violence in all forms, including trafÀcking, maltreatment LEGAL AND LEGISLATIVE and psychological and physical abuse. ENVIRONMENT Severe penalties were imposed on anyone who committed such acts. The UAE takes Law and legislation Law and legislation are the main elements pride in the success it has achieved in the for securing the required freedom to access elimination of all forms of discrimination are the main the knowledge society, as knowledge against children, and females enjoy the elements for can only be achieved with the guarantee same rights and legal and social protection securing the of laws for the freedom of knowledge. as males (UAE constitution, 1971). required freedom The UAE’s constitution includes articles The UAE has made great advancements to access the that emphasise the value of education in establishing enabling environments. and the responsibility of the country in Prevailing laws and systems supports the knowledge society, this regard. The constitution contains process of preparing youth and conÀrms as knowledge important provisions that guarantee the the necessity of achieving it, while current can only be free education of children. Article 17 of institutions, either governmental or national, achieved with the the constitution emphasises education provide the supporting institutional as a main factor for the development of framework. Financial resources also guarantee of laws society. It is mandatory in the primary allow action without material constraints. for the freedom stage and free in all stages within the However, the question is to what extent these of knowledge federation. Federal laws give the Ministry environments, whether on the institutional or of Education the mission of spreading and organisational level, are effective in achieving providing education for all citizens, making the aspired goal of preparing the future it mandatory in the primary stage and free generation for the knowledge society. This in all stages within the federation. It obliged is especially important with the existence of the Ministry to develop educational plans, various bodies, visions and activities without prepare school curricula, create exams and a plan to effectively organise or coordinate develop illiteracy elimination programmes, their activities. Reference must be made here as well as establish and supervise schools to the biggest challenge, i.e. how to motivate and vocational, industrial, agricultural and the future generation to obtain the beneÀts university institutes. Ministerial decrees provided by these environments. were also issued regarding the educational system and mandatory education within the country’s schools. It is certain that the constitutions and countries laws, including articles, consider supporting and enabling environments to be important for all society’s individuals to participate and
332 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-5 FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD STUDY RESULTS
INTRODUCTION in Abu Dhabi and Dubai schools was used as the general methodology of the report This chapter provides an overview of the results of (See Chapter Five of the general report). the Àeld survey conducted in preparing the UAE According to the nature of the leading case study. A sample of the future generation, case studies and taking on board what was under 17-18 years of age, who completed the implemented in other case study countries, eleventh grade in Abu Dhabi and Dubai was a random sample of 1,375 male and female surveyed. These students represent the product students meeting the following criteria was The field studies of the educational process before university. They drawn:29 aimed to find to also represent the higher category of the ‘future They had to be students in a secondary generation’ group adapted in the Arab Knowledge school in Abu Dhabi or Dubai. what extent the Report 2010/2011, under the age of 18, which They had to have completed the youth participating represents about half of the population in the eleventh grade and are now in the in the study UAE. twelfth grade. possessed the The Àeld studies aimed to Ànd to what extent the The sample must cover the available youth participating in the study possessed the talents study specialisations (scientiÀc and talents and and values related to the cognitive, conative and social literary streams). values related to dimensions of the personality, which are required The selected sample shall consist of the knowledge, for accessing to the knowledge society. The study also males and females. U A E moral and social CASE STUDY sought to collect the opinions of those students about The members of the sample must be their surrounding environments. This chapter also UAE citizens who study in private and dimensions of the discusses the results of the survey of participating public education.30 personality, which students’ teachers and analyses their attitudes and are required for opinions on enabling environments for students within DESCRIPTION OF SAMPLED accessing to the the school. This chapter also examines educational STUDENTS knowledge society. practices and methods, as well as teachers’ attitudes on the issues that may contribute to preparing youths A sample of students was drawn according to be involved in the knowledge society. The research to the data approved by the Ministry of was expanded to include a larger group of relevant Education, with explanations about the stakeholders; hence this chapter offers the opinions number of students and their educational of a group of specialists and decision-makers in the specialties. UAE on the same issues that were expressed in a The sample included 23 schools in workshop in which they participated. Abu Dhabi and Dubai. The number of students sampled was 1,375, with 629 male FIELD STUDY SAMPLES students and 746 female students from the scientiÀc and literary streams. 64% per cent RANDOMLY SAMPLED of the female students and 73% of male STUDENTS students studied scientiÀc subjects. This is consistent with the study community Random sampling of twelfth grade students which tends to the scientiÀc specialisation
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 333 more than the literature one. social skills. Each skill was measured according to a set of sub-skills with a score TEACHERS SAMPLE ranging between 0 and 25. Students were required to score 12.5 to indicate their A random sample of Emirati and foreign possession of the sub-skills. teachers was taken. It consisted of 138 teachers working at the schools from which COGNITIVE SKILLS the sample of students was surveyed. They were asked about their opinions regarding Cognitive skills consist of four sub-skills: the teaching profession, as well as to searching for and processing information, deÀne their view on their surrounding written communication skills, problem environments and to what extent they solving skills and use of technology skills. support or hinder their efforts to prepare The maximum score for possessing the Despite the fact the future generation. skill was 100, and the minimum score is that females 50. Below are the results for aggregate outperformed males EXPERTS AND DECISION- cognitive skills. and the difference MAKERS SAMPLE Table 2-5-1 shows that the total arithmetic mean of the cognitive skills is was statistically A brainstorming workshop was organised 32.91, which didn’t exceed one third of the significant, they that included approximately 41 experts minimum score. The low value of standard did not receive the selected from different scientiÀc and deviation along with the low averages of required minimum cognitive specialisations from both the males and females are indicators of the low public and private sectors. The workshop levels of cognitive skills among males and score of 50 to was organised to discover their opinions females. The table also indicates that no possess aggregate and attitudes regarding the most important student received a score higher than 72.5. cognitive skills issues for preparing the future generation Despite the fact that females outperformed to effectively participate in the knowledge males and the difference was statistically society, as well as to deÀne the shortfalls signiÀcant, they did not receive the required they think hinder this goal and suggest minimum score of 50 to possess aggregate ways for overcoming them (a list of the cognitive skills. The weakness in these names of participants in the workshop is skills may be attributed to a shortfall in the included in the appendix). educational system that is unable to prepare the environment that strengthens the ability FIELD STUDY RESULTS to obtain the required cognitive skills to spread a knowledge culture among students SKILLS and to deal with knowledge as a necessity of life. In other words, the reasons for this Students’ skills were tested through weakness may be attributed to the nature of measuring their cognitive, conative and the curricula and educational culture or the
TABLE 2-5-1 Results of aggregate cognitive skills (Total scores range from 0 to 100)
31 32 Statistical Average (Arithmetic mean) Standard deviation Lowest Highest Standard differences score score Males Females Total Males Females deviation 33 between males and females * 28.24 36.87 32.91 10.71 10.72 11.54 3.61 72.45 In favour of females
* At significant level 0.05
334 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 2-5-2 Results of detailed cognitive skills (Total scores range from 0 to 25) Standard Statistical Arithmetic mean deviation Standard Lowest Highest differences deviation score score between males and Males Females Total Males Females females Information 8.62 10.52 9.65 3.69 3.5 3.71 0 20.24 In favour of females searching Written 2.91 6.77 5 4.05 5.74 5.39 0 25 In favour of females communication Problem solving 5.15 6.9 6.09 3.75 3.67 3.814 0 22.22 In favour of females Use of technology 11.55 12.16 12.15 4.3 3.47 3.92 0 22.13 In favour of females methods and techniques used in education. exceeds the arithmetic mean value of this Figure 2-5-1 and Table 2-5-2 indicate skill. Student performance was slightly that there are weaknesses in all cognitive higher in the problem solving skill (6.09), skills, as the average of any cognitive skill than in written communication. However, did not exceed the required minimum performance was still very low with score of 12.5. Results showed a genuine homogeneity among students being weak discrepancy in the levels of possession of in this skill. Performance in the problem these skills. The written communication solving skill increased by 3.5 marks to 9.65. skill was the weakest with an average score As for the use of technology skill, it is of 5, and about 20.7% of the students the best skill among UAE students, as the sampled did not receive any score in this average of this skill was approximately 12.15 The written skill. However, ironically, this skill is the of the required minimum score. Females communication skill only one for which students received a outperformed males in all cognitive sub- was the weakest Ànal score, even though the percentage was skills with statistically indicative differences; low, i.e. 0.4%. This indicated variation in the greatest differences were in written with an average U A E students’ scores. The same was conÀrmed communication skills, as the average of score of 5, and CASE STUDY by the standard deviation value that males was (2.91) and females (6.77). about 20.7% of the students sampled FIGURE 2-5-1 did not receive any Comparison of average (arithmetic means) of cognitive skills for total sample score in this skill (males and females)
25 22.5 20 17.5 15 The required minimum score 12.5 10 12.15 7.5 9.655 5 6.09 2.5 5
Students' scores out of 25 0 Information Written Problem solving Use of Technology searching communication
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 335 The weakness in students’ cognitive who solves the problem on their behalf. skills is certainly related to the failure of Students’ preference to use technology the educational system that helps them skills other than cognitive skills conÀrms acquire such skills. This has resulted from that the educational system provides the fact that school curricula and activities the infrastructure required for obtaining are not prepared in such a way that allows knowledge by providing high quality students to gain such skills. Despite taking learning tools consistent with the prevailing into consideration educational activities use of this technology in society by most and research in assessing students’ scores, individuals, either at the level of the family particularly in the secondary educational or society through computers or mobile stage, what is really happening is copying phones. However, possession of this skill and pasting information or even asking does not mean that students will be qualiÀed for help from centres specialised in enough for accessing the knowledge preparing research for students. It is society because they may be consumers of What happens worth mentioning that the development knowledge products. There also should be outside school of curricula to activate such skills is integration between other cognitive skills in may greatly confronted by the student’s learning culture addition to the technology use skill. affect the level and teaching methods which are mostly What happens outside school may traditional. It is still thought that the test greatly affect the level of the student’s of the student’s score is the only measurement of learning. knowledge. Therefore, we should not knowledge. Therefore, the culture of repetition and limit ourselves to the skills of searching Therefore, we memorisation prevails. Also, weakness in for information, written communication should not limit the written communication skill is a result and problem–solving as those only of not paying enough attention to training gained in school. The various enabling ourselves to the students on various writing types, giving environments in the society such as skills of searching them the chance to select subjects related to institutions and bodies must collaborate for information, the subject materials and instructing them to support the development of the young written to write about themselves and discuss their generation in these skills. The same was communication and work with their classmates. This weakness referred to previously when discussing the may be also attributed to the volume of programmes and activities of institutions problem–solving curricula that does not allow this, and it and bodies and their role as enabling as those only may also be attributed to the instructional environments. gained in school educational system which is adopted by Considering the scores of the female a large number of teachers. It is certain students participating in this study, the that the nature of teaching the Arabic difference between their results and those language is another constraint, as Arabic of the male students gives an accurate language curricula use a classical language description of the actual differences and vocabularies that students do not use between females and males in UAE in their daily lives, which makes using it society. Females were more successful in in written communication very difÀcult. all cognitive skills than males, especially in Thus, the mission of the teacher is often the skills of information processing and for students to memorise vocabularies and written communication, i.e. females are grammars for passing exams. Regarding interested in and beneÀt from education problem-solving skills, they already exist more than males. The same was also in the curricula. However, their application emphasised by examining the results is often not related to the problems the in the Ministry of Education, which student encounters in life. So, students indicated that females are more successful may be asked about a situation they have in education than males. This may also be not faced before, and hence cannot give an clear through the increasing numbers of answer except by asking a family member females joining university.
336 ARAB KNOWLEDGE REPORT 2010/2011 Students’ readiness in terms last two skills, we note that about 90% of of cognitive skills students are still in the Àrst half of the scale. A closer investigation demonstrated We notice that most students fall into the that only 41 students, i.e. approximately second half of the readiness scale, i.e. their 3%, fall in the category of ‘not ready’ in all abilities are not sufÀcient to respond to the skills, while no student reached the level of requirements of the knowledge society. readiness in all skills at the same time. Considering aggregate cognitive skills, we found that 26.8% of the surveyed students CONATIVE SKILLS do not have the minimum score required to become involved in the knowledge society. Conative skills consist of three sub-skills, 65.1% of students are in the early stages for i.e. the skills of self-esteem, learning gaining readiness, i.e. approximately 92% motivation and future planning. The of students are below the required level. maximum score was 75, and the supposed 8% of students are the only ones who fall minimum score for skill possession in the top half of the readiness scale,they was 37.5. Below is an illustration of the are in the process of gaining readiness aggregate results of the conative skills. potentials, which was not reached by any Table 2-5-3 indicate that the situation The situation of of the other examined students. of the conative skills is better than that of the conative skills By comparing the levels of readiness the cognitive skills, as students exceeded among the four skills, we note that the position the minimum score for possessing the is better than that of the use of technology skill, followed aggregate conative skill with 3.5 marks. of the cognitive by the skill of information processing, is The standard deviation value indicates that skills, as students relatively better than the problem-solving there is no variation in students’ answers. exceeded the and written communication skills. For the Results also indicate that no student minimum score for possessing the FIGURE 2-5-2 aggregate conative Students’ readiness in terms of cognitive skills U A E
skill with 3.5 marks CASE STUDY
Aggregate cognitive skills
Use of technology
Problem solving
Written communication
Information searching
0% 20% 40% 60% 80% 100%
Aggregate Information Written Problem Use of cognitive searching communication solving technology skills Not ready (less than 25% of total score) 20.8 69.4 60.5 7.6 26.8 In early stages of being ready (25% to 50% of 56 19.5 34.5 44.1 65.2 the score) In the process of being ready (50% to 75% of 22.8 8.3 4.7 44.3 8 the score) Ready (75% or more of the score) 0.4 2.8 0.3 4 0
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 337 TABLE 2-5-3 Results of aggregate conative skills (Total scores range from 0 to 75)
Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females 38.91 42.96 41.1 15.10 11.89 13.6 0 66.77 In favour of females
received the full score, where the highest respectively. These skills are the highest score was 66.77. As with the cognitive sub-skills of all the cognitive, conative and skills, we notice that females also were social skills. The difference in both skills more successful than males in aggregate is also not statistically signiÀcant for males conative skills, and this difference was and females. On the contrary, we note that statistically signiÀcant. the skill of future planning is one of the Students’ possession of conative skills weakest sub-skills not only at the level may be attributed to three reasons: Àrst is of conative skills, but also at the level of The reasons for the culture of UAE society, which instils cognitive and social skills. 24.7% of the positive self-esteem in the future generation a sense of pride sampled students received a score of 0, in their national identity and the family, which is a high percentage compared to the and educational which raises students to have self-esteem. other sub-skills. Despite a similarity at the motivation are The second reason may be the fact that low levels, females achieved a statistically attributed to social students feel that their future and rights as indicative difference over males in this upbringing and the citizens will be secured by the government skill. The reasons for positive self-esteem in terms of the availability of employment and educational motivation are attributed public culture within opportunities and a decent life. The third to social upbringing and the public culture the UAE, which reason may be the efforts for developing factors within the UAE, which instils in the instils in the citizen such skills in students through various citizen a sense of pride in their identity and a sense of pride educational institutions. self-esteem. One of the major reasons for in their identity By checking the results of the conative possessing these skills is that the Emirati sub-skills, (Table 2-5-4 and Figure 2-5- student has no fear of the future. The and self-esteem 3) we note that there is a statistically country has made great efforts in securing signiÀcant difference between the skills the future of citizens and enhancing their of self-esteem and learning motivation self-esteem through national initiatives on one hand, and the skill of future for youth employment in the various state planning on the other hand. The skills sectors through ‘Emiratisation’, as well as of self-esteem and learning motivation through adopting some laws, procedures feature high scores for students, as the and initiatives for youth employment in average score for both was 20.73 and 18.82 the private sector. This is in addition to
TABLE 2-5-4 Results of detailed conative skills (Total scores range from 0 to 25)
Standard Standard Statistical Average (Arithmetic mean) Lowest Highest deviation deviation differences between score score Males Females Total Males Females males and females Self-esteem 20.63 20.81 20.73 3.2 2.67 2.91 3.57 25 No difference Learning motivation 18.96 18.72 18.82 3.11 2.99 3.04 2.08 25 No difference Future planning 3.91 5.40 4.72 3.78 4.73 4.38 0 25 In favour of females
338 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-3 Comparison of average (arithmetic means) of conative skills for total sample (males and females)
25 22.5 20 17.5 20.73 18.82 15 12.5 10 The required minimum score 7.5 5 2.5 4.72
Students' scores out of 25 0 Self-esteem Learning motivation Future planning It seems that students’ assurance giving youth the opportunity to enlist from secondary schools have no idea in the police and army, which the youth about the faculty they will join. Therefore, of their future consider a top priority as a future career. transferring from one faculty to another in has positively The possession of both skills may also the Àrst and second years is frequent. The influenced the be attributed to the educational system, educational system does not direct youth skill of self-esteem which instils self-conÀdence, self-esteem during the secondary stage to speciÀc and learning motivation in the future Àelds of study needed by the UAE, such and negatively generation. However, this seems weak as medicine, engineering and science. In influenced the skill with their refusal, particularly by males, some categories, a special culture prevails, of future planning to complete their university education which supports future women’s work in and higher education. The results of the teaching and other Àelds, where there is U A E learning motivation skill were opposite to no direct dealing or interaction between CASE STUDY those of the teachers’ questionnaire. The the two genders. This results in a lack of results were shocking, as a great percentage interest in the family for planning the future of teachers believed that “the care of of their daughters outside the framework students for their study is decreasing day of traditional women’s jobs. The future of after day” (56.8% of them totally agree, the girl is mostly already known in UAE while 34.1% of them somewhat agree), society; she does not need to exert effort in while no teacher refuted this statement. planning her future as it is often associated A great percentage of teachers (52.6% with marriage. Work also comes later, but totally agree) also believe that “material is not necessarily the main incentive for the values prevail over cognitive values for girl’s future. In addition, the decision for the most students” (See Table m2-15 in the girl to join the university is not often taken Appendix). by the family as a result of several factors, It seems that students’ assurance of their such as believing that marriage is more future has positively inÁuenced the skill of important than study and the remoteness of self-esteem and negatively inÁuenced the the location of the university in the future. skill of future planning. This has resulted in the future generation possessing a low Students’ readiness in terms level of this skill. We cannot exclude the of conative skills failure of the educational system to instil such skills in students, as those graduating Considering the conative skill aggregate
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 339 results, we notice that 4.7% of students score of skill possession was 37.5 scores. have the required conative skills, and that The results for aggregate social skills only 8.4% of the students surveyed do not were similar to that of the total conative have the minimum score for the conative skills, while they differed from the total skills that prepares them for involvement cognitive skills. We found that the level in the knowledge society. We also note that, of students in the social skills exceeded except for the skill of future planning, the the supposed minimum score for the majority of students fall within the third possession of these skills, in which the total and fourth levels of the readiness scale. average was 39.17. No student received Referring speciÀcally to ‘readiness’, the full score. Table 2-5-5 shows that there we Ànd that three quarters of the sample are no statistically signiÀcant differences are ‘ready’ on the level of the self-esteem between males and females. skill (75.9%), and approximately half Table 2-5-6 and Figure 2-5-5 show of the sample are ‘ready’ on the level of statistical differences between students’ the learning motivation skill (50.8%). levels in these social sub-skills. The Further investigation demonstrated that participation in public life skill is the the number of students falling within the weakest social sub-skill, as the arithmetic ‘Not Ready’ category in all conative skills mean average was 11.57, which is 1 mark and found only two students, while three less than the supposed minimum limit. This of them reached the fourth level (full is the only skill in all aggregate and sub- readiness level) in all the conative skills at skills, in which males outperformed females Referring the same time. to a statistically signiÀcant degree. As for specifically to the skill of communicating with others, it ‘readiness’, we find SOCIAL SKILLS is similar to the skills of self-esteem and educational incentive with an average of that three quarters Social skills consist of three sub-skills: 16.8. Females outperformed males in this of the sample are the skill of communication with others, skill. The teamwork skill is in the middle ‘ready’ on the level the skill of team-work and the skill of level between the two skills mentioned of the self-esteem participation in public life. The maximum above with an average of 14.17. Females score was 75, and the supposed minimum also outperformed males in this skill. skill (75.9%)
FIGURE 2-5-4 Students’ readiness in terms of conative skills
Aggregate conative skills
Future planning
Learning motivation Self-esteem
0% 50% 100%
Learning Future Aggregate Self-esteem motivation planning conative skills Not ready (less than 25% of total score) 20.8 69.4 7.6 26.8 In early stages of being ready (25% to 50% of the score) 56 19.5 44.1 65.2 In the process of being ready (50% to 75% of the score) 22.8 8.3 44.3 8 Ready (75% or more of total score) 0.4 2.8 4 0
340 ARAB KNOWLEDGE REPORT 2010/2011 Table 2-5-5 Results of aggregate social skills (Total scores range from 0 to 75)
Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females 38.36 40.06 39.17 17.16 17.47 17.43 0 69.84 No difference
Table 2-5-6 Results of detailed social skills (Total scores range from 0 to 25) Standard Statistical Average (Arithmetic mean Standard deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females Communication In favour of 16.34 17.34 16.8 6.30 5.73 6.03 0 25 with others females In favour of Teamwork 13.55 14.73 14.17 6.59 6.73 6.7 0 24.12 females Participation in In favour of 12.06 11.10 11.57 7 6.50 6.74 0 25 public life males
FIGURE 2-5-5 Comparison of average (arithmetic means) of social skills for total sample (males and females)
25 22.5
16.8 U A E 20
14.17 CASE STUDY 17.5 11.57 15 Whoever has 12.5 10 The required minimum score both skills of 7.5 5 communicating 2.5 with others and 0 Communication Teamwork Public participation Students' scores out of 25 social work is with others expected to have a good skill in Whoever has both skills of in society, such as participating in voluntary participating communicating with others and social social work. This weakness in the skill of in public life work is expected to have a good skill in participating in public life and training to participating in public life. However, results practice it within the UAE is consistent showed that the participation of the future with the results of a study on the efÀciency generation in public life was low. This of indicators of civil society institutions in may be attributed to the fact that public some Arab countries, including the UAE. It participation away from the family and also showed a weakness in the participation relatives is not signiÀcant for the future of individuals in voluntary social work generation, in addition to the fact that they (Amna Khalifa, in Arabic, 2010). have a low awareness of the value and Generally, the results of the future importance of participating in public life generation’s possession of social skills
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 341 were positive. The overall performance phase of gaining social skills required for of the individuals sampled exceeded accessing the knowledge society. On the the required minimum level. The MOE other side of the scale, we notice that only implements educational and cultural visits 14.3% are in the ‘ready’ category. 50% of for successful students, students with students possess skills that qualify them to highly qualiÀed skills and talented students be in the process of the readiness phase. to some Arab and foreign countries to This result is higher than that recorded for gain an awareness of the most modern cognitive skills, but it is still lower than that inventions in the Àeld of the students’ recorded for conative skills. This means interest, knowledge and gaining skills and that students are more prepared at the beneÀtting from the countries’ experiments level of conative skills than at the level of in these Àelds. We can say that instilling other skills. the skill of communication with others At the level of social skills in detail, we is not limited to the educational system, notice that the majority of students fall in as the student develops this skill in the the third and fourth levels of the readiness family and the surrounding environment. scale for the skills of communication with With the nature of Emirati society and the others and teamwork, contrary to the skill convergence of its families and tribes, the of participating in public life. Focusing on We can say that future generation can develop this skill. the high category, it was clear that there is Possessing such skills may be attributed a discrepancy between the rates of ready instilling the skill to the nature of UAE society outside the students through various skills. The highest of communication family, especially in Dubai and Abu Dhabi, skill is communicating with others, and the with others is as well as the existence of a multi-national lowest is the skill of participation in public not limited to workforce, allowing more communication. life. With more research, we notice that 60 This explanation also applies to the students (4.4%) fall within the ‘readiness’ the educational culture of teamwork. The UAE is a category in all social skills compared to 5 system, as the society where social relationships prevail not ready students (0.4%). student develops among its individuals, which encourage With high rates in social skills of the this skill in the communication and helping others, youth and their relation to youth readiness family and the especially families and relatives. Students for the knowledge society, students gain such skills through their families and scored relatively high in two skills, i.e. surrounding the general culture. Also, a large group communication with others and teamwork, environment of foreign nationals, either Arabs or while they scored low in the skill of foreigners, work in UAE public schools, participation in public life. This may result and this supports such skills. The most from weak participation in educational prominent thing is that some subjects, institutions and the society as a whole. such as maths and science, aim at instilling The high rates achieved in the readiness such skills, especially since such subjects phase in social skills are 14.3%, compared allow students to work together in teams to conative skills (4.7%) and cognitive inside and outside the classroom. skills (0%). This may be attributed to As for the gender variable, males are the social upbringing that concentrates more successful in the skill of participating on developing and enhancing the skills in public life than females, as a result of related to strengthening social relations the conservative culture of the society. within families, relatives and neighbours and to the nature of UAE society with its Students’ readiness in openness to many cultures represented by terms of social skills non-nationals. If we add the students who are about to be prepared to the category We notice that 36.3% of students are of ‘ready’ students, then the category of still either ’not ready’ or in the beginning conative skills (77.9%) is above that of
342 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-6 Students’ readiness in terms of social skills
Aggregate social skills
Participation in public life
Teamwork
Communication with others
0% 50% 100%
Communication Participation in Aggregate with others Teamwork public life social skills Not ready (less than 25% of total 20.8 69.4 7.6 26.8 score) Workshop In early stages of being ready (25% 56 19.5 44.1 65.2 to 50% of the score) participants In the process of being ready (50% confirmed that to 75% of the score) 22.8 8.3 44.3 8 Ready (75% or more of the score) 0.4 2.8 4 0 cognitive skills, including the skills of decision- social skills (63.7%) and cognitive skills the skills of decision-making, problem making, problem (8%). In both cases, the cognitive skill is solving and critical analytical thinking, solving and critical very weak. are among the weakest skills for youth. analytical thinking, The results of the workshop, in which The results also conÀrm that the skill of an elite group of academics, experts and future planning is one of the weakest skills are among the decision-makers participated to discuss to for youth, and this is consistent with the weakest skills what extent the future generation is ready test results. The reasons for weakness, for youth to participate in the knowledge society, according to participants in the workshop, U A E conÀrmed the results of the students’ are attributed to the educational system CASE STUDY testing in such skills. Workshop participants followed, the consumption culture, luxury, conÀrmed that cognitive skills, including dependence on others and on foreigners,
FIGURE 2-5-7 Views of participants in the workshop about the importance of skills and their availability
Skills to be available Highly existing skills 25 20 15 10 5 0 solving Pressure Pressure thinking Learning diffusion handling Technical Technical Creativity capacities motivation adaptation Negotiation change and Compassion and problem and problem Acceptance of Analytic/critical Self-knowledge and self-control Future planning Future Communication Decision making Thought/opinion
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 343 the desire to gain money without effort and things, striving and persistence and interest the style of social and family upbringing. in scientiÀc inventions); the second Most experts and decision-makers includes conative values (such as self- agree that these weak skills are also the conÀdence, social recognition, personal most important 3 skills necessary for the freedom, self-honesty); the third social youth to possess. We Ànally concluded values (such as respecting codes of ethics, The experts agree that the size of the gap within the UAE is customs and traditions, national afÀliation, that the strongest still large until the youth are ready for the respecting others’ opinions and thoughts, knowledge society according to the views willingness to participate in public life). skills of the of experts and decision-makers. The fourth universal values (such as human future generation The experts agree that the strongest rights, international peace, democracy, are related to skills of the future generation are related justice, and freedom of expression). Both compassion, to compassion, acceptance of others, the aggregate and sub-values were measured ability to adapt and caring about educational on a scale from 1 to 5, so the supposed acceptance of incentives. This is also consistent with minimum limit of values possession is 3 others, the ability the results of student tests. Specialists marks. to adapt and participating in the workshop believe that Table 2-5-7 shows that the marks of caring about these skills are strong as a result of the students ranged between 2.41 and 4.66, i.e. educational approach followed by the educational no student received the full mark. Results system, various cultures within UAE also showed that students are strong in incentives society, openness to others, technological the aggregate values as the average of development and family upbringing. their marks was 3.77. This exceeded the supposed minimum limit by 0.77. The VALUES standard deviation also indicates that there was not any discrepancy in students’ The scale of values adapted by the study scores, and that their levels were close contained four groups. The Àrst includes in general. By analysing the differences conative values (such as love of knowledge, between males and females, it was found having an open mind for accepting new that females were more successful than
TABLE 2-5-7 Results of aggregate values (Total score of values ranges from 1 to 5)
Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females 3.66 3.87 3.77 0.33 0.32 0.34 2.41 4.66 In favour of females
TABLE 2-5-8 Results of detailed value (Total scores range from 1 to 5)
Standard Statistical Average (Arithmetic mean) Standard Lowest Highest deviation differences between deviation score score Males Females Total Males Females males and females Cognitive values 3.78 3.92 3.86 0.46 0.43 0.45 1.84 4.89 In favour of females Conative values 3.72 3.98 3.86 0.41 0.36 0.44 2.26 5 In favour of females Social values 3.63 3.76 3.70 0.43 0.41 0.39 2.38 4.75 In favour of females Universal values 3.55 3.86 3.72 0.40 0.41 0.43 1 4.85 In favour of females
344 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-8 Comparison of average (arithmetic means) of values for total sample (males and females)
5 4.5 3.86 3.86 3.7 3.72 4 3.5 3 2.5 The required minimum score 2 1.5 It could be said
Students' scores out of 5 1 Cognitive values Conative values Social values Universal values that students have a positive desire towards the males. The same was also true in the total that the values – at least the cognitive ones cognitive and conative skills. – would be weak. However, the results in different values, It is worth noting that when we Table 2-5-8 did not indicate so. Therefore, but they could talk about values, we quote students’ it could be said that students have a positive not translate statements which are indicators for their desire towards the different values, but this approach to trends, but not necessarily for what they they could not translate this approach to actually possess or practice. behaviours and practices in the real world. behaviours and Direct comparison between the studied This also applies to social values; the results practices in the value categories indicated the presence of the skills and workshop conÀrmed real world. of two different groups (with statistically that values related to dealing with others, signiÀcant differences). The Àrst category such as understanding, compassion and includes cognitive and conative values, tolerance, were the dominating values. The U A E while the second includes universal and same is also true for conative values. This is CASE STUDY social values. The Àrst values are equal in consistent with the results of the conative the arithmetic mean (3.86), which exceeds skills, which suggested that the educational the minimum limit supposed for possessing system enhances values of self-esteem, the values by 0.86. This indicates that they trust, inspiration, dignity and respect. prevail in students. On the other hand, the degree of possessing universal and social STUDENTS’ READINESS IN values decreases, as their averages were TERMS OF VALUES 3.72 and 3.7 respectively. However, it is still higher than the supposed minimum The scores obtained by students allowed limit for possessing values. Regarding us to classify most of them into the two the gender variable, females achieved high levels in the readiness scale: 70.8% of statistically signiÀcant differences over them are in the process of being ready and males in all cognitive, conative, social and 27.7% of them already ready. This situation universal values. differs from what we have recorded for the We here indicate again that what cognitive skills level, but still close to what students stated is the degree of possessing has been recorded for the conative level. the four groups of values. Here, we Ànd Considering the category of ‘ready’ a contradiction, especially due to the fact students, we Ànd that students are more that skills in general, and cognitive skills in ready at the level of conative and cognitive particular, were weak while it was expected values, followed by universal values and
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 345 Ànally the social one. However, the situation that they have them. The teachers said is generally less bad than the status of skills they cared for all values equally, as the because students, except for a small minority, analysis found no statistically signiÀcant possess the minimum limit of values that put differences. In addition, all types of them either near readiness/in the process of values, whether cognitive, conative, social being ready or already ready. or universal, showed no difference in By researching the number of students importance according to the teachers’ who reached the fourth level in all values views, as teachers believe that these (readiness), we found 79 students (5.7% of values are important and play a role in the participating students in the study), while preparation for the knowledge society (See no student was still in the Àrst level (not table m2-16 in the Appendix). ready) in all values. Regarding teachers’ opinions about the The possession of different values by extent of students’ possession of values, the students – even if they were not translated analysis revealed that teachers believe that into the real world – is an important and students have medium degrees of values, necessary indicator that should be taken which were generally lower than the degrees The possession of into account by teachers, curriculum believed by the students themselves, i.e. different values by developers and educational departments. teachers provided lower estimates for the students – even The possession of these values helps students’ possession of values or students if they were not greatly in enhancing and training in such provided higher estimate for their possession values for transforming them later to a of values. From the teachers’ point of view, translated into behaviour that produces skills gained and statistically signiÀcant differences appeared the real world – is practiced by students. between their strength in students, except an important and For a more comprehensive view about for conative and universal ones. Cognitive necessary indicator students’ readiness in terms of values, we values were the weakest for students (See conducted a survey on the opinions of Table m2-17 in the Appendix). that should be teachers on values that students were asked Considering the results of the workshop taken into account about and to what extent it is important that was held in the UAE with an elite by teachers, curriculum FIGURE 2-5-9 developers and Students’ readiness in terms of values educational departments Aggregate values
Universal values
Social values
Conative values
Cognitive values
0% 20% 40% 60% 80% 100%
Cognitive Conative Social Universal Aggregate values values values values values Not ready (less than 25% of total score) 0.1 0 0 0.1 0 In early stages of being ready (25% to 50% of the score) 4.3 4.5 5.9 4.9 1.5 In the process of being ready (50% to 75% of the score) 56.8 56.3 73.9 69.3 70.8 Ready (75% or more of the score) 38.8 39.2 20.2 25.7 27.7
346 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-10 Views of participants in the workshop about the importance of values and their availability among the youth
Values to be available Existing values in the youth
14 12 10 8 6 4 2 0 action Ambition affiliation Desire for Desire Feeling of and trusts persistence knowledge Striving and Protection of Protection Responsibility Independence responsibilities responsibilities self-censorship and innovation of thought and Self-confidence Spirit of morality Self-honesty and
The experts group of academics, experts and decision- weakest future generation values are those makers in the Àeld of preparing the youth related to responsibility, striving, persistence, found that the generation for the knowledge society, we independence of thought and spirit of weakest future found the values that participants believe morality and innovation, which are all related generation values the youth strongly possess are the desire to knowledge and greatly affect cognitive are those related for knowledge, understanding, compassion, skills. Experts attributed the reasons for to responsibility, tolerance, solidarity with others and weakness in these values to welfare, luxury, openness to others. Considering these increased dependency on others, the striving, values, we see that they represent the traditional educational system, which failed persistence, values that are deeply rooted in students, to instil the spirit of striving, persistence and independence of and therefore, they translated them into desiring education, in addition to the weak U A E thought and spirit CASE STUDY behaviours and skills that clearly appear role of the family and media, the absence of in positive results obtained by students in the spirit of competition, initiative, as well of morality and conative and social skills. as weakness in public activities. innovation, which The experts attributed the reasons are all related to for the strength of these values in the ENABLING ENVIRONMENTS knowledge and future generation to the nature of society, greatly affect religious upbringing, cultural diversity and THE IMPACT OF ENABLING the population structure, which are all ENVIRONMENTS ON SKILLS cognitive skills factors that often enhance the values of AND VALUES compassion and tolerance to others. It is also attributed to the youth’s enthusiasm, Based on the student survey, the enabling the desire to achieve their goals and coping environments were summarised by the with the real world. following variables: By examining values, which the experts Family structure: an integrated family participating in the workshop believed (father, mother and children) or single- were weak for the future generation but parent family (absence of father necessary for accessing the knowledge or mother due to divorce, death or society, we note that most of these values migration) are cognitive values that affect cognitive Father’s educational level skills, which clearly appeared weak in the Mother’s educational level students’ testing. The experts found that the Family’s interest in student’s study
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 347 Family’s Ànancial welfare level that affected possession of social skills by Educational welfare at home 3.9%. In addition, there was one factor Educational welfare in the local that affected possession of conative skills environment by 6.0%, while there are three factors that Educational welfare at school affected possession of universal skills by The family’s method of upbringing 8.3%. The results indicate the great impact Skills of the family’s method of upbringing on the future generation’s possession of Regression analysis showed that among the various values. It is certain that possession above factors in the enabling environments, of cognitive values is also affected by the there are Àve that affect the youth’s school environment. Social values and possession of cognitive skills by 8.7%. conative values were not inÁuenced by Three changes were found to signiÀcantly the school context or what is happening affect the possession of conative skills by in the surrounding environment, as the 4.1%, while two changes indicatively affect inÁuence of the family dominated the the possession of social skills by 2.6% (See future generation’s possession of two Considering table m2-25 in the Appendix). skills. It is also noted that the Ànancial the enabling Considering the enabling environments welfare level within the family again plays a environments that affect the future generation’s negative role in the possession of universal that affect the possession of different skills, we found values. This may result from the fact that future generation’s that the family’s method of upbringing and wealthy individuals do not care for what is the educational welfare at home positively happening in the world or have the desire possession of affected the possession of the three skills. to possess universal values. different skills, we The family’s care for the student and their We note that most changes appearing found that the education, the method of upbringing in the models are closely related to the family’s method and the methods followed by parents family and then to the school, which means for dealing with the student, in addition that the family, with its educational and of upbringing and to providing what is required and some Ànancial facilities, as well as the ability to the educational stories, books and tools, would certainly monitor children, may play an important welfare at home help the student to possess various skills. role in enabling them to gain the main positively affected It was also clear that the Ànancial welfare skills and values. It is worth mentioning of the family negatively affected the here that these changes do not explain the possession of student’s possession of cognitive skills. all differences among students, i.e. they the three skills This may mean that wealthy students are are not the only changes that deÀne the less interested in obtaining knowledge degree of gaining skills and values, as their compared to their peers. Educational inÁuence ranged between 2.6% and 9.5%, welfare at school also affected the conative indicating that there are other factors that skills of students, i.e. the more school affect the process of enabling students is prepared as an attractive educational (See table m2-26 in the Appendix). environment, the more students feel pride, It is worth mentioning here that the self-esteem and, consequently, it increases inÁuence of educational welfare in local the motivation to learn. environments on the skills and values of the future generation disappeared, despite Values expenditures and efforts made by the state for supporting that side, which appeared Regression analysis showed that among in the availability of public and electronic the above enabling environments, there libraries, book fairs, cultural festivals and are three factors that affected possession other events. This refers to the beneÀt of cognitive skills by 9.5% and one factor from these events by categories other
348 ARAB KNOWLEDGE REPORT 2010/2011 than youth, or to the fact that the future good relationships with their colleagues, generation did not realise the importance and this allows them to understand of these events and did not want to attend school subjects easily and feel safe and them. secure within the school. Approximately 75% of teachers participating in the OPINIONS OF STUDENTS, questionnaire completely agreed that TEACHERS AND EXPERTS ON there are good relationships and mutual ENABLING ENVIRONMENTS respect between them and the students. This percentage increased to 82.8% who A questionnaire was used to seek students’ completely agreed that there is mutual opinions on their surrounding school respect between teachers and parents. The and social environments, and to the highest percentage, i.e. 91.9%, expressed extent they are satisÀed with them, as complete agreement on mutual respect well as ascertaining whether the required with other. This may seem reasonable in proper environment that can participate the work culture within the UAE, which effectively in accessing the knowledge is characterised by stability and respect society is available or not. for others. The most remarkable response was a lack of communication between Students’ opinions on the teachers and parents, which is necessary school environment for exchanging views about student The sample issues, as 29.8% of teachers denied any responses The questionnaire results indicated that periodical meetings (See Table m2-18 emphasised that the students’ relationships within the in the Appendix). This indicated that students have a school are good in general, as the majority a large percentage of parents do not of them ‘totally agree’ or ‘somewhat agree’ communicate with teachers as to the level proper educational with the positive features mentioned above, of their children or try to participate in atmosphere and a either regarding the good environment for solving their problems. good social life and education in the school or the atmosphere We notice that students’ opinions were good relationships of good relationships within the school. positive towards the school as a healthy U A E with their teachers CASE STUDY The sample responses emphasised enabling environment; the majority of that students have a proper educational responses were ‘completely agree’ followed atmosphere and a good social life and by ‘somewhat agree’. The sample said that good relationships with their teachers, there are healthy environments inside the as 71.4% of students completely agreed, school for students, such as the availability of and 75% completely agreed that they have an equipped school clinic (61.1% completely
TABLE 2-5-9 Students’ opinions on the school and their relation to its components (%)
Completely Somewhat Disagree Completely agree agree disagree
A. I can easily understand school subjects. 27.4 63.3 7.2 2.1 B. My school strengthens my desire for 39.8 45.1 9.6 5.5 learning and excellence. C. I feel safe and comfortable at school. 52.3 34.5 8.9 4.3 D. I have good relations with my teachers 71.4 23.2 3.7 1.7 (mutual respect). E. I have good relations with my school 75 20.2 3.4 1.4 friends. F. My school prepares me well for the 51.9 37 6.6 4.5 future.
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 349 TABLE 2-5-10 Students’ opinions on the healthy enabling environments (%)
Completely Disagree Somewhat Completely disagree agree agree
A. The school offers periodical medical check- 3.2 6.2 34.8 55.8 ups for students. B. The school offers all students medications free 3 7.5 30.2 59.3 of charge. C. The school clinic is fully equipped (bed, 4 7.8 27.1 61.1 examination equipment, primary medications). D. The school organises health campaigns 5113252 combating unexpected epidemics. H. The school conducts awareness programmes 4.2 8.5 29.9 57.4 against dangerous diseases. I. The school has a social worker who helps 7.7 12.3 27.7 52.3 students solve their social problems. J. The school has an educational guide/ psychologist to help students deal with their 11.6 13.4 27.5 47.5 psychological problems. Students’ K. We study issues related to health education. 9.7 15.6 34.3 40.4 perspectives differ with those of the agree) and (27.1% somewhat agree). organised way, thus qualifying them to be experts from the Students’ responses also ranged between able to live within a society in which they (55.8% completely agree) and (34.8% have thinking skills, abilities and proper workshop who somewhat agree) regarding the availability human values that suit the knowledge confirmed the of medical check-ups. The sample showed society. weak presence of an interest in the psychological and social Generally, the workshop participants psychologists and care for students, as 52.3% of students indicated that there are infrastructure social workers completely agree on the availability of a environments, such as the required proper social worker and 47.5% agree on the health care, protection and treatment availability of a psychologist. services provided by the Ministry of Students’ perspectives differ with Health, the Health Authority Abu those of the experts from the workshop Dhabi, and Dubai Health Authority, and who conÀrmed the weak presence of infrastructure for obtaining knowledge with psychologists and social workers. This is the existence of a large number of public attributed to the lack of training centres and private authorities and institutions that and qualiÀed human cadres to provide are interested in the technological aspects psychological and social advice for that can spread the culture of knowledge, students. The opinion may be correct for and provide material and professional psychologists, but there is a social worker incentives for students who search for in each school, and they play an important knowledge. This is done through giving the role. However, they have a large burden as future generation the opportunity to receive usually, only one social worker is appointed free university education inside or outside for each school. The fact is that students the UAE through scholarships, as well as in the secondary stage or in the state of providing the technology required for physical and psychological change need a searching for information. The availability person who can understand their feelings, of such enabling environments is due to discuss their problems, help tackle their the efforts made by the state and its material problems, answer their questions and instil capabilities. The workshop participants in them the sense of dialogue, discussion indicated that the weakest environment and exchange of views in a practical and are the psychological and social services
350 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-11 Views of participants in the workshop about the most important of environments and their availability among the youth
Environments to be available Highly existing environments
25 20 15 10 5 0 The workshop brain participants freedom knowledge for students indicated that
knowledge to all the weakest
representative councils representative environment are confidence in officials and infrastructure for obtaining infrastructure An environment that shows An environment the psychological An environment that spreads that spreads An environment people for life-long education An environment that provides that provides An environment that provides An environment An environment that provides that provides An environment that provides An environment educational base that prepares educational base that prepares building a balanced personality necessary health care for sound necessary health care equal responsibilities and duties equal responsibilities An environment that provides an that provides An environment psychological and social inclusion An environment that respects the that respects An environment and social An environment that provides the that provides An environment An environment that dedicates for An environment materialistic/professional incentives materialistic/professional proper family atmosphere that helps family atmosphere proper services provided to students. They attributed provided to students. They attributed this same with language labs, as 65.3% pointed this to family to family disintegration, an increase in out that there are no labs for languages in wealth and divorce rates, economic factors their schools. This may be attributed to the disintegration, and the fast social changes in UAE society. attention to scientiÀc subjects and neglect an increase in Considering the opinions of decision- of languages, especially foreign languages. wealth and divorce makers and experts who participated in the This is an issue that must be reconsidered U A E rates, economic CASE STUDY workshop and the opinions of students when preparing the future generation in the enabling environments, we can for the knowledge society, as one of its factors and the conclude that the infrastructure is friendly, main components is mastering languages, fast social changes but other enabling environments must be especially English. 72.9% of teachers in UAE society provided, such as advanced curricula, tools emphasised the necessity of connecting and teaching methods and educational schools to the internet; however, only 20% and administrative authorities that can said that schools provide each teacher with develop the future generation’s skills. In a computer in good condition. It is known other words, there should be harmony that such equipment and services are of between the enabling environments great importance for developing different and the infrastructure that provides an types of skills, and that the provision of educational base that prepares people for instruments and equipment is one of the life-long education and spreads knowledge main requirements needed for accessing to all who would help the youth access the the knowledge society (See Table m2-19 in knowledge society. the Appendix). Teachers were asked their opinions on 42.1% of teachers believe that the school the enabling environments available for sometimes helps students with learning students within schools in terms of available difficulties and provides encouraging educational tools and equipment in schools. incentives for 35.1% of distinguished 82.4% agreed that schools have scientiÀc students. There is a similarity between the labs in good condition. The case is not the opinions of workshop participants and
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 351 teachers regarding the lack of specialists, personally decide within their families; a especially psychologists in schools, where high percentage that exceeded 60%, as well 39% of teachers pointed out the rareness as to think (58.2%), while the freedom of or absence of specialists, while 29.1% scientiÀc choice was slightly lower (45.7%). indicated that those specialists sometimes This was mostly attributed to the fact that exist (See Table m2-20 in the Appendix). parents greatly interfere in the process of 50.4% said that they ‘somewhat agree’ choosing the Àeld of study or specialty that the role of the school has become for their children, believing that they will a secondary one in providing students better choose the correct choice for them, with science and knowledge, and it is no especially for females. longer the place that provides them with Teachers declared that they have the what they need. This may be attributed to freedom of choice, either absolute or the decrease in the role of the school and major, in many Àelds, especially in personal availability of other competing resources choices (33.8%, absolute freedom, and for knowledge in society. We also cannot 36.1% major freedom). The absolute exclude the fact that the social culture freedom rate for scientiÀc choices fell to and the future view of work play a major 28.8%, while professional choices were When schools role in conÀrming such views. This may 50.8% (15.2% absolute freedom, and cannot motivate be boosted by the feeling of teachers to 35.6% major freedom), (See Table m2-21 in students to learn, believe that the methods used in schools the Appendix). This suggests that half of do not motivate students to obtain the participating teachers agreed that the there will be a knowledge (21.4% of teachers completely range of professional freedom is low, which problem with their agreed, while 46.6% somewhat agreed) is certainly an expected result in the light of role as an enabling (See Table m2-15 in the Appendix). This previous results that conÀrmed compliance environment for the negative attitude may be due to the fact of teachers with curricula, teaching methods knowledge society that teachers in most schools – except for and assessment techniques. model schools or public-private schools Considering public political life, students’ sometimes – are executers and not partners answers indicated that they do not tend to in preparing curricula and activities they participate, as more than half (57%) of the receive from educational departments. students sampled declared that they did not When schools cannot motivate students participate politically. Only 25% of students to learn, there will be a problem with their answered that they did. role as an enabling environment for the This answer reÁects a conviction of knowledge society. the youth that policy matters are limited to politicians and rulers who sponsor the Students’ opinions on surrounding interests of the country. We also cannot enabling environments deny the family’s efforts made in instilling this concepts in their children. It was noticed Students’ answers indicated that they that the students’ opinions regarding the enjoy a reasonable degree of freedom, social and legal enabling environments were as they have the freedom to choose and positive, but with reservations, as 49.8%
TABLE 2-5-11 Students’ opinions on the freedom available for choosing (%)
Much freedom Moderate freedom Little freedom No freedom A. Personal options 62.2 33.3 3.9 0.7 B. Scientific options 45.7 46.8 6.3 1.3 C. Intellectual options 58.2 33.7 6.5 1.6
352 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 2-5-12 Views of students about political participation
Yes, I tend Yes, I am willing Abstention for political for political 13% Abstention participation 14% participation 30% 25%
I am willing 61% I do not tend for political participation 57%
agreed that laws are applied within the one is the skill for future planning, and the school at a slightly lower degree, i.e. 45.4%, highest one is the skill for self-esteem and than within the community in general. More educational motivation; all are conative than a third of the sample ‘somewhat agreed’ skills. Results also indicated that there is that there are strict laws, either in school or a clear weakness in the cognitive skills, the society, indicating that such laws are despite the availability of educational and not ideally applied. Some students did not healthy environments inside and outside deny some problems in the society such the school, as conÀrmed by students and As for sub-skills, as ‘favouritism’, albiet a small percentage teachers. This takes us again to the previous we found that the (See Table m2-22 in the Appendix). It was question regarding the effectiveness also noted that the students have more of such environments in preparing the weakest one is trust in government-run media than non- future generation, in addition to another the skill for future U A E CASE STUDY government run media (See Tables m2-23 question: Will these environments remain planning, and the and m2-24 in the Appendix). This may a factor that does not affect the skills of highest one is the be true, as the UAE has good media that students, or can they convert the students’ is quietly open, featuring the professional convictions – appearing clearly in the skill for self-esteem spirit and transmitting various opinions values of their answers – to the cognitive and educational clearly with an approach to rooting the skills required for accessing the knowledge motivation; all are identity of the community and acquisitions. society? conative skills CONCLUSION
In light of previous results, we found that ‘aggregate values’ came first in terms of possession that enable students to be ‘ready’, as results showed that approximately 27.7% of students were ready to access the knowledge society, followed by ‘aggregate social skills’ with 14.3%, then ‘aggregate conative skills’ with 4.7%, and Ànally ‘aggregate cognitive skills’ for which no student was prepared. As for sub-skills, we found that the weakest
UAE CASE STUDY: FUTURE GENERATION READINESS FOR ACCESSING THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS 353 354 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 2-6 SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY
INTRODUCTION the state in establishing schools throughout the UAE and providing education to all The Àrst four chapters of the UAE case study school-aged children of Emirati citizens. included a discussion of the development level The state also established public universities in the UAE and a discussion of the system of and a chain of colleges that provide upbringing, including educational institutions education free of charge for UAE students. and other social upbringing institutions, such The UAE encourages its citizens to study as the family, media and prevailing norms. abroad to acquire academic qualiÀcations at In addition, the conditions of the enabling university, as well as post-graduate studies The UAE environments and their relationship to the through scholarships it provides for those encourages future generation’s readiness for accessing the young people willing to learn. The state knowledge society were surveyed. The Àeld has utilised information from international its citizens to study in Chapter Five discussed the different experiments, such as supporting study abroad to dimensions of the levels of readiness of the decentralisation in the educational affairs acquire academic future generation in terms of the knowledge, department. It permits the establishment of qualifications at skills, values and enabling environments for different educational boards in each emirate, such access. allowing good education management and university, as well In completing the research, this chapter local development. The state was not only as post-graduate provides a vision for the system of movement interested in providing public education to studies through U A E CASE STUDY towards the preparation of the Emirati future its citizens, but also in establishing a private scholarships it generation to effectively participate in establishing educational system parallel to the public provides for those the knowledge society. Chapter Six focuses one and in harmony with the demographic on four main topics: the will of the Emirati privacy of the state, in which many expatriates young people community to move towards the knowledge live and work in a large ratio that exceeded willing to learn society, readiness and ability of the society, the number of Emirati citizens. The country especially the youth to progress, mechanisms of implemented the private educational system moving towards the positive involvement in the by establishing the Knowledge Village, knowledge society and securing the requirements which is a destination for foreign and of this progression. international universities, training centres, and human development centres in the THE WILLINGNESS TO ACT Middle East region. It established a free zone in Dubai for universities and post- UAE society has realised the value of human graduate education, assisting investors who resources. This was the main incentive are interested in the knowledge and science for the special interest in building the sectors in establishing university branches capabilities of the Emirati future generation. and centres. In other emirates, there are This was clear in the great support provided many international universities, development to education and the dedication to enable centres and human development centres in development and establish the knowledge different Àelds (See Chapter Two of the society. This was evident in the interest of UAE case study).
UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 355 The UAE took major steps in modern abundance, we Ànd that most youth technology and internet use in all state and (more than 70% of males for example) community facilities and made it the means tend to become involved in governmental of communication for various facilities, and administrative works of Ànancial which contributed to expanding the scope beneÀt, while they clearly avoid engaging of knowledge and science to a wide range in works directly related to the processes of individuals. This expansion, in addition of establishing society and the knowledge to advanced communication services, led economy, especially those related to to the development of individual skills and production, technology, scientiÀc research knowledge. and innovation. The absence of the real The UAE was interested in innovation incentive for youth and a concentration on as a knowledge advancement indicator; consuming the outcomes of knowledge There is no doubt therefore, many institutions that sponsored that are different goods without real that the current science, literature and artiÀcial innovation involvement in knowledge production or were established. Many awards appeared the processes of dedicating such outcomes developments in throughout the state and in different for development is a real challenge for the media system emirates that sponsor innovation and society within the UAE. and the spread innovators. The state is also interested of many Emirati in establishing public libraries in most READINESS AND THE emirates to spread the culture of reading ABILITY TO ACT satellite channels and knowledge, including Dubai Public are an outlet Library, Sharjah Public Library and Zayed The results of the Àeld study, conducted for providing Library in Al Ain. for preparing the UAE case study, knowledge and The state also focuses on the media emphasised that 26.8% of the examined participation in and openness to the world. There is no students lacked the minimum cognitive doubt that the current developments in skills (which include the skills of problem formulating the the media system and the spread of many solving, information processing, written features of the Emirati satellite channels are an outlet for communication and technology use), which future society providing knowledge and participation are among the main skills that prepare them in formulating the features of the future to access the knowledge society. 65.1% of society. them are at the beginning of acquiring Different efforts made by state and these skills, i.e. approximately 92% of society institutions reÁect good intentions students are below the level required for and conÀrm the willingness to cope with accessing the knowledge society. Only 8% the developed states. of students were in the phase of acquiring The UAE, with the efforts made over these skills which no one in the examined the last years, has provided youth with the group had achieved. This suggests that proper environments that help them with the system for upbringing in the UAE, effectively accessing the knowledge society whether educational or social, could not and which ensures the general formal enable students to obtain the cognitive political and social desire for moving skills needed and required in this age. This towards achieving that goal. However, conÀrms that a lot of attention should the will of decision-makers and society be paid to this system and to applying institutions should be in line with a real signiÀcant changes in curricula, teaching desire from the future generation itself methods, evaluation methods, professional to move towards the knowledge society. development for teachers and other issues This leads to an important issue within related to the system of upbringing in the Emirati society that relates to motivating UAE community as a whole, in order to the future generation towards that goal. enable the UAE youth to acquire skills In that study characterised by material and values required for accessing the
356 ARAB KNOWLEDGE REPORT 2010/2011 knowledge society. country is not suitable for establishing an The results were slightly better in terms effective knowledge society. of the conative skills (such as self-esteem Admitting that the educational system is and maintaining learning motivation), and still weak and that its output is unsuited to social skills (such as communicating with the knowledge age is the Àrst step towards others and team work). Results of the reform. Is this attributed to the prevailing Àeld study conÀrmed that most students traditional education and evaluation participating in the test were either in the patterns? Or to some patterns that prevail Admitting that the process of being ready or ready (77.9% for in families, making the learner negligent educational system conative skills and 63.7% for social skills). regarding learning? Or to low motivation as Results remarkably improved on the level a result of the economic welfare and future is still weak and of values, as the percentage of those who assurance? Or to all these factors together? that its output is are ready or in the process of being ready The results of the workshop and the unsuited to the was 98.5% of the total sample. However, teachers’ surveys conducted for preparing knowledge age stating these values and approaches by the UAE case study indicated that the students does not necessarily mean they system of education is often dominated by is the first step are reÁected in their daily practices. the pattern of traditional assessment based towards reform Considering these aggregate results, the mostly on written exams that concentrate gap appears very wide between the level on memorising and memory. This relates of current cognitive skills in participating to the traditional pattern of teaching, in students and the knowledge requirements which the learner is a passive receiver of needed for accessing the knowledge information which he memorises for the society, contrary to the conative and social day of the exam. The good teacher has skills or even values. This necessitates become the one who can assist students to reconsidering the quality of the educational memorise the subject to remember it during system and trying to repair its directions, the exam. The challenge of this pattern of goals and practices towards building the education is that it became the prevailing knowledge society. This analysis seems pattern dedicated to the culture of negativity correct as other studies emphasise that towards knowledge, silence and dependence U A E the educational level is lower than all other on the teacher. Hence, the student remains CASE STUDY development indicators in the country. the same throughout their schooling until The Knowledge Economy Index of the graduation given information, memorising World Bank suggested that the Education and restoring it until they loses the spirit of and Human Resources Index Value is 4.9 thinking and innovation. out of 10 which is considered to be below The matter is not limited to the the accepted level, while the UAE achieved educational system. The results of the advanced levels according to the value of Àeld study of the enabling environments the Economic Incentives and Institutional showed that the Ànancial welfare of the System Index (6.75); the value of the family negatively affects the students’ ICT Index was 8.59, and the value of the possession of cognitive skills. This may Innovation System Index was 6.69. In mean that students living in luxury are addition to the fact that graduates of public less interested in obtaining knowledge higher educational institutions are unable compared to their peers. The family to often enrol in the university directly, they also plays an important role - maybe the often need a preparatory year in which they most important role - in the possession study the English language and computer. of the future generation’s various values, Hence, education in the UAE does not especially knowledge values. Therefore, cope with the economic, technological and what we need is to change the attitude informational development in the country, of the family and the society towards which conÀrms that the system in the the concept of acquiring education and
UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 357 knowledge as the real standard for social (UNDP and Mohammed bin Rashid Al and economic development. Maktoum Foundation, 2009). This situation sheds light on the gap As for the method which can enable between educational plans and strategies youth to effectively become involved in the developed by the Ministry and education knowledge society in the UAE, it consists of councils and on practices and results in three main axes. The Àrst axis is cognitive the real world. General attitudes toward enablement; it is achieved through creating reform and written policies emphasise an educational environment which spreads in the different forms that education the culture of establishing knowledge focuses on the student, the development and a culture of education and life-long of their cognitive and social abilities which education for all, an environment that prepares them for the knowledge society. provides the necessary infrastructure for Regarding practical performance, the Àeld obtaining knowledge. The second axis is study of the report suggested that the conative enablement, through creating an future generation is weak in these skills, environment that provides a sound family particularly the cognitive skill, required atmosphere that helps to form a balanced for living in the knowledge society. personality, an environment that provides The results of the Family and society institutions could not medical and psychological care necessary field study and the compensate for this deÀciency. Therefore, for a balanced and sound mind. The attention should be given to resuming and third axis is societal enablement, through results of other implementing national strategies and plans creating an environment that respects the studies should for the successful execution of such plans freedom of thought, opinion and belief, an not be a source in reality. environment that emphasises the principle of pessimism but The results of the Àeld study and the of equality in rights and duties. In fact, it is results of other studies should not be a very difÀcult to imagine working on one of rather should be source of pessimism but rather should these axes without the others, because the an incentive to be be an incentive to be aware of the reality, matter requires working on them all at the aware of the reality, and make more serious decisions and set same time. As for cognitive enablement, the and make more sufÀcient work strategies to achieve more Àrst point of action is the real knowledge serious decisions positive results. of the awareness of the nature and style of education in the knowledge society. and set sufficient METHOD AND MECHANISMS Education in the knowledge society work strategies OF ACTION creates learning communities in classes to achieve more and schools between students and teachers positive results Knowledge, freedom and development; (DuFour and Eker, English, 2008). It also none of them can prosper in the absence allows students to learn individually or of the others. The freedom of thinking collectively in a way that helps them acquire and expression represents the main the ability to generate and employ new component of the enabling environments knowledge. It is an education that cares that contribute to developing knowledge for learning and obtains beneÀts more performance and development. Therefore, than concentrating on school achievement the effective action for establishing the and getting grades on exams. This can only knowledge society in the UAE - or in be achieved through research, surveying, any other Arab country - should be and problem solving. This education can based on three main pillars: broadening only be achieved through an educational the freedom of thought and expression, environment that cares for fulÀlling openness and effective communication learners’ needs for knowledge and with the revolution of knowledge and considers the learner as a person who has technology and a better response to the ability to learn, in addition to providing the developmental needs of the society highly qualiÀed teachers, modern curricula
358 ARAB KNOWLEDGE REPORT 2010/2011 developed in terms of content and teaching mean only the father, mother and brothers, strategies that concentrate on the learner, but instead the extended family, including effective evaluation methods that focus on grandparents and relatives. There are improving learning and not for monitoring important topics that should be discussed educational achievements, as well as in UAE society that may negatively affect modern facilities and equipment that Àt sons, such as early marriage, young fathers the current age. This kind of education not having a lot of experience in educating and learning can only be achieved through their children, the rising rate of divorce, the availability of societal experiences for polygamy and its inÁuence on children and learners in all environments in which they dependence on servants who may play the live. The core of these experiences should roles of mothers while dealing with a lot be the culture of freedom, democracy, of the children’s needs. Attention should transparency, accountability on one hand, also be given to the emotional aspect Societal and modernisation, use of rational and at school. It is true that there is a social enablement scientiÀc styles and cooperation on the worker who contributes to discussing and can be achieved other hand. solving the students’ family problems, but through creating an No doubt that the provision of highly the matter also requires a psychologist to qualiÀed teachers who have the knowledge, be at school – following the pattern used environment that skills and values that help students to by several countries – especially in the respects freedom possess them, is one of the mechanisms secondary school stage, as young men and of thought, opinion that help students to access the knowledge women undergo the stage of adolescence and belief, an society. Should teachers in the country be and changes in behaviour and temper. environment that unable to access the knowledge society The role of social workers is not limited and participate in it, they will never be able to solving problems, but also helping emphasises the to teach their students to do so. Teachers teachers increase students’ self-conÀdence, principle of equality of the knowledge society can practice motivating them to learn and discussing in rights and duties thinking and self-criticism for deÀning their future. their needs and then work to promote Societal enablement can be achieved their level. They are teachers, they should through creating an environment that U A E consider their practices, and they should respects freedom of thought, opinion and CASE STUDY care about promoting their knowledge belief, an environment that emphasises the and skills continuously, and tend to work principle of equality in rights and duties. in teams and refuse isolation in teaching Societal enablement is achieved through and work (Watkins, 2005). We are in need the country’s policies, institutions and a new culture in which the teacher is different mass media. The country enacted seen as someone passing through various laws that guarantee gender equality and developmental phases, starting from decrease the gap between them at work. preparation at the university until working The Emirati constitution also guarantees in a school, to master their work when they gender equality, but the constraints can cope with all modernisation and when against women’s empowerment in society they can qualify their students to absorb were brought about by socially inherited the developments of this age and cope traditions, which still consider the role of with them. the woman as a traditional one as a wife Conative enablement concentrates on and mother. Therefore, there is a need for providing a sound family and school caring for the role of the woman in society, atmosphere that helps build a balanced not only as she represents half the society personality. Therefore, there should be and a main partner in preparing the future education about the role of the family and generation, but also as she has knowledge, its importance in building the personality skills and certiÀcates (Gonzales, 2008), of its members. By the family we do not allowing her to perform new social,
UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 359 economic and political roles that Àt her UAE vision 2021 is a must. In its third position. element, it necessitates building a, “varied The other side of societal enablement and Áexible knowledge economy led by lies in the freedom of thought, expression, the skilled Emirati talents and enhanced belief, acceptance of other opinions and by experience which ensures long-term thinking in a way that is different from prosperity for the UAE.” the prevailing one. This point is related to It is necessary for the UAE to quickly the pillar of freedom. Feeling free in the implement and activate the 2010-2020 ability to express opinions should prevail educational strategic plan that aims within the society. The media should play at “improving students’ educational its role in establishing the knowledge achievement, preparing a proper school society through specialised channels and environment, developing citizenship programmes to spread the general culture, spirit, developing curricula, improving reading, discovery of talents, provision performance of teachers, providing school of technology, and concern for scientiÀc needs, standardising assessment systems, research. The media should continue its including for the disabled, achieving role of enhancing the culture of tolerance, high quality public education, activating Emirati society coexistence and prevent discrimination in participation of parents and building contains great all forms. A free media can tackle issues citizenship oriented capabilities in the youth potential. objectively and discuss important matters. Àeld of education.” Expansion in teaching Emirati society contains great youth languages and ICT in schools and universities The UAE must potential. The UAE must exploit and for helping youth with communication exploit and develop this youth power without and openness is of great importance. It develop this youth underestimating its role in the establishment is also necessary for the UAE to expand power without of the society. Listening to the youth, participation in international assessments as fulÀlling their needs and making them a references used for measuring the extent of underestimating part of the development process must be developing students’ capabilities, compared its role in the taken into consideration. However, a large to students of other countries. We cannot establishment percentage suffers from low educational fail in this context to emphasise the need of the society incentives. This is considered a major to link the educational system with the problem that must be discussed and overall objectives for sustainable human solved. If the state provides public job development in order to improve people opportunities and preserves jobs for its and society. youth, it is unacceptable that the youth There are certain issues to be addressed should depend on this and subsequently regarding securing action requirements lose their desire for education, knowledge and maintaining sustainability of the and learning. knowledge society, such as education and obtaining knowledge as a lifestyle SECURING ACTION that lasts from birth to death and rooting REQUIREMENTS such a concept in the expansion of pre- school programmes, adult education, After being aware of the method of public libraries and training and education involvement in the knowledge society centres. In this context, caring for youth is and the mechanisms required for such a top priority. This can be done through a step, care must be taken to secure the establishing and supporting governmental requirements of action and accelerate and and private entities that address youth enhance the process of involving Emirati issues and strengthen the opportunities youth in the knowledge society. In light available for them to express themselves, of the availability of Ànancial resources their problems, their future and their and political will, compliance with the aspirations.
360 ARAB KNOWLEDGE REPORT 2010/2011 Among the incentives of establishing the knowledge society is adopting national projects that encourage young and old to read and enhance their knowledge and broaden their intellectual horizons, not limiting them to reading school books. Another incentive is to spread the culture of scientiÀc research in schools through adopting student projects as a component of evaluation. This also includes focusing on teacher training in terms of ‘active research’ that helps them solve the problems and shortcomings in their students’ education, in addition to a wider net to encourage innovators and talented and distinguished persons and researchers who are considered the catalysts for development and advancement in the various thinking, cultural and economic Àelds of society. Last but not least, creating honorary and excellence awards should also be an incentive. As for the economy, it is not only important to concentrate on transferring knowledge and science, but also to employ such knowledge and science in the life of the youth, adopting them in society and continuously improving them. It is also important to attend to other preparation institutions, such as the family, by developing and implementing a plan for the culture of UAE families to raise awareness of the importance of education and their roles in helping schools in preparing students to access the knowledge society. This is in addition to enhancing the role played by the media in society, developing a useful media policy that works to expand peoples’ horizons, educate them and develop their understanding of the issues of development, human rights, democracy and knowledge. These efforts can succeed through the support of self-expression, freedom and deepening political, social, economic and cultural democracy in the society. The positive action towards building and preparing the future generation for effective living in the knowledge society requires reconsidering, revising, and directing current practices in effective and positive directions. Late involvement in the knowledge society can be achieved because there is a political will, along with various enabling environments. The political will has shown determination to continue building a developed country. This will is also supported by large governmental and non-governmental institutions. Therefore, the UAE only lacks emphasising the goal, and directing all institutions towards U A E building the knowledge society. CASE STUDY
UAE CASE STUDY: SYSTEM OF ACTION TOWARDS THE KNOWLEDGE SOCIETY 361 End Notes
1 Arab Statistics Website, UNDP 2011 http://www.arabstats.org/countryindicators.asp?cid=7on 14/2/2011 2 The World Bank (KAM)s database http://www.worldbank.org May 2011 3 US Patent and Trademark Office dated 23/5/2011 http://www.uspto.gov/web/offices/ac/ido/oeip/tof/cst_all.html 4 The World Bank (KAM)s database http://www.worldbank.org 18/5/2011 5 The World Bank (KAM)s database http://www.worldbank.org 18/5/2011 6 The Knowledge Economic Index (KAM) was developed by the World Bank. The index is calculated based on the data of twelve indicators of which each three indicators represent one of the four pillars which are: Economic incentives and institutional regime, innovation, education and human resources and ICT. The index value falls on 0-10 scale and it reflects the relative position in comparison with all other countries for which the index is calculated. However the low index value for a country does not necessarily mean the low value of the indicators, it may result from the increase of such indicators by percentages lower than those of the country’s competitors among countries all over the world 7 The World Bank (KAM)s database http://www.worldbank.org May 2011 8 Investigating this issue: - Hussain Al Mutawaa, 1978 (Education Economies). Dar Al Kalam, Dubai. - Salah Abdulhamid and others,1996 (Education in the UAE). Al Falah Library, Second Edition, Al Ain. - Mahmoud Ahmad Ajawi, 1991 (Education in the UAE). Emirates Library, Al-Ain 1991. - Fakhri Rasheed and others, 1988 (Education in UAE society). 9 Estimates of mid October 2010, Data of National Bureau for Statistics on 31/3/2011 http://www.uaestatistics.gov.ae 10 Website of the Ministry of Education www.moe.gov.ae dated 12/6/2011 11 UAE University 2010, facts and figures. http://www.uaeu.ac.ae/about/history/facts_and_figures.shtml 12 Higher Colleges of Technology 2010. About Higher Colleges of Technology 2010 http://www.hct.ac.ae/misc/aspx/hct_at_a_glance.aspx 13 Zayed University 2010, Zayed University Programs 2009-2010. http://www.zu.ac.ae/catalog/documents/pdf/zuCatalog2009.pdf 14 The Ministry of Higher Education, 2011. Academic Approval Committee, licensed private educational institutions. https://www.caa.ae/caaweb/DesktopModules/Institutions.aspx 15 Database of UNESCO Institute for Statistics http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF_Language=eng Dated 15/2/2011 16 Statistics of the Ministry of Education 2008, Statistics and Documentation, UAE, www.moe.gov.ae 17 UNDP Database http://hdr.undp.org/en/statistics/data Dated 13/2/2011 18 Al Khaleej Newspaper Website 2009: http://www.alkhaleej.ae/portal/80d83bae-f6b0-4134-a264-dfddc3d10e55.aspx (USD = AED 3.67) 19 ADEC 2010. ADEC Conducts Standardised EMSA Testing,http://gsec.abudhabi.ae/Sites/GSEC/Navigation/EN/MediaCentre/government- news,did=149476.html 20 Website of the National Center for Statistics. United Arab Emirates Dated 19/5/2011 http://www.uaestatistics.gov.ae 21 Millennium Development Goals Website, Dated 23/5/2011 http://mdgs.un.org/unsd/mdg/Data.aspx 22 UNDP database http://hdrstats.undp.org dated May 19, 2011 23 The Gender Disparity Index is a compound index that measures inequality in achievements between males and females on 3 axes: Reproductive health, empowerment, and labor market. The value of the index ranges from zero, representing full equality, to one, representing inequality 24 Millennium Development Goals Website, Dated 23/5/2011 http://mdgs.un.org/unsd/mdg/Data.aspx 25 http://www.census.gov and the National Center for Statistics 26 The World Bank’s database (KAM) dated 19 May 2011 www.worldbank.org 27 UNDP Human Development Report 2010 28 UNDP website, statistics of the Arab countries on 19/5/2011 www.arabstats.org 29 A Field surveys were conducted on a sample of individuals on October 6-7, 2010 in Dubai and on October 17-18, 2010 in Abu Dhabi 30 Students studying educational curricula different from the curricula of the Ministry of Education were excluded. 31 A measurement for the value around which the data of the sample is concentrated (one of the central tendency measurements) 32 Used when conducting statistical tests 33 It refers to the degree of data dispersion.
362 ARAB KNOWLEDGE REPORT 2010/2011 REFERENCES AND BACKGROUND PAPERS U A E CASE STUDY
UAE CASE STUDY: APPENDIX 363 364 ARAB KNOWLEDGE REPORT 2010/2011 References
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LIST OF BACKGROUND PAPERS LIST (AUTHOR NAME; U A E PAPER LIST): CASE STUDY
Ahmed Falah Alomosh. (Socio- economic indicators of the UAE).
Husein M. Alothman. (Knowledge society in the UAE).
Salama Al-Rahoumi. (Education in the UAE: Reality and Future).
UAE CASE STUDY: REFERENCES 367 368 ARAB KNOWLEDGE REPORT 2010/2011 UAE APPENDIX U A E CASE STUDY
UAE CASE STUDY: APPENDIX 369 370 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 1 LIST OF UAE WORKSHOP PARTICIPANTS
H.E. Sheikh Nahyan Mubarak Al Nahyan Minister of High Education and Scientific Research Head of Higher Colleges of Technology Complex
H.E. Hamid Al Katami The Minister of Education Mrs Halima Khalifah Al Fekaai Dr. Amal Al Kubaisy Prof MuzahSaif Matar Saied Dr. Fwazyah Mohammad Badri Mr Mohammad Ahmad Al Hamedi Mrs Maryam Yousef Al Kubaisi Mrs Aeshah Is-hak Mrs Maha Al Shaer Dr. Karimah Matar Rashed Al-Mazrouey Mrs Aminah Khalil Dr.Fatemah El-Elwan Mrs Muzah Rashed Khalfan Al-Ghafli Mrs Eman Khamis Humaid Al-Salfa Al-Suaidi Mrs Asmaa Al Gemali Mrs Marwa Shaye’ Mohammed Salem Al-Mezah Dr. Hanadi Al-Gaafari Mr Fahed Ibrahim Al-Shuhi Mr Ali Abbas Mahmoud Mrs Aeshah Rashed Khalfan Al-Ghafli Dr. Yousef Sharab
Dr. Mohammad Al-Saqa Mr Khamis Mohammad U A E CASE STUDY Mr Abdullah Yousef Al-Haydan Dr. Aminah Al Marzouki Mr Muna Abdullah Mohammed Dr. Salama Al-Rahoumi Mrs Aminah Khalil Mrs Najibah Al-Refaai Mrs Samaa Mahmoud Al-Khaledi Dr. Ali Saied Al-Kaabi Dr. Hanan Ameen Hairab Dr. Abdul-Salam Al-Zeaabi Mrs SamahWal Dr. Abdullah Al-Shamsi Mr Bankej Poul Mrs Reem Ubaidat Mr Sulaiman Deen Mr Mohammad Ahmad Al Hamadi Mrs Khawlah Mohammad Al-Abduli Mr Essa Bin Haidar Dr. Aeshah Saif Al-Shamsi Dr. Awashah Ahmad Mohammad Al-Muhairi
UAE CASE STUDY: APPENDIX 371 372 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 2 LIST OF SCHOOLS PARTICIPATING IN UAE’S SURVEY
Dubai Schools Abu Dhabi Schools
Al-Rashid Al-Saleh Al-Wardiah Private School El-Shorouq Private School Al-Mashahael National school New World School Khalifah Bin Zayed School Al Wahida School Abdul-Qader Al-Jazaeri School Al-Maaref School Al Ittihad Model School Al-Shaarawi School Hamdan Bin Mohammed School Al-Safa School Al-Hesn School Hamdan Bin Rashed School Salamah Bint Buti School Maria School Um El Emirat School Al-Sofouh School Al-Samha School Sakinah School Al-Shahama School Al-Rayah School U A E CASE STUDY
UAE CASE STUDY: APPENDIX 373 374 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 3 UAE’S QUESTIONNAIRE REPORT
Table m2-1: Teachers’ opinions of educational curricula and programmes (%)
Completely Somewhat Completely Disagree agree agree disagree
A. The educational programmes and curricula prepare 25.8 51.5 15.9 6.8 students to overcome future challenges.
B. The educational programmes and curricula help 28 55.3 14.4 2.3 students acquire necessary skills.
C. The educational programmes and curricula help prepare 25.4 46.9 26.2 1.5 efficient students who can compete externally. D. The educational programmes and curricula contribute to promoting the value of citizenship and civilised 34.6 48.5 13.1 3.8 behaviour. E.The educational programmes and curricula prepare 23.8 43.8 26.2 6.2 students to cope with problems in everyday life. F.The educational programmes and curricula provide training that takes into account knowledge and emotional 22.9 46.6 25.2 5.3 dimensions. G. The educational programmes and curricula provide 28 53.8 15.2 3 training which keeps up with scientific developments. U A E CASE STUDY
Table m2-2: The extent of practicing the following educational activities and methods (%)
In all In most In some No practice classes classes classes
A. Participating in educational/learning activities with students 22.6 40.1 34.3 2.9 B. Training students on problem solving 18.2 47.4 32.2 2.2 C. Explaining theoretical concepts 65.4 24.3 8.8 1.5 D. Writing lessons on the board 53.3 20.4 16.1 10.2 E. Discussing the concepts of the lessons with students 65.2 23.9 10.2 0.7 F. Discussing student achievement relating to the concept of the lessons 12.3 28.3 51.4 8 G. Assessing student achievement (tests, exams) 27.9 39 32.4 0.7 H. Helping students accomplish scientific/practical experiments 11.3 16.5 42.9 29.3 I. Organising student work in small groups 14.7 24.3 42.6 18.4 J. Linking educational material to the requirements of everyday life 50 39 9.5 1.5 K. Keeping silence in the classroom and deterring troublemakers 79 15.2 4.4 1.4
UAE CASE STUDY: APPENDIX 375 Table m2-3: Educational trends of teachers (%)
Completely Somewhat Completely Disagree agree agree disagree
A. It is necessary to focus on strengthening the 40.4 48.5 10.4 0.7 memorisation ability of students to succeed in their study.
B. All students can learn and succeed if they are taught by 44.8 35.1 20.1 0 efficient teachers.
C.Successful teachers can accomplish their curriculum 59.8 28.8 6.9 4.5 tasks in the specified manner and timeline.
D. Giving teachers the chance for initiative or innovation 21.1 15 39.8 24.1 harms the educational system.
E. Teachers are not required to know all teaching 11.3 30.8 46.6 11.3 methodologies, but it is enough to master one of them.
F. Tests and exams are the best way of encouraging 19.4 32.1 41 7.5 students to concentrate and learn. G. The best way to improve the ability of students to learn is to adopt a qualitative evaluation system (without grades) 16.6 44.7 32.6 6.1 for the levels of pupils. H. Consulting and coordinating with the parents of the 26.9 52.2 17.2 3.7 students is part of the teachers’ duties.
I. Educational reform processes pressure teachers and 35.3 40.6 20.3 3.8 decrease their output.
J. It is sufficient for teachers to be experts in their 25.4 34.3 33.6 6.7 specialties in order to succeed in their mission.
K. It is the mission of teachers to help the future 67.2 28.4 3.7 0.7 generation have a passion for learning and knowledge. L. The important feature of successful teachers is their ability to communicate information related to their 52.2 36.6 9.7 1.5 specialty. M. It is necessary for teachers to be familiar with other 39.6 46.3 12.6 1.5 subjects’ features to be able to teach their own subjects.
376 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-4: To what extent are the following educational practices important? (%)
No Little Moderate Much importance importance importance importance A. Regular school attendance (no absence) 2.2 2.9 12.3 82.6 B. Effort exerted in homework 2.9 1.5 29.2 66.4 C. Steady improvement of results 1.5 3.7 25.2 69.6 D. Good conduct inside and outside classroom 3 3 11.8 82.2 E. Effective classroom participation 2.2 1.5 21.8 74.5 F. The ability to innovate 2.2 6.6 41.6 49.6 G. The ability to think and question 0.7 5.1 33.2 61 H. Taking the initiative 1.5 10.9 38.7 48.9 I. Correct answers on the exam paper 1.5 2.9 24.1 71.5
Table m2-5: The ability of teachers to use technology (%)
Weak Intermediate ability Good Advanced
2.2 15.4 55.9 26.5
Used for educational purposes? (%) U A E CASE STUDY
Yes No
68.4 31.6
Table m2-6: Purposes for which teachers use technological tools (%)
Yes No
Searching for educational resources 88.9 11.1 Preparing lessons 80.4 19.6 Selecting exercises and activities 83 17 Consulting with other colleagues 58.7 41.3 Communicating with students 72.9 27.1
UAE CASE STUDY: APPENDIX 377 Table m2-7: Weekly time dedicated for the following activities (%)
Less than From one to From 3 to More than None one hour two hours 4 hours 5 hours A. Planning and preparing lessons 5.1 25.4 42.7 18.1 8.7 B. Correcting students’ homework 5.1 18.8 34.8 22.5 18.8 C. Attending administrative meetings 9.4 39.9 38.4 8.7 3.6 D. Holding meetings with the students’ parents 18.7 53 20.8 6 1.5 E. Meeting students (in clubs or private tuitions) 41.9 32.4 16.2 6.6 2.9
F. Undertaking activities for professional development (attending 17.9 33.6 32.8 8.2 7.5 lectures, reading specialised journals, etc.)
G. Participating in an educational production (authoring books, 50.4 24.4 12.6 5.2 7.4 setting up projects, taking part in an assessment, etc.)
Table m2-8: Educational facilities available for teachers at home (%)
Yes No
A. Computer 95.6 4.4 B. Internet subscription 67.4 32.6 C. Encyclopaedia 46.2 53.8 D. Educational magazine subscription 12.2 87.8 E. Dictionary 81.5 18.5 F. Library 74.8 25.2
378 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-9: Teachers’ evaluation of their abilities to enable students to acquire the following skills (%)
Limited Intermediate Great Do not ability ability ability know
A. Varied information analysis 14.3 57.6 25.8 2.3 B. Critical thinking 15.2 59.8 22.7 2.3
C. Taking initiatives 19.7 50.8 28 1.5
D. Accomplishing research 21.3 46.6 27.5 4.6
E. Solving problems 19.1 44.2 34.4 2.3
F. Using their knowledge in different situations 15.9 47 34.8 2.3
G. Memorising rules and laws of scientific material 6.8 44.7 46.2 2.3
H. Working independently 16.9 42.3 38.5 2.3
I. Memorising lessons 4.5 44.7 49.3 1.5
J. Life-long education 26.7 38.8 26.6 7.9
K. Team work 15.3 44.3 38.9 1.5
L. Future planning 22.7 41.7 29.5 6.1
Table m2-10: Opinions of teachers of the importance of the following educational practices (%)
Not Somewhat Do not Necessary necessary necessary know U A E CASE STUDY A.Training students to analyse varied information 2 23.7 73.3% 1
B.Training students on critical thinking 5 18.8 75.2 1
C. Encouraging students to work independently and take initiatives 2.9 26.5 69.6 1
D. Helping students conduct research 3 33.6 63.4 0
E. Training students on problem solving 1 15.7 83.3 0
F. Helping students memorise rules and laws of scientific material 4.9 39.2 54.9 1
G. Motivating students to interact with the teacher 1 7.8 91.2 0
H. Following students step by step in all their assigned activities 17 53 30 0
J. Training students on self-evaluation practices 1 30.4 68.6 0
K. Training students on team work 1 21.8 77.2 0
L. Teaching students social principles and values 5.9 23.5 70.6 0
M. Requiring students to memorise lessons 29.4 49 20.6 1
UAE CASE STUDY: APPENDIX 379 Table m2-11: Teachers’ opinions on the support available to them (%)
Always Sometimes Rarely Never
A. The school has a system for regular evaluation of teachers by students. 24.1 34.6 21.1 20.2 B. The school has a system for regular evaluation of teachers by management. 62.9 25.8 8.3 3 C. The school helps teachers develop their abilities and skills by providing 42.5 35.8 14.2 7.5 them with regular training courses.
D. Teacher meetings are held at school for consultation and coordination of 49.3 33.3 10.6 6.8 educational activities.
Table m2-12: Teachers’ views on enabling environments (%)
Completely Somewhat Disagree Completely agree agree disagree
A. The educational system offers teachers facilities to resume their 20.7 33.1 37.7 8.5 education during service.
B. Training centres for teachers exist near the school and I can join them 13 18.5 39.8 28.7 when necessary.
C.The state offers incentives to highly efficient teachers. 13.6 31.2 28.8 26.4
D. The state provides several training opportunities during service to 15.7 54.4 20.5 9.4 improve the level of education.
E. The state provides novice teachers with training courses. 40.9 48.8 6.4 3.9
F. The selection of candidates to the teaching profession is governed by 8.7 25.2 32.3 33.8 strict criteria.
G. There is a gap between the training of teachers and the true 31.2 46.9 16.4 5.5 requirements of the teaching profession.
H. The state offers teachers’ salaries which guarantee them a good living 5.5 15.6 22.6 56.3 standard.
I. There are laws and institutions that protect the rights of teachers. 6.5 11.4 20.3 61.8
J. The state provides teachers with in-service training upon request. 5.7 50 27.9 16.4
380 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-13: Teachers’ feeling of the ability to express opinions (%)
Yes No
63.7 36.3
Table m2-14: Teachers’ relationship to the teaching profession and its requirements, and to educational parties (%)
Completely Somewhat Do not Do not apply apply apply apply at all
A. I will leave teaching if I find a job with the same salary and conditions. 44.4 18 26.3 11.3
B. I will leave teaching if I find a job that generates a higher income. 50.8 21.2 18.9 9.1
C. The teaching profession salary does not make me feel self-sufficient. 60 27.4 11.1 1.5
D. The teaching profession makes me feel I have a mission to fulfil. 70.1 20.9 9 0
E. A job in education makes me feel psychologically comfortable. 28.4 34.3 20.9 16.4 U A E Table m2-15: Teachers’ views on students and school (%) CASE STUDY
Completely Somewhat Completely Disagree agree agree disagree
A. The society no longer shows great respect to teachers. 69.2 26.2 2.3% 2.3%
B. Students generally show less respect to their teachers 73.6 21.1 4.5 0.8 than in the past.
C .Student interest in study is decreasing day after day. 56.8 34.1 9.1 0
D.The current generation of students has a strong 28.6 45.1 17.3 9 personality.
E. The preparation of the current generation of students is 9 27.1 38.3 25.6 better than the preparation of previous generations.
F. The material values of most students surpass their 52.6 39.1 6.8 1.5 knowledge values.
G. The school has a minor role in providing students with 15.7 50.4 24.1 9.8 information and knowledge.
H. The teaching methods adopted by schools do not 21.4 46.6 26 6 encourage students to seek knowledge.
UAE CASE STUDY: APPENDIX 381 Table m2-16: Teachers’ views on the importance of values
Cognitive Conative Social Universal Values values values values values Arithmetic mean 3.20 3.24 3.22 3.21 Standard deviation 0.74 0.70 0.77 0.78 Minimum 1111 Maximum 4444
Table m2-17: Teachers’ views on students’ possession of values
Cognitive Conative Social Universal Values values values values values Arithmetic mean 2.11 2.42 2.30 2.43 Standard deviation 0.60 0.65 0.71 0.71 Minimum 1 1 1 1 Maximum 4 4 4 4
Table m2-18: Teachers’ relationship to the teaching profession and its requirements, and to educational parties (%)
Completely Somewhat Do not Do not apply apply apply apply at all A. The relationship between myself and students is based on 75.4 22.4 2.2 0 mutual respect. B. The relationship between myself and my colleagues is based 91.9 7.4 0.7 0 on mutual respect. C. The relationship between myself and students’ parents is 82.8 14.9 1.4 0.7 based on mutual respect. D. The relationship between myself and the administrative 84.3 12.7 3 0 department is based on mutual respect. E. I meet parents periodically to exchange opinions regarding 19.4 50.8 23.1 6.7 student issues.
382 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-19: Educational facilities and equipment available to teachers in the school (%)
In good condition In bad condition Not available
A. Science labs 82.4 14.5 3.1 B. Language labs 28.2 6.5 65.3 C. School library 84.8 9.1 6.1 D. Computer for every teacher 20 10 70 E. Educational software programmes 35.5 18.5 46 F. Internet connection 72.9 20.9 6.2 G. Subscription to useful websites 32.6 11.6 55.8 H. Printers and copiers 70.4 25.9 3.7 I. Tools for teaching respective specialty 55.3 21.2 23.5
Table m2-20: Teachers’ opinions on the support available to them (%)
Always Sometimes Rarely Never
A. The school helps students with learning difficulties. 36.8 42.1 11.3 9.8 B.The school provides incentives to distinguished students. 38.8 35.1 20.9 5.2 C.The school has a system for substituting for absent teachers. 51.5 20.5 11.4 16.6 U A E
D. The school has specialists who help teachers deal with the material, CASE STUDY 32.1 29.1 15.7 23.1 psychological or social difficulties faced by students.
Table m2-21: Teachers’ feeling of freedom of choice (%)
Absolute Much Limited No freedom freedom freedom freedom A. Personal options 33.8 36.1 25.6 4.5 B. Scientific options 28.8 39.4 27.3 4.5 C. Intellectual options 29.5 33.3 31.8 5.4 D. Professional options 15.2 35.6 40.9 8.3
UAE CASE STUDY: APPENDIX 383 Table m2-22: Students’ perceptions of legal and social enabling environments (%)
Do not Completely Somewhat Completely Disagree know disagree agree agree
A. Strict laws exist in schools that restore rights 2 2.5 9.2 36.5 49.8 to their owners.
B. Strict laws exist in society as a whole that 2.4 2.1 8.7 41.4 45.4 restore rights to their owners.
C. The student thinks carefully before violating 4.1 3.8 14.1 39.4 38.6 the code of ethics due to the school’s laws.
D. The person thinks carefully before violating 4.1 3.7 13.6 38.9 39.7 the code of ethics due to society’s laws.
E. The law is applicable to all people at school, 5 6.6 14.2 35.8 38.4 regardless of their capacity or position.
F. the Law is applicable to all people in society, 5.4 7 14.5 34.2 38.9 regardless of their capacity or position.
G.Those who have money have better 4.6 9.2 16.8 31.1 38.3 opportunities for education. H. Jobs are occupied according to candidates’ efficiency and no other considerations 6.5 9.2 13.2 36 35.1 (intermediation for example). I. Job promotion does not depend on objectivity 10.4 3.3 13.2 37 36.1 but personal views. J.Certification, employment, promotion and other privileges should be based on objective 10.3 4 9.7 38.8 37.2 considerations and not intermediation and favouritism.
Table m2-23: Students’ views on government-run media (%)
Do not Completely Somewhat Completely Disagree know disagree agree agree
A. Audio-visual media convey news honestly. 3.2 2.7 6.9 36.5 50.7
B.Audio-visual media convey different views of 4.3 1.9 5.3 41.9 46.6 society.
384 ARAB KNOWLEDGE REPORT 2010/2011 Table m2-24: Students’ views on non-government-run media (%)
Do not Completely Somewhat Completely Disagree know disagree agree agree
A. Audio-visual media convey news honestly. 6.8 4.4 11.2 38.8 38.8
B. Audio-visual media convey different views of 8 3.6 10.3 40.1 38 society.
Table m2-25: Impact of Enabling environments on students’ skills
Explanation The family’s Educational Material Family’s Educational ability of the method of welfare at welfare interest in welfare at independent upbringing home within family student’s study school changes* (%) Cognitive skills 0.177** 0.216 -0.178 0.080 8.7 Conative skills 0.144 0.064 0.090 4.1 Social skills 0.131 0.076 2.6
*Expresses the ability of the model to explain the change in the dependent variable **The numbers in the table express the standardised regression coefficients. U A E CASE STUDY
Table m2-26: Impact of enabling environments on students’ values
The family’s Educational Family’s Educational Explanation ability method of welfare material welfare at of the independent upbringing at home welfare school changes (%)*
Cognitive values **0.264 0.74 0.064 9.5 Social values 0.199 3.9 Conative values 0.246 6.0 Universal values 0.263 0.109 -0.160 8.3
*Expresses the ability of the model to explain the change in the dependent variable **The numbers in the table express the standardised regression coefficients.
UAE CASE STUDY: APPENDIX 385 386 ARAB KNOWLEDGE REPORT 2010/2011 ARAB KNOWLEDGE REPORT 2010/2011
EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY
MOROCCO CASE STUDY
Systems for instillingvaluesSystems for schools inMoroccan assessmentresults International withspecialneeds children Caring for into theknowledge society tobuildingandeffectively integrating generationsisthebasicapproach future Preparing CONTENTS inMorocco andidentityproblematic Language women society inMoroccan of statusandempowerment The onraisingchildren andtheireffect families Moroccan socialandculturalsituationsof Economic, generation thefuture Family and preparation culture of PREPARING FUTUREGENERATIONS THE ROLE OFUPBRINGING INSTITUTIONSIN CHAPTER 3-3 Conclusion levels different across theprivate educationsectorindeveloping educationandtrainingsystems of efforts The Enabling systemsavailable education generations through future for Teaching Between andtheexpectation thereality methodology: intheeducationandtrainingsystem andtrainingteachers Preparing Teaching andbuildingstudents’knowledge capital methodology efforts Educational reform educationsystemanditsobjectives Moroccan The Prevailing educationalsystems FORPREPARINGTHE SYSTEM FUTUREGENERATIONSINMOROCCAN SOCIETY CHAPTER 3-2 skills,values andenabling triadof The theknowledge society generationfor future the humandevelopment societyanditsimpactonpreparing inMoroccan of reality The knowledge inMorocco situationof The anddevelopment knowledge, freedom triadof The Knowledge andtheknowledge society:conceptandcontext General introduction GENERAL FRAMEWORKS OFTHESTUDY CHAPTER 3-1 CONTENTS Results oftheevaluationstudyNationalProgrammeforacademicachievementassessment Reading andcomprehensionassessment(PILS2007) Results ofmathematicsandscienceassessment(2007) Continuous training Basic trainingforteachers The EmergencyProgrammeandreformingtheeducationtrainingsystem The NationalCharterofEducationandTraining(CNEF) Human development:Broaderframeworkoftheknowledgesociety
420 418 418 417 419 415 416 413 412 411 410 409 409 409 409 407 406 404 403 401 398 398 397 397 397 395 395 394 394 391 390 389 389 389
MOROCCO CASE STUDY Media culture 421 Religion and customs and their effect on the preparation of the future generation 421 Social culture 422 School culture 422 Culture of civil society organisations and associations 423 Conclusion 424
CHAPTER 3-4 ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 427
Political freedoms 427 Freedom of opinion and expression 428 Economic freedoms 428 Accountability and responsibility 429 Rational planning and management through good governance 429 The reality of political reform and its manifestations; aspects of transparency and good governance 429 Reality of economic development and its impact on enabling and reform plans 430 Reality of social development and its impact on the population 431 The status of health (indices and their relation with the situation of the future generation) 432 The most signiÀcant developmental challenges in Morocco and its position in terms of achieving the Millennium Development Goals and The World Fit for Children goals 433 Conclusion 436
CHAPTER 3-5 ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULT 437
Introduction 437 Moroccan Àeld study samples 437 Random sample of students 437 Sample description 437 Sample of teachers 438 Experts and decision-makers 438 Results of the Àeld study 438 Skills 438 Cognitive skills 438 Results of detailed cognitive skills 439 Students’ readiness in terms of cognitive skills 440 General discussion of the results of the three cognitive skills 441 Conative skills 442 Results of detailed conative skills 442 Students’ readiness in terms of conative skills 443 General discussion of the results of the three conative skills 444 Social skills 445 Results of detailed social skills 446 Students’ readiness in terms of social skills 446 General discussion on three social skills results 447 Values 448 Values detailed results 449 Conclusion Enabling environments Opinion ofstudents,teachersandworkshopparticipantsonenablingenvironments Impact ofenablingenvironmentsonskillsandvalues General discussionofvaluesresults Students’ readinessintermsofvalues Social environment School environment CONTENTS Table 3-5-7:Resultsofaggregatevalues Table 3-5-6:Detailedresultsofsocialskills Table 3-5-5:Resultsofaggregatesocialskills Table 3-5-4:Resultsofdetailedconativeskills Table 3-5-3:Resultsofaggregateconativeskills Table 3-5-2:Resultsofdetailedcognitiveskills Table 3-5-1:Resultsofaggregatecognitiveskills Table 3-4-5:Crowdednessrate Table 3-4-4:Developmentofinternaloutputindices Table 3-4-3:Healthanddemographicindices Table 3-4-2:Economicindices Table 3-4-1:Fluctuationsineconomicgrowth Table 3-2-5:Assessmentofqualitativeknowledgecapitalbyagegroup(2005) Table 3-2-4:Totalpercentageofacademicachievementbysubjectandschoolgrade Table 3-2-3:Teachers’unexplainedabsenceratebynumberofdays Table 3-2-2:Resultssincetheintroductionofnon-formaleducation(numberbene Table 3-2-1:Budgetallocatedfortheeducationandtrainingsector Table 3-1-1:HumandevelopmentindicatorsinMorocco TABLES LIST Box 3-2-1:Trainingonhumanrightsandcitizenshipintheeducationaltrainingsystem Box 3-1-1:Theworldsummitontheinformationsociety:Declarationofprinciples,Geneva2005. BOXES LIST Appendix REFERENCES ANDBACKGROUND PAPERS General conclusion Securing actionrequirements movingMethods for towards theknowledge society AbilitytoacttowardsThe theknowledge society positive willingnesstoactfor intotheknowledgeThe society integration ACCESS THEKNOWLEDGE SOCIETY PREPARING MOROCCO’S FUTUREGENERATIONTO CHAPTER 3-6 Appendix 4:EducationalquantitativedevelopmentindicesinMorocco Appendix 3:Moroccoquestionnaireresults Appendix 2:ThenamesofschoolsparticipatinginMoroccosurvey Appendix 1:ListofnamesRabatworkshopparticipants À ting students). 448 446 445 443 442 439 438 435 435 433 430 428 411 410 408 403 400 394 401 392 493 483 481 479 471 465 464 463 462 461 461 458 455 454 454 452 452 450 450
MOROCCO CASE STUDY Table 3-5-8: Results of detailed values 449 Table 3-5-9: Teachers’ opinion on the level of availability of values among students 451 Table 3-5-10: Teachers’ opinion on the level of availability of values among students 451 Table 3-5-11: Values of students on school and their relationship to its importance (%) 454 Table 3-5-12: Views of students on school’s health enabling environment (%) 454 Table 3-5-13: Views of students regarding freedom of choice (%) 456 Table 3-5-14: Students’ views on government run media (%) 457 Table 3-5-15: Students’ views on non- government run media (%): 457 Table 3-5-16: Students perception of their legal and social enabling environment (%) 457
FIGURES LIST Figure 3-2-1: Number of teachers in the profession 407 Figure 3-5-1: Comparison of the average (arithmetic means) of cognitive skills for the total sample (males and females) 439 Figure 3-5-2: Students readiness in terms of cognitive skills 440 Figure 3-5-3: Comparison of the average (arithmetic means) of conative skills for the total sample (males and females) 443 Figure 3-5-4: Students’ readiness in terms of conative skills 444 Figure 3-5-5 : Comparison of the average (arithmetic means) of social skills for the total sample (males and females): 446 Figure 3-5-6: Students’ readiness in terms of social skills 447 Figure 3-5-7: Views of participants in the workshop about the importance of skills and their availability among the youth 448 Figure 3-5-8: Comparison of average (arithmetic means) of values for the total sample (males and females): 449 Figure 3-5-9: Students’ readiness in terms of values 450 Figure 3-5-10: Views of participants in the workshop about the importance of values and their availability in the students 452 Figure 3-5-11: Views of students regarding political participation 455 Figure 3-5-12: Students’ expression of opinion within and outside the family 456 Figure 3-5-13: The importance of environments and the extent of their availability according to views of workshop participants 458 Figure 3-6-1: Stages of action for accessing the knowledge society 464
for the welfare and dignity of the Moroccan citizen. theMoroccan anddignityof for thewelfare progress theirfreedoms, managingchangeandachieving of thehorizon human capabilitiesandbroaden andauthority, newpower toexpand holdsfrom theconcept byknowledge, witheverything that ispowered involvementinthenewknowledgesociety andeffective should alsoapplymechanismsthatfosteractive generation.Thisfoundation thefuture thatcanbuildthecapacityof process and manageadevelopment invested inforthebene thatshouldbefurther potentialandopportunities itholdsalotof asacountry Furthermore, and growth. during thelastdecade, hastaken inthe manyinitiatives which, forintegrationyouth intotheknowledgesociety. isoneArabcountry inthesecountriesare Morocco with Jordan, theUnitedArabEmiratesandYemen, the tobecasestudiesinassessinghowprepared build theknowledgesocietyandtoaccessitsvast domains. generationsto future preparing theestablishedto identifythebasisandmechanismsforachieving goalsof À INTRODUCTION and development. theobstacles thatcanhinderprogress byremoving Thiscanbeachieved future. build apromising allcountries seekingto thathascaughttheattentionof horizon knowledge societyisauniversal engagement andpositive intheknowledgesociety. foractive The theirreadiness in ordertodetermine Arabyouth theknowledgecapitalof istosurvey thesecondArabKnowledgeReport The aimof l uvy nasml fschoolstudentsintheir onasampleof eld surveys ihnti rmwr,Mrcowscoe ob n fthefourselectedArabcountries, together was chosentobeoneof Morocco thisframework, Within Through its theory and itstheory Through inMorocco, andthrough thatmonitorshumandevelopment various studiesandresearch Through À fthenation. t of À eld work the report will establish the basic foundations required to direct todirect willestablish thebasicfoundationsrequired thereport eld work À nal year of secondary education, this report attempts education,thisreport secondary nal year of À eld of human development to achieve prosperity prosperity toachieve humandevelopment eld of
MOROCCO CASE STUDY 388 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-1 GENERAL FRAMEWORKS OF THE STUDY
as: a set of data, information, instructions GENERAL INTRODUCTION and ideas, or a set of symbolic structures that are carried by individuals or acquired Over the past few decades, the world has by society in a speciÀc indicative and undergone radical changes which have been a historical context. In addition, it is qualitative leap in the history of the development a tool for human behaviour on the of human society. This has had a notable individual and institutional levels in all effect on several levels of the global economy Àelds of activity. Knowledge may be Knowledge may be and human culture in general. The features of explicit or implicit, and its production explicit or implicit, this new universal social reality have not been is not limited to traditional forms of and its production clearly deÀned. However, its new features and scientiÀc research, but also includes varied future outlook indicate that profound myriad literary and artistic expressions is not limited to changes have occurred in production methods, and production belonging to national traditional forms of lifestyles and social relationship networks. and international culture. Moreover, it scientific research, This undoubtedly establishes new human and should be emphasised that knowledge is but also includes cultural principles that are founded primarily a human state which means more than on knowledge factors. just obtaining information. Like wisdom, myriad literary and The effect of the ‘knowledge society’, the it requires a commitment to high moral artistic expressions term given to this new event, has been felt values, such as freedom, justice and human and production throughout the world. This society derives dignity. Over the past two decades, the belonging to its existence and power from the knowledge concept of knowledge has been linked technology revolution, which differs from previous to many other concepts which have national and technological transformations that accompanied become commonplace, especially that of international the industrial revolution and were exclusively ‘society’. The meaning of the knowledge culture related to speciÀc products or industrial sectors. society is not completely clear, as it is In fact, this revolution cannot be conÀned to still in an evolutionary phase. However, the knowledge technology revolution, as it also the ambiguity of such a concept does extends to include other aspects that form not prevent us from deÀning its basic CASE STUDY the concept of the knowledge society, namely features by saying: It is the society that MOROCCO technology, economy and knowledge. Thus, we those who took signiÀcant steps towards Ànd ourselves facing knowledge technology, a development and prosperity have already knowledge based economy, and a knowledge reached. Particularly, it is the society society’.1 which depends on the dissemination, production and efÀcient investment of KNOWLEDGE AND THE knowledge in all Àelds of social activity, KNOWLEDGE SOCIETY: including the economy, civil society, CONCEPT AND CONTEXT politics and private life, as knowledge plays an intensive role in the daily life of It is not easy to accurately deÀne such a society’s members and institutions, knowledge, however it can be referred to interacting with technology, the economy
MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 389 and society. Such a society has enabling and abilities, achieving their freedom and and encouraging environments which welfare, as well as overcoming poverty and include legislations, institutions, openness, building prosperous societies. Moreover, freedom, and global intercommunication it is the cornerstone for realising overall via information technology and mass human development (Arab Human media. To sum up, the knowledge society Development Report, 2003). The Arab should produce, share, and use knowledge Knowledge Report for the year 2009, to ensure the welfare and progress of its points out that “knowledge means freedom members. and development, and no knowledge or development occurs without freedom, THE TRIAD OF KNOWLEDGE, though such a link does not emphasise FREEDOM AND that they are mechanically interrelated.” In DEVELOPMENT this context, the same report indicates that “when we talk about the relation between The Arab Knowledge Report 2009: human development and knowledge, ‘Towards Productive Intercommunication we recall the teleological side that makes for Knowledge’ considers knowledge to be knowledge serve development. When Knowledge is an uncontroversial human right that should we talk about freedom, we think of the considered a tool be made more democratic and therefore social and political frameworks that help for expanding available to all members of society. It nurture knowledge and innovation, given human beings’ further regards knowledge as both a tool the existing and creative interaction and product of development. between expanding freedoms and building options and In fact, knowledge acquisition is not an knowledge.” abilities, achieving inherent right of human beings just because Based on these concepts, skilled human their freedom and of their humanity, but it is also a method resources are required to achieve optimum welfare, as well as of human development across all its Àelds. exploitation of nature, capital management Thus, knowledge is made by human beings and mobility, and technological overcoming poverty who are its main target and core. However, development for commodities production and building acquiring knowledge is governed by the and commercial exchange all need skilful prosperous societies speciÀcities of each society, namely history, human resources in our world which is culture and institutions, as well as the witnessing development in different Àelds. organisational context of its production Integration into such a world requires and dissemination. development and progress, making it Development is associated, in all its essential to acquire creative and innovative aspects, with the human being. But, it is knowledge, which is the method of not achieved in circumstances that restrict knowledge competition in a harmonious human beings and their freedom in society framework in all aspects of life. Knowledge and suppress creativity and innovation. cannot be separated from social This is because production will remain development. Knowledge development in limited in a climate that hinders freedom society cannot be isolated from achieving of thought, work and production and one overall development as a whole. that discourages initiative. “Democracy Thus, preparing human resources in its broad sense cannot be separated equipped with knowledge and who can from the democracy of knowledge which take creative initiatives should top the includes opportunities for involvement priorities of developmental policies and and communication in particular. The strategies. The human being is the most latter cannot be achieved independently important factor for production which from the former” (Arab Knowledge can contribute effectively to achieving Report, 2009). Knowledge is considered a economic, social and Ànally overall tool for expanding human beings’ options development.
390 ARAB KNOWLEDGE REPORT 2010/2011 THE SITUATION OF school early, low schooling rate of girls KNOWLEDGE IN MOROCCO and children in rural areas, limited linguistic ability, mismatch of graduates and the The relation of knowledge to society’s labour market, and the low quality of basic environment, culture and heritage is education necessary for the development of multidimensional and controversial. abilities and skills. Knowledge is a strong lever for development These modest results occurred in spite and improvement in life, and so any positive of efforts and resources allocated for development in cognitive performance will education and training, which constituted reÁect on development and its causes. The nearly 27.1% of the state’s budget during progress and development of any society the period 2002 – 2005 (United Nations The progress and in the present world is measured by its Development Programme, Mohammed development of exposure to an environment which fosters bin Rashid Al Maktoum Foundation, 2009). knowledge, contributes to its production, Such resources improved the literacy rate any society in the and develops a creative and innovative among citizens 10 years old and above, present world is foundation for enriching scientiÀc research raising it from 45.6% in 1994, to 60.3% measured by its and generating solutions for the various in 2009. Furthermore, the net schooling exposure to an issues that pose challenges for the human rate among children aged 6 to 11 rose environment which being’s existence and welfare. If this is the from 52.4% to 97.5% on the national level case, what is Morocco’s share in that? To and increased nearly three times in rural fosters knowledge, what extent can it possess knowledge that communities, and four times among girls contributes to its is unmatched in the world today by any of the same communities. Thus, the ratio production, and other power? What is its position on the of females to males in primary education develops a creative global knowledge map? What is the nature increased from 66% to 96% (The Ministry of the incentives and obstacles that hinder of National Education and Directorate of and innovative its pursuit in this global competition? Strategy, Statistics and Planning, 2011). foundation The research undertaken by the Institute However, other channels of generating for enriching of Economic Analysis and Prospective and transferring knowledge, such as scientific research Studies-IEAPS, (Al Akhawayn University scientiÀc research and cultural production, 2004), showed that Morocco recorded a have not formed a real priority for the and generating strong deÀcit in the Àeld of knowledge. This state. Although the government authorities solutions for the is mainly attributed to the lack of accessing, declare they are convinced that scientiÀc various issues that producing, transferring and spreading research is the best method for overcoming pose challenges knowledge in all forms, including education the challenges of development, the budget for the human and training, illiteracy elimination, cultural allocated for it has not yet reached the production and scientiÀc research. The level set forth in the National Charter being’s existence indicators of the World Bank’s Knowledge for Education and Training, which is and welfare Assessment Methodology (KAM) showed 1%. However, it increased from 0.3% in CASE STUDY that the Moroccan knowledge economy 1993 to 0.8% in 2005. Efforts were also MOROCCO index for 2007 amounted to 3.54, while the made in structuring scientiÀc research in information technology index for the same universities, within 982 approved units year reached 4.37. Moreover, the education that include research laboratories and and human resources index for that year research centres. 36% of research units recorded 1.95 (without measuring the level are dedicated to the humanities and social of development and change in the education sciences, 28% to the exact sciences, 29% and human resources Àeld in general while to life and natural sciences and 10% monitoring the implementation of the to engineering sciences.2 With all what Emergency Education Programme). The has been mentioned, scientiÀc research educational system is still suffering from suffers from many shortcomings. Most several issues, such as students leaving of its projects are of an individual nature,
MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 391 and its output is not evaluated. A study In its Ànal report, the Higher Council submitted during the National Meeting of Education recommended expanding for studying and evaluating the results of the researchers’ base to include Moroccan research in the Àeld of the humanities researchers in Morocco and abroad, revealed shocking results regarding the participating in national projects, as well status of researchers. This will certainly as encouraging creative initiatives in vital have an effect on revising the scientiÀc Àelds (biotechnology, energy, electronics, research policy in Moroccan universities, food industries and health). It further thus helping academics dedicate their recommended establishing channels with efforts to scientiÀc research as one of the international scientiÀc research centres. In most signiÀcant bases for development order to encourage scientiÀc research, the (Ministry of National Education, Higher state decided to grant tax exemptions of Education, Professional Training and 18% to companies participating in scientiÀc ScientiÀc Research, in French, the National research. Such exemptions will reach 1% of There are many Meeting for correcting the Àndings of the net domestic product at the end of the scientific research the assessment study for research in the ten years in relation to the current rate of institutions in Àeld of humanities and social sciences in 0.8%. It is also expected to set up a national Morocco, 2009). fund to support research and creativity. The Morocco, but they fund will be Ànanced by state donations, as are not linked. Such The Ministry of National Education, High well as by contributions from public and institutions belong Education, Professional Training and Scientific private contracting companies. It should Research in Morocco conducted a two-phased to different sectors, national research project. The first phase addressed issue an assessment report every two years scientific research and production assessment in under the auspices of the government thereby exceeding the field of sciences exactes, biology, geology and authority concerned with scientiÀc research university research engineering. Its results were submitted in 2003; the 3 second phase was related to scientific research and and technological innovation. institutions production assessment in the field of humanities There are many scientiÀc research and social sciences under the scientific supervision institutions in Morocco, but they are not of the Moroccan Sociologist, Mohamed El- Sharqawy, it began in 2005 and ended in April 2009 linked. Such institutions belong to different in the overall assessment framework of the national sectors, exceeding university research research system approved by the Permenant institutions; which, and in according to Law Ministerial Committee for Scientific Research and Technological Development in its meeting 01-00 relating to university independence, on 16 July 2003. The above mentioned research which formulated an ambitious project provides an accurate vision about the scientific production since the independance of Morocco. for scientiÀc research for each university It also addresses its general trends and subjective over many years. This recorded a notable and objective institutional impediments as well as rise in the research projects conducted the characteristics of the university research and teaching staff through two approaches, the first via partnerships (Higher Council of is quantitative (bibliometric study for scientific Education, 2008d). However, despite the production; national field research) and the second efforts exerted in scientiÀc production, is qualitative (thematic meetings; and a national meeting for reviewing results). Moroccan scientiÀc research is still low on the international level, recorded as
BOX 3-1-1 The World Summit on the Information Society: Declaration of Principles, Geneva 2005 “We, representatives of the peoples of the world… declare their full potential in promoting their sustainable development our common desire and commitment to building a people-centred, and improving their quality of life, premised on the purposes and inclusive and development-oriented Information Society, where principles of the Charter of the United Nations and respecting fully everyone can create, access, utilise and share information and and upholding the Universal Declaration of Human Rights.” knowledge, enabling individuals, communities and peoples to achieve
Source: http://www.itu.iny/wsis/docs/geneva/official/dop.html.
392 ARAB KNOWLEDGE REPORT 2010/2011 0.87% in 2004, compared to South Africa for commercial and industrial contracting which recorded 3.49%, and Chile and companies inside and outside the country.4 Thailand which reached 2.07% and 1.65% Therefore, Morocco has allocated funds respectively for the same year.3 of MAD 5 billion and 200 million Regarding integration into the world (USD 24,390,243). of information and communication Morocco is also preparing to launch technology (ICT), or what is known as services for government ministries, ‘the network society’ - the most signiÀcant including e-government, which is expected phenomenon of the knowledge society - to start operating as of 2013, with a budget Morocco has realised the importance of of around MAD 2.2 billion. In this respect, such facilities and the necessity to interact the government will provide citizens with other facilities and factors that with 89 projects and services remotely. constitute the knowledge society. This is These will include 15 model projects, intended to effect development and rapid which include updating civil status, online growth with the purpose of achieving contracting and online invoice payment, in In order to quality accomplishments and improving addition to other electronic services which generalise the performance in administrative services. help people’s daily lives by improving benefits of using Thus, we Ànd that Morocco seeks to administrative dealings and making them enable younger generations to understand more transparent.5 digital technology and master the use of such facilities at Undoubtedly, the lack of knowledge in different fields an early age; according to Article 10 of in any society reÁects negatively on of life, Morocco the National Charter of Education and human development, hinders economic is establishing a Training (Mohammed Abu Tag El Din, in modernisation and reduces the country’s ‘Digital Morocco’ Arabic, 2007). productivity, competitiveness and confrontation of globalisation challenges. strategy for the “We should realise that the use of the most Moreover, knowledge inadequacy stands digital economy advanced technologies is not a sign of prosperity as an obstacle to the spread of the values for the world’s poorest countries. However, it is and information such countries that should take great steps in this of modernisation, citizenship, openness society which field.” and progress, as it reduces the citizens’ involvement in basic public affairs. extends from Mahdi El Mandjra quotes Mohammed Abu Tag El Din, 2007. Today’s useful and efÀcient knowledge 2009 to 2013. is not just a tool for reÁection and In order to disseminate the beneÀts of interpretation of the world, but also a using digital technology in different Àelds tool for changing the welfare of human of life, Morocco is establishing a ‘Digital beings. Thus, it relates and interacts with Morocco’ strategy for the digital economy the political, social, economic and cultural and information society which extends aspects of life in society as well as its from 2009 to 2013. This strategy is aimed at climate of freedom. Moreover, knowledge CASE STUDY making digital communication technology at present differs according to the nature MOROCCO one of the principal underpinnings of of advanced technological equipment and the economy and general management. channels that circulate it across the globe. Further, it intends to help citizens access the The new dynamic in Morocco in the internet, encourage knowledge exchange, Àrst ten years of this millennium seeks to and facilitate access to management create an appropriate climate for achieving requirements. At the same time, the strategy human development. This is done through aims to make such technologies an effective providing a new deÀnition of power, tool for socio-economic development, nationalism and citizenship, liberalising as well as a means of communication for the national economy, and reforming the some remote rural areas. It also intends education and training system, in addition them to be a means of communication to establishing a new family code, Àghting
MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 393 illiteracy, rehabilitating political parties, from many Àelds since its introduction and focusing on human rights. These are in 1990. The concept was used by the all basic mechanisms for realising human economist and Nobel Laureate Amartya development and accessing the knowledge Sen in his studies related to human welfare. society, modernisation and democracy, The Arab Human Development Report that aims to prepare the youth in the best for 2002 deÀnes ‘human development’ as way possible. “the process of increasing options. Every day, people exercise many options, some THE REALITY OF HUMAN of which are economic, while others are DEVELOPMENT IN THE social, political and cultural. Since the MOROCCAN SOCIETY AND ITS human being is at the core of human IMPACT ON PREPARING THE development activities, such activities FUTURE GENERATION FOR should be directed to broaden the scope THE KNOWLEDGE SOCIETY of choices for human beings in all human The concept Àelds to the beneÀt of all.” The Human of human HUMAN DEVELOPMENT: Development Report for 2010 deÀnes BROADER FRAMEWORK OF human development as “expanding the development is THE KNOWLEDGE SOCIETY true freedoms of the human being for him regarded as rich or her to live his or her desired life”.6 The and distinguished, The concept of human development human development guide arising out of as it comprises is regarded as rich and distinguished, these concepts is made up of knowledge theoretical as it comprises theoretical and practical and health indicators, in addition to dimensions and components. For this, it income indicators, which together form and practical has gained the attention of researchers the determinants of human development. dimensions and components TABLE 3-1-1 Human development indicators in Morocco
Indices Value Reference year 67.9 1994 Life expectancy at birth (year) 72.9 2009 57 1987-1991 Infant mortality rate (per 1,000 live births) 32.2 (+) 2008-2009 332 1985-1991 Maternal mortality rate (per 100,000 live births) 132 2004-2009 2,933 1994 Number of people per physician 1,611 2008 3.28 1994 Fertility indicator (number of children per woman) 2.36 2008 45.0 1994 Literacy rate among the population 10 years and above (%) 60.3 2009 60 2 1994 Net schooling rate of children aged 6-11 years (%) Ȇ 90.5 2009 51.3 2001 Activity rate of the population aged 15 years and above (%) 49.9 2009 12.5 2001 Unemployment rate (%) 9.1 2009 Percentage of households connected to an electricity network National (%) 92.4 2009 Urban (%) 97.4 2009 Rural (%) 83.9 2009 51.5 1994 Urbanisation rate (%) 57.3 2009 Source: Ministry of Health and HCP, 2009 - 2010
394 ARAB KNOWLEDGE REPORT 2010/2011 Based on that, table 3-1-1 shows some generation is regarded as the cornerstone of of the most important indicators of establishing the desired knowledge society. human development in Morocco, as this is The report seeks to serve as a ‘compass’ the broader framework of the knowledge which directs individuals and society society and one of the most signiÀcant with its different institutions to invest in approaches to forming the needed human the coming generations starting from an capital. The table reveals the signiÀcant early age. The aim of this is to establish developments of these indicators during a strong base of human capital required the last ten years, which are intended by knowledge for technological, economic to develop the society and serve future and social development, according to generations. the developmental requirements of the country. This can be achieved by providing PREPARING FUTURE them with their various health, education, GENERATIONS: THE BASIC housing and social needs, in addition to the Today, the system APPROACH TO BUILDING appropriate enabling environments. This of preparing future AND EFFECTIVELY will help them become productive citizens generations faces INTEGRATING INTO THE who are capable of adapting to innovations, great challenges. KNOWLEDGE SOCIETY especially as the learning capabilities of younger generations are greater than those Young people need Effective knowledge is founded by of older ones; every child is regarded as to be equipped preparing future generations and an expected genius. It is to be noted that with skills and providing them with intellectual insight childhood in general opens a world of abilities, as well to enable them to participate effectively knowledge that should be accessed early as personal and in building the knowledge society in by high quality education. Building the terms of production and application. The future generations’ capacity is considered behavioural values, knowledge society requires people who are the true foundation of establishing and which enable capable of making clear-cut decisions and integrating into the knowledge society, them to make and effectively penetrating new environments, especially as young people represent the generate ideas which can only be done by preparing them majority in Arab societies. appropriately. Future generations who are prepared for the knowledge society should THE TRIAD OF SKILLS, be able to anticipate the future through VALUES AND ENABLING rapid and successive changes. This requires enhancing their adaptive ability to enable Today, the system of preparing future them to plan for the future and respond to generations faces great challenges. Young its requirements. people need to be equipped with skills and abilities, as well as personal and behavioural Neither the knowledge of the past helps values, which enable them to make and CASE STUDY in understanding the present, nor does today’s generate ideas. This can only be done by MOROCCO knowledge help in anticipating the future. The present rapidly disappears, and so we have to freeing their thinking and developing it in prepare future generations in a way that enables a way that helps them to overcome new them to calculate and anticipate the rate of global challenges. change. We should further help them create successive images of the future, i.e. enable them ‘The International Commission on to anticipate the types of professions and skills Education for the Twenty-Àrst Century,’ which will be needed in society in the next twenty report for 1996, highlighted four pillars or fifty years. that underlie the education requirements Ahmed Auzi, 2005 of the new millennium: ‘learning to know,’ ‘learning to do,’ ‘learning to live’ together In the Arab Knowledge Report for and ‘learning to be.’ The commission 2010/2011, the building of the next further considered life-long education the
MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 395 key to the twenty-Àrst century, because it generations for the knowledge societies, reÁects on the learning community which while Chapter 3 tackles the general is the knowledge society (Jacques Delors, social situations and their role. Chapter 1996, Learning: The Treasure Within, in 4 expands on the enabling environments French). The education and training system which embrace all processes of forming is considered a means of developing and the future generations. Chapter 5 includes changing society, but it also reÁects, in a Àeld study to learn more about the skills many cases, the society’s structures and and values of the future generation in institutions that can positively or negatively Morocco and how appropriate they are for contribute to the formation of the system. the integration into the knowledge society. This requires active and effective enabling To that end, methodological tools were environments that support the goals of used to study a sample of students in the growth and the societal development Ànal year of secondary education from desired by the education and training different scientiÀc and academic specialties system. available in our educational institutions, If such components of skills, values whether public or private.7 Tests and and environments are all essential to act questionnaires were administered to the in order to catch-up with progress and students to assess the availability of their development, and step with conÀdence skills and values. Furthermore, a survey into the knowledge society, how far are was conducted among the teachers such components available for our future working with the sample of students in generations? To what extent does the order to understand their perception of education and training system contribute to themselves and their profession, as well forming the knowledge capital of younger as the available capabilities in the enabling generations? What kind of knowledge environments provided to them and their has been acquired by secondary school students. Chapter 6 of the report presents graduates at the end of their education? To a proposed vision of four mechanisms what extent do they develop the abilities that pertain to the basic axis of action, and values necessary to facilitate their including ‘the ability to act’, knowing ‘how integration into the knowledge society? to act’, dealing with the ‘willingness to act’ The following chapters from the Morocco and securing ‘the necessary requirements case study will attempt to answer these to act.’ This is intended to prepare the questions. Chapter 2 provides an analysis of future generation in Morocco for the the education situation in Morocco, which desired knowledge society. is the cornerstone for preparing future
396 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-2 THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY
For the young generation to face the future of practical daily life, along with resuming and its various requirements they must be their education if they meet the required prepared in the best way possible. This conditions and skills. It should further give can be done by exposing them to a set them the opportunity to demonstrate their of upbringing and training systems which excellence and gift whenever their skills consider the educational and learning and capabilities qualiÀes them to do so, systems tackled in this chapter as one of to provide the society with qualiÀed and its basic pillars. efÀcient groups who can contribute to the sustainable building of their country PREVAILING EDUCATIONAL at all levels. Moreover, society expects SYSTEMS the educational system to provide it with the best scientists capable of achieving For the young The attention given to education and development via scientiÀc, technological, generation to training is a national strategic option economic and cultural progress. face the future from which stems the major directions These are some of the objectives and its various for the educational system in Morocco. defined by the National Charter of The National Charter of Education and Education and Training which for requirements Training is a reform document which aims preparing future generations for effective they must be at “making the educated person in general, integration into the knowledge society. prepared in the and the child in particular, the core of To what extent did authorities manage to best way possible thinking, interest and action during the achieve such objectives? Reviewing the education and training process. This is different aspects of the education situation done by meeting the requirements and in Morocco through its accomplishments opening the way for Moroccan children to and deficiencies reveals an existing enhance their abilities in order to be open- knowledge gap between the reality and the minded, qualiÀed and capable of life-long aspiration. This gap will be monitored by education.” assessing the knowledge capital produced Achieving such goals requires dealing by the education and training system as CASE STUDY with many concepts and issues, including well as the knowledge, skills and values MOROCCO awareness of the children’s aspirations and given to future generations (see chapter 5 their physical, emotional, psychological, of Morocco case study). cognitive and social needs. It further entails an educational behaviour in harmony with THE MOROCCAN EDUCATION such awareness, in the family, daily life and SYSTEM AND ITS OBJECTIVES school. The education and training system should perform its full duties towards Following the country’s independence in individuals and society in order to offer 1956, the educational system in Morocco was individuals the opportunity to acquire deteriorating in terms of basic equipment, the values, knowledge and skills which the number of students at school, qualify them to integrate into the realities educational and administrative groups and
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 397 funding. This made the system unable to discourse in total across different political respond to the increasing requirements of and academic establishments, together education with the rising developmental with some international institutions, which needs of the country. However, the country unanimously described it as a ‘crisis’. This was able to achieve substantial progress gave rise to radical reform in the late 1990s. during the early years after independence, The ‘Committee of Education and Training’ when the enrolment rate in the primary was formed, comprising of scientiÀc, stage rose from 17% in 1956-1957, to economic, social, union and political 46.7% in 1963-1964. Moreover, Morocco activities, with the purpose of studying the witnessed a series of multi-goal and multi- reform of the educational system across all mechanism educational reforms. However, levels, starting from pre-school education immediately after independence these to higher education. The work of the efforts followed a sectarian movement with commission resulted in the drafting of the the slogan ‘Moroccanisation, Generalisation, ‘National Charter of Education and Training The ‘Committee UniÀcation and Arabisation’. Moreover, which aims at comprehensive reform based of Education and instability was a feature of all those who on a new philosophy to Àll the gaps of Training’ was successively headed the Ministry of previous reforms. The project started its formed, comprising National Education. This post witnessed activity gradually from the beginning of the 38 consecutive ministers, state secretaries academic year 2000/2001. of scientific, or deputy state secretaries from 1955 until Thus, we Ànd that for the Àrst time economic, social, 2005. The approach to education during the education and training sector has union and political this time was not always homogeneous (The gained national accord and has become a activities, with the Possible Morocco, Fiftieth Anniversary societal project which requires true reform Report, 2006). with contribution from many aspects of purpose of studying society. It has turned out to be an initiative the reform of the Due to the exacerbating defects of the of paramount importance, in terms of educational system educational system, there were intensive calls planning, accomplishment and assessment. for urgent rescue for the school, and demands The sector has gained the greatest attention across all levels, to address the “crisis” of education (whether starting from pre- on the level of syndicates, politics, academics, of the state and local groups, along with and the international organisations reports). educational and training institutions and all school education to Though the critical conditions of education were concerned partners. Thus, 2000/2009 was higher education risky, they contributed to launching a dynamic reform programme that made good advances declared the national decade for education in the late 1990s. The peak of these efforts was and training during which full attention drafting reference documents that define the would be given to public education, as coordinates guiding reform initiatives. Amid these movements, a movement was launched for well as overcoming the challenge of the a legal system update, institution development, rapid generalisation of education. In pedagogy system reform, curricula review, and addition, special efforts would be made rationalisation of financial and human resources. to encourage girls in rural communities to Source: Ahmed Edali, background paper of the report enrol in school, and improve the quality of education and its appropriateness for the requirements of the labour market, the EDUCATIONAL REFORM reality of daily life and the new millennium. EFFORTS The important reform mechanisms for achieving high quality in the educational THE NATIONAL CHARTER OF system include: EDUCATION AND TRAINING Restructuring pre-primary, primary, (CNEF) secondary and higher education in a way that allows the latter to integrate The problematic situation of the educational general, or academic and professional system, in the late 1990s, produced a uniÀed structures and build bridges among
398 ARAB KNOWLEDGE REPORT 2010/2011 specialties;8 for accelerating the pace of the system, Reviewing school programmes, curricula necessary resources were allocated for and school books, and setting up a establishing an integrated project to permanent committee for programmes. encourage talent and excellency. In this Since the beginning of September context: 2003, higher education has undergone - Conducting a new accurate scientiÀc a thorough review of its curricula and study about the map of skilled students goals in a way that achieves a high quality throughout the country, beginning of content; from the primary education, with the Modifying the school timeline so that aim of receiving them and coping with the academic year in primary, secondary them through special structures; and tertiary school includes at least - Establishing excellence secondary 34 full weeks, or approximately 1,000 schools and reference secondary to 1,200 hours. This can be modiÀed schools for receiving students with high to match the characteristics of the qualiÀcations to continue study in the educational institutions’ region; qualifying secondary schools. Teaching the Arabic and Amazigh - Supporting and expanding the languages as well as mastering foreign infrastructure for preparatory sections languages. The status of the Amazigh in high schools, as well as providing all language changed in the new constitution conditions that provide people who The nurturing of (2011), as it became an ofÀcial language attend these centres with the proper distinguished and for the country, given that it is known conditions for achievement and talented students by all Moroccan without any exception. preparation for passing competitions is also evident in A regulatory law determines the stages for accessing the best high schools in of effecting the ofÀcial feature of the Morocco and France. the establishment Amazigh language, and methods of - Establishing incentive dynamics that of new model integrating them in education as well as encourage excellence based on rewarding institutions public life Àelds of priority, so as to be distinguished students in school exams for secondary able to perform its future function as and various competitions prepared by education an ofÀcial language (Chapter 5 of the the Ministry in different cultural, artistic, Moroccan constitution, 2011). and sport Àelds. Using new information and - Encouraging scientific and communication technology (ICT); technological research and increasing Encouraging excellence by setting up a public funds allocated for it to 1% of comprehensive scheme which monitors the gross domestic product at the end high achieving students to reward of 2009. A national fund is expected and motivate them.9 The nurturing of to be set up to support research and distinguished and talented students is innovation. The fund will be Ànanced CASE STUDY also evident in the establishment of by state aid, contributions from public MOROCCO new model institutions for secondary and private contracting companies, education. Despite the measures that donations from prominent people, and accompanied effecting the National grants from international cooperation. Charter For Education and Training, Undoubtedly, these new directions they have not in general gained their will reÁect greatly on the educational due attention in terms of coping with reality, affecting the preparation of future necessary quality infrastructures, so generations for integration into the that the country can beneÀt from the knowledge society. These reforms have human capital able to face current and covered several educational system levels future problems of the society. Along and have been accompanied by other with approving the urgent programme achievements in schools. Attention has
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 399 been given to rural communities which have and training Àeld were established. Below an extremely low enrolment rate, especially are considered the most important: for girls. The school food network has been expanded to cover 46% of community Mohammed VI Foundation for schools with 1,135,107 students 556,527 the Promotion of Social Works for of them females. Moreover, dry foodstuffs Education and Training: have been distributed to the families of This is an establishment which seeks to students in order to encourage them to set up programmes and take measures to educate their girls. This comes within the correct the accumulative social deÀciency Besides public ‘Tayseer’ programme whose beneÀciaries for males and females in education.12 efforts, there was rose from 74,000 families to 162,000 also a national families in 2010. Also, school books and Mohammed V Foundation for mobilisation 4.04 millions bags have been recently given Solidarity: to generalise to the children of poor families across the Among its activities, this institution kingdom. In addition, the school transport encourages training and qualiÀcation as a schooling and rate increased to more than 600% in terms means for the social integration of youth. overcome problems of the number of students beneÀting posed by it from it (Summary of education statistics, National Initiative for Human 2010/2011). Development (NIHD): Besides public efforts, there was also This ambitious initiative aims to bridge a national mobilisation to generalise social gaps and alleviate poverty and schooling and overcome problems posed by marginalisation, particularly in rural and it. Different local authorities and groups, as Urban communities. well as a number of contracting companies contributed to the project’s success Higher Council of Education: (Abdullah Saef, 2005). Moreover, the It was founded as part of efforts to number of scholarships granted to students foster and accelerate reform. It provides by the Ministry of National Education, its opinion on education and training Higher Education, Professional Training related issues. The council has also issued and ScientiÀc Research increased to an assessment report on the education 144,350 scholarships during the 2009/2010 and training system. Furthermore, it has academic year.10 conducted several studies to evaluate Thanks to such reforms, the schooling students’ education. rate of the category (6-11 years) in 2011, according to authorised statistics was The Children’s Parliament: 97.5% The importance attached by the It was established to enhance citizenship state to the training and education sector is and democratic practices, as well as create evident from the increasing funds allocated an appropriate climate for training future to it (table 3-2-1). generations on positive citizenship and In order to support and structure concern for public issues. educational reform efforts, a group of We have referred to the different new institutions supporting the education reforms set up to renew the Moroccan school system and establish its foundation TABLE 3-2-1 based on the ‘National Charter of Budget allocated for the education and training sector.11 Education and Training , but what are the objectives of the education and training Years Allocated budget system regarding new curricula? What 2008 MAD 37.43 billions types of efÀciencies, skills and human 2009 46 MAD billions values does it seek to cultivate in the 2010 Around MAD 49.5 billions future generation? The Àrst section of
400 ARAB KNOWLEDGE REPORT 2010/2011 the ‘National Charter for Education and BOX 3-2-1 Training’ refers to the foundations of Training on human rights and citizenship in education and training, which are Islamic the educational and training system doctrine, constitutional monarchy, cultural diversity, devotion to originality and “Responding to the transformations - Accepting cultural differences; integration into the modern culture. The witnessed by Moroccan society and - Exercising critical and systematic second section emphasises the major goals desiring to help future generations thinking; adapt to those transformations, it was - Training on cooperation and of reform, which include equipping future necessary to review school programmes, responsibility; generations with the knowledge, skills curricula and books from the perspective - Solving and approaching issues and values that secure their integration of being open to critical understanding from an international perspective; of the self, the other, as well as national - Mediation and amicable settlement into daily life. Such goals further include and international changes, and preparing of disputes; forming groups of the best scientists and the citizen to possess the following - Active participation in political life; improving efÀciencies through supporting values (school education sector, 2007): - Changing lifestyles to protect the - Defending human and citizen’s environment. the ability for self-learning, communication, rights; enhancing openness, encouraging creativity and disseminating its culture. Source: Abdullah Al Khiary, background paper for the report However, many questions remain unanswered. To what extent did these Despite opportunities provided by reforms help in achieving quality education developments and radical transformations matching the requirements of teachers experienced by the world, Higher education and the labour market? How far did the also faces many pressures and challenges, educational and training system manage on the quantitative or qualitative level. to equip students with the abilities, skills and values to prepare them for active THE EMERGENCY integration and engagement in the PROGRAMME AND knowledge society? REFORMING THE EDUCATION Despite The current situation in the education AND TRAINING SYSTEM opportunities and training system shows that it is still provided by suffering from the effects of issues The Emergency Programme is based on the developments resulting from the problem of illiteracy National Charter of Education and Training among people aged 15 years and older, and aims at reviving reform and accelerating and radical and the focus of efforts on providing its pace. To this end, the Ministry of National transformations educated people with a solid skills base. Education, Higher Education, Professional experienced DeÀciencies also resulted from the Training and ScientiÀc Research formulated by the world, sustained problem of early school leavers, this ambitious programme for a period of Higher education the limited knowledge and skill level of four years (2009-2012). Supported by senior graduates and the mismatch of training decision-makers, the Ministry formulated also faces many for the requirements of the labour the programme using multiple resources, pressures and CASE STUDY market. This paradox refers to a large gap including the “Fiftieth Anniversary Report” challenges, on the MOROCCO in the nature of the knowledge capital. issued in 2006, and the Àrst ‘National quantitative or It further suggests the complex nature Report on the Status of the School and its of the challenges faced by the Moroccan Prospects’ issued by the Higher Council qualitative level education system. In this case, the system of Education in 2008. It also capitalised has to overcome past challenges which on the reports of the board of directors’ have accumulated over decades, and meetings held annually by academies and the current challenges of meeting the the assessment reports of ministries and requirements to move to the knowledge academies. society. This makes the proposed tasks According to ministerial documents, more complex and difÀcult (Abdullah Al the Emergency Programme is founded Khiary, background paper). on a fundamental principle: “Making
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 401 the educated person at the core of the initiatives over the past decades have not education and training system” by inÁuenced the authors of economic and providing supporting elements through: social development plans to respond to Education that is based on the principle orientations of the plans, then the reform of knowledge and skills which allow plans face, in light of the Charter of the student opportunities for openness; Education and Training, some problems; Teachers working in convenient the effect of some of its clauses is poor, conditions and acquainted with the other clauses have not activated, and its pedagogical methodology needed for quantitative gains have not translated into performing their duties; qualitative achievements. Perhaps this is The preparation of good quality evident in the failures witnessed by the educational institutions. Emergency Programme and the many Conforming to the trends speciÀed by defects of its 6 projects. What it called the Higher Council of Education for 2008, ‘a deep change of measure methods’ and the Emergency Programme for reforming the adoption of a ‘management system’ education and training systems seeks to to allow the rapid diagnosis of problems The National focus on four principal areas: and reaction clearly reÁects the volume Charter of Implementation of compulsory of obstacles and difÀculties. Therefore, Education and education until the age of 15; the Emergency Programme is neither a Encouraging initiatives and excellence in new reform nor an indirect declaration Training has secondary schools and universities. This of the death of the National Charter of achieved many requires developing and encouraging Education and Training. However, it is a gains which aim performance in the qualifying secondary new attempt to achieve and activate the at improving the school, strengthening performance content of the latter. in higher education and preparing its Furthermore, it contributes to establishing education and graduates for the labour market, as well the “project culture” i.e. approving deÀnite training system, as enhancing the value of scientiÀc goals and time frameworks, and active whether at the research. mechanisms for monitoring and assessment. quantitative or Overcoming the problems of the The Emergency Programme includes qualitative level educational system (supporting the many projects, and the ‘School of Success’ qualification of its participants, is one it seeks to achieve. This effort was rehabilitating the reputation of supervised by the Ministry of National the teaching profession, resuming Education in the 2009/2010 academic decentralisation and defining year which provided the school with all the responsibilities, mastering languages resources needed to achieve productivity. and educational guidance); It is a national school that keeps up with Providing the resources necessary for international innovations in science, the programme’s success. technology, literature and art. It seeks to The National Charter of Education develop the education system and achieve and Training has achieved many gains a national Moroccan school that is capable which aim at improving the education and of severing relations with the previous training system, whether at the quantitative deteriorating status of primary education or qualitative level. However, the positive which does not provide students with the results which it has achieved over the education speciÀed in the curriculum. It also past ten years since its implementation, seeks to become a school based on activity, have not shielded it from criticism. These self-learning and dialogue, in addition to criticisms tackle the slow pace of action involvement, teamwork and cultivating on the charter’s different clauses, thereby positive values in the minds of students. precluding the achievement of its declared Moreover, it intends to foster training on goals and intentions. In fact, if the reform citizenship, as well as positive and effective
402 ARAB KNOWLEDGE REPORT 2010/2011 communication with oneself and others. education according to this policy and The ‘Second Chance School’, on the strategy have achieved the results shown in other hand, is a programme launched table 3-2-2 on the quantitative level14 and in during the 1997/1998 academic year in terms of the beneÀciaries of non-formal order to give a second chance to children education, it is noted that the difference who have received little or no education or was in favour of girls, who represent 51% who left school early. It intends to eradicate of beneÀciaries, and rural communities illiteracy and secure the right to education, which constitute 56% of beneÀciaries.15 stipulated in the constitution of the The reason for this is because these two Kingdom of Morocco, and is supported sectors of society are the most at risk in by the National Charter of Education terms of leaving school early or not going and Training which considers illiteracy altogether. elimination and non-formal education its second pillar. CARING FOR CHILDREN The number of pupils out of school in WITH SPECIAL NEEDS addition to not generalizing schooling, is approximately two million children aged Caring for children with special needs Caring for children 8-16 years in Morocco. Statistics show and promoting their rights is a multi- that 22% aged 8-16 years are not currently dimensional issue which should not be with special needs attending educational institutions. In limited to a speciÀc social sector. The issue and promoting addition, around 200,000 students leave concerns the health, education, training and their rights is a school annually before completing their recruitment sectors, as well as the transport multi-dimensional primary education (HCP, 2004). However, and means which help them move and the dropout rate decreased signiÀcantly in communicate with others. It is necessary issue which should recent years as it decreased from 5.7% in to unite the efforts of the state and various not be limited to a 2005/2006 to 3.1% in the year 2009/2010 other social components, especially local specific social sector in the primary schools, and from 13.6% groups which can contribute greatly to to 10.8% in secondary and elementary mobilising society to take care of this special schools.13 This worrying situation has given category of people. Disabled children with rise to non-formal education initiatives special needs in Moroccan society constitute for such children who are not school 5.2% of the total population. On 11 March, students. They aim to integrate them into 2010, draft law 62.09 was submitted to the normal education or professional training, government council. It contained legislation as well as enhance their involvement and that upholds the human rights of people mobilisation in civil society associations with special needs through accommodating to realise the goal of education for all. most of them in specialised centres, and The efforts and initiatives of non-formal incorporating some in formal schools. CASE STUDY MOROCCO TABLE 3-2-2 Results since the introduction of non-formal education (number of beneÀting students)
2008/ 2007/ 2006/ 2005/ /2004 /2003 /2002 /2001 /2000 /1999 1998/ Years Total 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999
Second 33,177 32,419 36,518 34,294 34,950 23,822 26,229 46,754 29,676 34,859 35,855 368,553 school Reducing dropouts 166,901 142,420 154,423 133,000 Ȯ Ȯ Ȯ Ȯ Ȯ Ȯ Ȯ 596,744 rate
Source: Ministry of National Education, Higher Education, Professional Training & Scientific Research
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 403 For the advancement of disabled children TEACHING METHODOLOGY and ensuring basic conditions for achieving AND BUILDING STUDENTS’ the same on 1 April, 2006, a quadripartite KNOWLEDGE CAPITAL agreement was signed by the Ministry of National Education, Higher Education, The use of modern teaching methodologies Professional Training and ScientiÀc in Morocco has created a lot of experiences Research, Mohammed V foundation for which are worth reÁecting on, especially solidarity, The Ministry of Health and in relation to building knowledge capital. the Department of family, childhood and Regarding the teaching methodology and disabled people. All these parties work in building the knowledge capital of students, the framework of this agreement to provide the Genie 1 and Genie 2 programmes appropriate educational conditions for allowed the use of ICT in some basic subjects ensuring integrated or specialised education of the curriculum. The establishment for disabled children, the four parties also of CITI (Centre for Innovation in seek enhancing social and health services Communication Technology) for human provided for them, through employing development in Al Akhawayn University The use of available material, human and institutional was designed to contribute to strategies to modern teaching capabilities. Such trends were interpreted integrate information and communication methodologies to 10 real procedures with the aim of technology in education.17 The results of in Morocco has facilitating the education of children with the Àeld study conducted for this report special needs in private and public schools. showed that 88.6% of the respondent created a lot of Furthermore, the Urgent Programme teachers possess the methods and means of experiences which 2009/2012 developed only for the Ministry using technology for educational and other are worth reflecting of National Education, Higher Education, purposes. Despite their recent generalisation on, especially in Professional Training and ScientiÀc to educational institutions, teachers manage Research, was a special project for justifying to use these new technologies as a result relation to building children and groups with special needs of their training in this vital Àeld (see table knowledge capital to ensure equal access to the educational m3-1 in the appendix). system. Among basic procedures taken The time speciÀed for teaching subjects for this project is conducting a study helps us form an idea of the pedagogical for counting types of disabilities and distribution of the subjects which are determining the special needs of each most important for students, and other category. subjects which are complementary and less The new constitution (2011) indicates important for the knowledge, scientiÀc and clearly the importance of qualifying and re- social formation of future generations. We qualifying this social category. Authorities see from the charts of the distribution of develop and effectuate policies for these data for time allocated to teaching subjects persons and categories with special needs. for basic education in 2006, that Arabic For this reason, it works hard for: language classes occupied 25% of the total Requalifying who suffer physical, kinetic time (compared with the Arab rate of 28.8% or mental disability, and integrating and international rate of 32% allocated them in the social and civil life as well as for mother tongue languages in primary facilitating their enjoyment of recognised school), foreign languages occupied 19%, rights and liberties for all (The Moroccan maths 18%, Islamic education 10%, Kingdom, 2011 constitution). science and technology 10%, arts 9%, Moreover, the Ministry earmarked a social studies 5% and physical education sum of MAD 578,461,200 (about USD 5% (Abdullah Al Khiary, background 68,054,258) to improve the requirements paper). The educational criteria must be of disabled children’s access to regular taken into consideration when formulating departments.16 a timetable of subjects which play to
404 ARAB KNOWLEDGE REPORT 2010/2011 students’ differences, and their strengths reading (PIRLS)18 and science and maths and weaknesses. (TIMSS),19 (the Ministry of National To sum up, the above information Education, Higher Education, Professional shows that there are many subjects and Training and ScientiÀc Research, 2008). intensive educational contents which focus The low educational output can be only on the quantitative side. The time attributed to the lack of a clear vision of the allocated for science and technology is not teaching methodology that is appropriate sufÀcient; it is below the international rate to the requirements of the knowledge and does not allow students to possess the society and difÀculty of applying them. principal scientiÀc qualiÀcations that help This is emphasised by the Àndings of the them continue with scientiÀc subjects at Àeld study of the Arab Knowledge Report university. We need also to point out that for 2010-2011 which includes a teacher languages (national and foreign) occupy survey. The survey showed that there is 44% of the total classes. This is a good no deÀnite trend towards teaching and rate, but the paradox is that this was not its methodology among the respondent reÁected in the students’ command level Moroccan teachers. It further indicated that The time allocated of languages, which remained low and teaching practices combine both traditional for science and points to one of the basic problems of the and modern methods. Traditional teaching education and training system (Abdullah Al methodology, such as depending on the technology is Khiary, background paper for the report). explanation of theoretical concepts, is not sufficient; Regarding whether or not the still widely practiced (55% in all classes, it is below the educational system assists in developing 21.7% in most classes). This is also the international rate the abilities and skills which help build the case with writing the lesson on the board and does not knowledge capital of students, the reality (45.3% in all classes and 22.7% in most reÁects an extremely low level of the classes). However, this does not negate the allow students quality of educational and acquired skills. use of modern pedagogical methodology, to possess the Excluding some excellent institutions, such as training students on problem principal scientific the Moroccan school does not provide solving (37.1% in all classes and 39.4% qualifications education which meets the required quality in most classes) and concept discussion criteria. This results in approximately two with students (65.7% in all classes and that help them hundred thousand early school leavers 27% in most classes), (see table m3-2 in continue with annually because of academic failure, with the appendix). However, the combination scientific subjects 17% repeated cases occurring in the Àrst of traditional and modern methodologies at university year of primary education. It is difÀcult may not be a negative practice if the to attribute this to personal factors that teacher manages to employ them well to pertain to the child’s mental abilities or the serve the aspired goal. familial or social status (Higher Council of The educational system approved Education, 2008b). However, this does not new pedagogical methodologies that CASE STUDY mean that there are no exceptional cases of were proved to be effective in developed MOROCCO some excellent students. Such cases are not educational systems and other systems statistically indicative and are limited to similar to the Moroccan Education certain sectors, such as private education, and Training System. In the framework and certain specialties, such as mathematics of completing the approach, the (Abdullah Al Khiary, background paper integrating pedagogy was approved as a for the report). methodological framework for founding Thus, despite notable development, efÀcient approaches which contributed to pedagogical methodology and tools suffer instilling real dynamics and pedagogical from severe shortcomings that affect the dialogue inside educational institutions quality of education. This is evident in should be, and which encouraged and recent results in the international tests of framed for explaining choices, although
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 405 such educational new methodologies in enough time (more than 5 hours weekly) general almost cause a state of confusion is devoted to activities that raise their for practitioners. performance, such as reading specialised However, what leads to optimism articles (see table m3-7 in the appendix). is that a considerable number of the respondent teachers in the survey stated PREPARING AND TRAINING in all their answers that it was essential to TEACHERS IN THE equip students with the abilities, skills and EDUCATION AND TRAINING learning methods necessary to integrate SYSTEM into the knowledge society. These include training students on critical thinking EfÀcient teachers are considered the (79.3% say it is very necessary while 16.4% true key to developing and modernising say it is ‘somewhat’ necessary). Regarding education. There is no doubt that highly teaching social principles (83.2% see it qualiÀed teachers possess effective is very necessary and 16.1% consider it pedagogical methods that enable them to Since the ‘somewhat’ necessary) and also motivating inÁuence their students and help them effectiveness students to interact with the teacher develop the abilities which provides of education (87.1% see it is very necessary and 10.1% them with a good education. From this and training see it is ‘somewhat’ necessary), (see table end, the issue requires professionalising m3-3 in the appendix). Furthermore, teaching to the level of other respected is linked with most teachers adopt the prevalent ideas professions in society. It entails making the assessment of society, such as cultivating a passion the profession attractive for highly skilled conducted by for knowledge in the minds of the future and efÀcient young people who can teachers, most generation (78.9% completely agree and modernise the teaching methodology, 19.5% somewhat agree). They further realise the developing and changing needs of them said that realise the characteristics of this society of society and keep up with international they combine both as 91.6% stated that knowledge is the key innovations with creative, analytical and traditional and to human development. However, 54.8% critical thinking which make the students modern methods of the respondent teachers still focus on more capable individuals. the technological features of society at Teachers constitute the majority of the expense of human sciences (see tables the education sector’s employees. The m3-4 and m3-5 in the appendix). total number of teachers in the different Since the effectiveness of education stages of school education in 2011 was and training is linked with the assessment around 279,933 male teachers of which conducted by teachers, most of them 120,724 female teachers (73,343 of which said that they combine both traditional 26,966 female teachers in the preparatory and modern methods. 90.9% of them and secondary stage, and 55,113 of them indicated that regular attendance is 16,483 female teachers in secondary extremely important, and at the same vocational education, and 151,477 of which time 88.4% stressed the great importance 77,275 female teachers in the primary of active involvement in the classroom stage (Summary of education statistics, (see table m3-6 in the appendix). The 2010/2011). As for the number of higher limited efÀciency levels of students can be education professors, this number reached interpreted as teachers not having enough approximately 9,867 in 2007, distributed time to develop their knowledge and between 15 Moroccan universities. upgrade their professional performance. Regarding the educational and 42.2% of teachers said that all their time administrative framework,20 it witnessed a is dedicated to activities pertaining to their kind of stability, as the number of students daily work, such as correcting students’ per teacher was between 20 students in homework, while only 15.2% stated that the secondary vocational education, 25
406 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 3-2-1 Number of teachers in the profession
160000
140000
120000
100000 Total 80000 Females 60000
40000 The teaching
20000 profession in Morocco faces 0 Primary Preparatory Vocational secondary many problems such as a low Source: Education statistics overview 2010/2011 interest in the students in the secondary and preparatory However the lack of attraction is not profession education, and 27 students in the primary attributed to what has been said, but to low and teachers’ education in the year 2010/2011. wages compared to those professions that preference for However, the administrative framework require the same level of training. bright students, inside the educational institutions is not at the required level, as the number of BASIC TRAINING FOR in addition to the students per each administrative employee TEACHERS insufficient criteria was 260 students in the primary education, to allow detailed 104 students in the secondary and The total number of educational training assessment of the preparatory education, and 65 students in centres is 55, of which 34 are for training pedagogical and the secondary vocational education. primary education teachers, and 13 for The teaching profession in Morocco preparatory education teachers, in addition communicative faces many problems such as a low to 8 high schools for training secondary skills of candidates interest in the profession and teachers’ vocational education teachers. These to help them preference for bright students, in addition centres have managed to train a total of integrate into to the insufÀcient criteria to allow detailed 273,237 teachers since the founding of assessment of the pedagogical and the Àrst training centre in Morocco in training and CASE STUDY communicative skills of candidates to help 1957 (Ministry of National Education, teaching MOROCCO them integrate into training and teaching. Higher Education, Professional Training Such problems further involve the lack of and ScientiÀc Research, in French tools that help explore personal motives 2008/2009). However, the teachers’ basic and incentives. Moreover, joining the training suffers from several imbalances teaching profession for different social and shortcomings, including the vague sectors and generations is not based on conditions of joining these educational the same qualiÀcations, certiÀcates and training centres. These shortcomings specialties. The concerned authorities further involve the lack of frames of made getting a licence is a requirement reference for efÀcient training in the for accessing these centres, in the new institutions, and the absence of clear and conception of regional training centre. accurate professional references for the
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 407 teachers’ speciÀcations, tasks and functions teachers from performing their required to serve as a foundation of basic training. role in society which has resulted in a low Furthermore, the training curricula are regard for the profession. More than half irrelevant to the professional reality and of the teachers who participated in the do not meet the teaching requirements. Àeld study conducted for this report said There are no tools or indicators to assess that they are no longer respected or held in the skills acquired during training. The high esteem (58.5% ‘completely agree’ and conditions of the teaching profession 33.8% ‘somewhat agree’), and that today’s do not encourage teachers to fulÀl their students do not respect their teachers duties to the quality level required. The (56.3% ‘completely agree’ and 35.9% infrastructures are old and maintenance ‘somewhat agree’), and that students is not available. There are no educational continued to suffer from low interest in tools or methods, or information or learning (see tables m3-8 and m3-9 in the Despite the audio visual facilities. Moreover, several appendix). Most of the teachers surveyed ambitious reform schools have overcrowded classrooms indicated that the teaching profession efforts, it can creating tense educational relationships as makes them feel that they have a social be said that the a result of tough working conditions, and and human mission to achieve (86.5% the students’ low level of determination ‘completely agree’ and 12.1% ‘somewhat educators who and discipline. There is a lack of training agree’). However, the Àeld study results lead the education of teachers to face these situations and showed that nearly half of the sample process have not these factors have caused a high rate of teachers are ready to leave the teaching been given their absence among teachers, especially since profession if they Ànd other jobs which 2005, with a high percentage mainly in generate a higher income (26% ‘agree due rights, whether the preparatory stage. Table 3-2-3 shows completely’ and 23.6% ‘somewhat agree’), on a financial the rates of unexplained absence for the (see table m3-10 in the appendix). or social level period 2004-2007 by the number of days. These results reÁect the disorder in the Working conditions in rural and remote education and training system. Moroccan areas are even more difÀcult. This creates society has held a negative image of a state of instability for teachers, thereby teachers who represent the cornerstone of recording a considerable rate of absence the educational system, and whose image as well as relocation requests. The reason is partly associated with the deteriorating for this is the fragile infrastructures of status of schools. Despite the ambitious schools in rural areas as well as the lack reform efforts, it can be said that the of accommodation for teachers there; educators who lead the education process in addition to transportation difÀculties have not been given their due rights, whether and the absence of support needed to on a Ànancial or social level. This has not help teachers feel settled. These reasons helped improve their image in society or in addition to others have discouraged keep pace with the desired change. The
TABLE 3-2-3 Teachers’ unexplained absence rate by number of days Secondary Year Primary Preparatory Total (vocational) 2004 15,357 8,720 3,525 27,602 2005 21,344 11,326 5,776 38,446 2006 45,721 80,221 23,647 149,589 2007 12,921 85,224 27,517 125,662 Total 95,343 185,491 60,465 341,299 Source: Higher Council of Education, 2008 E
408 ARAB KNOWLEDGE REPORT 2010/2011 Emergency Education Programme seeks Moroccan students in the assessed Àelds to correct this deÀciency by enhancing (the Higher Council of Education, the status and abilities of those involved 2008C). The most important results were in the education profession, and especially as follows: teachers, through the process of reform. RESULTS OF MATHEMATICS CONTINUOUS TRAINING AND SCIENCE ASSESSMENT (2007): The year 2010 witnessed the highest rate of continuous training days that reached In primary education: The results of the The inability to around 2.621 million continuous training fourth primary grade in the international improve the life of day for the beneÀt of teachers, headmasters, TIMSS, 2007, placed Morocco 31 in teachers renders headmistresses and supervisors with the mathematics and 34 in science out of 36 aim of effecting the projects of the urgent countries participating in the assessment. them unable to programme. However, there are some The average national performance was 159 enhance the level shortages in determining basic needs for points lower than the international average. of their students beneÀciaries in a way that the continuous Comparing the results of Morocco training can achieve aspired goals. with those of the other six participating The results of the teachers’ survey Arab countries at this level shows that stressed this shortage. Teachers stated that Moroccan students in the fourth primary opportunities for them to resume their grade ranked second after Algeria in education and develop their academic mathematics and fourth in science. skills and knowledge during their service Regarding performance development were unavailable (14.3% ‘completely agree’ between the 2003 TIMSS and the 2007 and 42.9% ‘somewhat agree’). In addition, TIMSS for the fourth grade students, we private training centres were rarely located notice that Morocco’s score decreased 6 close enough for them to attend them or points that is by 1.7%. make use of them as necessary. Although In secondary and preparatory education: the respondents’ answers were not The performance of eighth grade Moroccan identical, we can deduce that continued students in mathematics was 119 points training and development of teachers in below the international average. Morocco order to live up to students’ expectations was ranked eighth out of 13 Arab countries was not available as required (see table with an average performance lower than the m3-11 in the appendix). This undoubtedly Arab average.22 weakens the educational system. The inability to improve the life of READING AND teachers renders them unable to enhance COMPREHENSION the level of their students. We should ASSESSMENT (PIRLS 2006): CASE STUDY not be surprised then, by the low marks MOROCCO scored by students in the international Moroccan students scored 323 points, assessments of some academic subjects as lower than the international average (500 shown below. points). Moreover, 74% of Moroccan students did not achieve the PIRLS INTERNATIONAL deÀned performance rate. The students’ ASSESSMENT RESULTS scores also differed according to their community. 363 points were recorded for The results of the assessments in which urban communities, 334 points for semi- Morocco participated, especially TIMSS urban communities, and 296 points for (2007) and PIRLS (2006), reflected rural communities. the limited cognitive performance of These results placed Morocco 40th out
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 409 of 45 countries in TIMSS, 2003, and 44th or less than half at best. The data further out of 45 countries in PIRLS of 2006. indicates that the results are not clustered, The students’ results were below not only especially in maths and science, as their the international averages but also the results were slightly higher in the fourth Arab average (which are also lower than and sixth primary grades but declined in the international averages), (Abdullah Al the second and third preparatory grades. Khiary, background paper for the report). Regarding Arabic and French, their results revealed slight improvement in the two RESULTS OF THE EVALUATION preparatory grades and decline in the STUDY OF THE NATIONAL primary grades. This may not reÁect the PROGRAMME FOR ACADEMIC true status of languages in Morocco. ACHIEVEMENT ASSESSMENT One obstacle facing the Moroccan (2008) school is its inability to build high level competencies and enhance them in academic The low scores of the international subjects through cross-curricular knowledge assessments raised questions about the and contents (compétences transversales), output of the Moroccan education system, and allowing the possibility of transferring The challenge thereby creating discord among ofÀcial, them from one Àeld to another. Moroccan will be in the professional and media circles. education is still biased to the end of ‘learn However, Morocco didn’t hesitate to to know’ at the expense of the other three educational participate in international assessments ends: ‘learn to do’, ‘learn to be’ and ‘learn to system’s ability to and interact positively with these results share with others’. Therefore, the challenge adopt alternative and getting beneÀt from them. will be in the educational system’s ability to pedagogical In this context and as a response adopt alternative pedagogical options which to the need for regular examination produce higher knowledge competencies. options which of students, as well as the adequacy of This is because such competencies are the produce higher the acquired knowledge and skills for tools of forming human resources capable knowledge economic, social and professional needs, a of producing innovative information and competencies national assessment study was conducted knowledge used for overall development to measure the academic achievement and the knowledge economy as well as of Moroccan students at the end of the international competition around governing 2007/2008 academic year. knowledge production (Abdullah Al Khiary, The results of the academic background paper for the report). achievement shown in Table 3-2-4 show In terms of the qualitative knowledge that the programme’s objectives are not capital of age groups who can understand achieved, [and] by a percentage of a third most of the requirements of the
TABLE 3-2-4 Total percentage of academic achievement by subject and school grade23
School grades Subjects Fourth Sixth Second Third primary primary preparatory preparatory Arabic 27% 36% 42% 43% French 35% 28% 31% 33% Maths 34% 44% 25% 29% Sciences 39% 46% 23% 29% Physics and chemistry - - 34% 35% Source: Higher Council of Education, 2008d
410 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-2-5 Assessment of qualitative knowledge capital by age groups (2005) Expected knowledge Knowledge capital of Knowledge capital of General capital of children % youth % adults % average %
73 39 43 52 Source: United Nations Development Programme (UNDP) and Mohammed bin Rashid Al Maktoum Foundation, 2009. knowledge society and are qualiÀed to integrate into it in the short or medium A. Reviewing school books: Responding term, we notice that the category of to the changes witnessed by Moroccan children is the most prepared. The reason society and desiring to help future for this is that children go through the generations adapt to such changes, school education cycles which prepare them to books were revised to meet the directives gain basic knowledge after no less than of the National Charter of Education nine years of schooling. Since this age and Training. The revision also takes group is nearing saturation level, they into account that books should contain Responding to the will have more opportunity to access the new ideas in the Àelds of human rights, changes witnessed knowledge society than other age groups citizenship and civil behaviour values. Thus, by Moroccan in Morocco, if we take into account the the new books stated the necessity of the society and desiring qualitative criterion (see table 3-2-5). As critical understanding of the self and the for the youth category upon which society other, as well as national and international to help future usually depends on as an effective source changes which intend to produce a citizen generations adapt for change related to innovation and equipped with the values of defending to such changes, modernity, their qualitative capital does not human rights, accepting differences, school books were exceed 39% (UNDP and Mohammed bin exercising critical thinking, solving revised to meet the Rashid Al Maktoum Foundation, 2009). problems, cooperating with others and settling disputes, as well as participating in directives of the SYSTEMS FOR INSTILLING political life and environmental protection National Charter VALUES IN MOROCCAN (School Education Sector, 2007). of Education SCHOOLS and Training B. Establishing Values Committee Accessing the knowledge society does within the Permanent Programme not only require gaining information, Committee: This committee was entrusted knowledge, competencies and applied skills, with examining curricula in terms of but also forming the future generation’s internationally recognised human rights personality and providing them with values values as well as national and cultural values that complement knowledge. (School Education Sector, 2007). CASE STUDY Values can be approached from angles MOROCCO related to learning, personality, social C. Intersection Committee: This was set life and good manners. This requires up within the Textbook Evaluation and monitoring the presence or absence CertiÀcation Committee. This committee of such values in their three forms in is responsible for checking all initially educational programmes and curricula. It certiÀed school books to see how far the also entails investigating the efforts made speciÀcations and standards of human by the education and training system with rights values are met. the aim of consolidating such values in the minds of future generations. To that end, D. Introducing the subject of citizenship: we will show the most signiÀcant activities The general objective of citizenship is and efforts in this Àeld. building a conscious citizen who is able to
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 411 exercise his or her rights and duties to him objectives of educating children about or herself and the group which he or she democratic practices. It further seeks to belongs to. provide the conditions to train the future generation on positive citizenship and E. Integrating the values and principles concern for public issues. of a new family code: The school education sector deliberately incorporated I. Education Equality Cells: These cells into school books the values of change, aim to support and promote a culture justice, equality and restoring the respect of human rights. In the context of the of the Moroccan family which were dynamism witnessed by Morocco in the included in the new family code. This code late 1990s within the framework of the is helping Moroccan women achieve their National Action Plan for Integrating ambitions in the Àeld of gender equality in Women in Development, cells for equality terms of family care, restricting the right and justice education emerged to serve of divorce, polygamy and the regulation as a foundation for gender equality and of guardianship and spouse Ànances, in development. addition to other principles needed for The previous achievements highlight the regulation of personal affairs. The the attention given to integrating a culture The field study education sector incorporated these values of values into curricula as well as the daily conducted for the into school books and programmes which practices of students. The curriculum Morocco case study have a philosophical, religious and social contents are varied and comprehensive dimension, with the aim of familiarising and therefore help to build the students’ showed that the the future generation with the changes in personality with different intellectual future generation social and legal status in Morocco. dimensions. The Àeld study conducted for possesses the Morocco case study showed that the satisfactory levels F. Including principles of International future generation possesses satisfactory Humanitarian Law: Morocco initiated a levels of values, in terms of their readiness of values, in terms pioneering experience of publishing and to integrate into the knowledge society. The of their readiness to disseminating the principles of humanitarian survey showed that 47.2% of respondent integrate into the law. It has prepared documents for this students are ‘ready’ in respect of the knowledge society purpose entitled ‘Exploring International required aggregate values. Additionally, Humanitarian Law’ in a number of 51.5% of the students are nearly ‘ready’ academies. and no student is ‘not ready’ (see chapter 5 of Morocco case study). G. Values monitor: Its general objectives include enhancing the values of Islamic TEACHING METHODOLOGY: doctrine, promoting Moroccan cultural BETWEEN REALITY AND identity, strengthening the values of EXPECTATIONS modernity, and integrating values into the educational institution. Its objectives also There is no doubt that effective pedagogical involve establishing values as the base of methodology establishes a bridge of the educational system across all levels, and constructive communication with students. monitoring the educational institution in the This methodology also enables them to course of its incorporation of values in its build their competencies and abilities in educational practices. The monitor will also a way that helps form their personalities watch and evaluate value related behaviours and satisÀes their needs to prepare them in school (School Education Sector, 2007). to integrate effectively into the desired knowledge society. Nevertheless, the H. Creating the Children’s Parliament: education and training system is currently The parliament was founded to realise the suffering from many gaps. The report of
412 ARAB KNOWLEDGE REPORT 2010/2011 the Higher Council of Education stated into account students’ training in terms of that, “as for pedagogical methodology, different sides of their personality, namely, concrete procedures have been taken to their cognitive, conative and social sides establish the competency-based approach. (25.4% ‘completely agree’ and 53.1% However, such an option has not turned ‘somewhat agree’), (See table m3-12 in the into a reality due to the lack of application appendix). measures and mechanisms on the level of deÀning and designing curricula as well as ENABLING SYSTEMS reviewing the assessment methodology. AVAILABLE FOR FUTURE Moreover, teachers were not trained and GENERATIONS THROUGH prepared as required in order to effect EDUCATION such large-scale changes.” Thus, teaching methodologies are scattered and disparate, Some students stated in a recent Àeld far from the concept of a competency- study that the buildings of several public Most of the based approach as deÀned by the charter, schools, “look like a prison.” They respondent (the Ministry of National Education, pointed out that such buildings should teachers in the Higher Education, Professional Planning be harmonious, with beautiful sturcture field study stressed and ScientiÀc Research, 2008). which attract students and contain large The structural report of the Emergency areas including an information hall and the importance Programme (2009-2012) emphasises the green spaces. They should also be open of teaching determination and resolution of ofÀcial to the community and institutions, and methodology in authorities to work towards developing be provided with facilities and equipment preparing future the learning system as well as achieving that meet the requirements of the time, generations scientiÀc and technological development, creating an atmosphere of comfort for and developing handicraft. The report students and motivating them to learn also proposes adopting new pedagogical (Rashida Barada, in Arabic, 2009). methodologies which focus on selecting Regarding teachers, the study indicated the knowledge acquired by students that schools should have, “teachers who as well as their scientiÀc analysis and receive training, making them different thinking methods, in addition to their from older, more rigid teachers who adoption of critical scientiÀc methods in cannot be developed.” It also indicated analysing phenomena. This new approach that teachers, “should be close to their will give them more opportunity to help students, support them and provide them develop their sense of experimentation, with knowledge and kindness.” According accountability and proof. to the study, teachers “should also be Most of the respondent teachers in highly competent and especially familiar the Àeld study stressed the importance with the Àeld of education and guidance.” of teaching methodology in preparing As for the curricula, the study CASE STUDY future generations. They expressed, some concluded that it does not satisfy the MOROCCO emphatically, their relative satisfaction with future generation’s needs or prepare the reality of dealing with this. The surveyed them for the labour market as required. teachers considered the curriculum a tool One student said: “Curricula neither that helps students acquire necessary skills meet the youth’s interests nor answer (34.6% ‘completely agree’ and 51.5% their queries or explain the phenomena ‘somewhat agree’). They also indicated which surround their society”. Today’s that the curriculum prepares students students require the developing of to overcome future challenges (44.2% educational institutions including their ‘completely agree’ and 38% ‘somewhat buildings, curricula and human resources, agree’). Moreover, they said that the in addition to architectural space and educational programmes and curricula take pedagogical facilities. Furthermore, they
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 413 express their need for curricula which the Àeld of training and education in all enhance their intellectual faculties and Moroccan schools, they are based in the enable their openness to the modern age heart of the reform of the educational (Rashida Barada, in Arabic, 2009). system in the framework of the urgent Today’s schools must go beyond their programme under the name E1P10 traditional roles and duties to enliven (Integrating ICT and Renewal of the their curricula and programmes. This Educational Field). It has been already requires drastic change in their activities launched in 2006; However, for ensuring to be able to adapt to the new situations a good offer for the educational system, of the modern era. Hence, we Ànd that the strategy approved at the end of 2008 the Ministry made efforts in developing was updated and the programme was curricula including: rescheduled for a period of 5 years (2009- Re-division of the secondary education; 2013). In this regard, focus was given to Approving six input agreed upon on the preparation model and training, as well the national lever, which are education as priorities in acquiring digital resources based on values, communication for ensuring achieving 2 important goals: Today’s schools competencies, cultural competencies, Improving the quality of education and must go beyond self-development competencies, professional development of teachers; their traditional methodological competencies, Developing ICT-related skills among roles and duties technological competencies, learners. Bridging similar divisions; It is worth mentioning that the to enliven their Expanding schooling in technological, programmes ‘Injaz’ & ‘Nateza’ enabled curricula and scientiÀc and professional divisions; approximately 15,000 students and programmes. This Organizing classes and educational 150,000 men and women working in requires drastic pace in the vocational education; the education Àeld to beneÀt from the Founding the common roots subsidy offered by the Telecommunication change in their Re-organizing educational assessment; Infrastructure fund to cover parts of activities to be able Adopting new technologies for the costs of computer acquisition. The to adapt to the modernization of education. number of ‘Injaz’ programme beneÀciaries new situations of One of the important procedures is expected to reach 50,700 students by the 24 the modern era within the framework of equipping end of 2014. educational institutions and generalising ICT is the kick-start of “GENIE”. This THE EFFORTS OF THE program is an embodiment to the national PRIVATE EDUCATION strategy for generalisation of ICT in SECTOR IN DEVELOPING EDUCATION AND TRAINING SYSTEMS ACROSS DIFFERENT In fact, the fast-paced changes which the world has witnessed recently make the educational LEVELS content acquired by students useless in solving recent problems in real life. This has led the The contribution of the private education American psychologist Carl Rogers to say that it is ridiculous to ask what should be taught to future sector increased from 4.2% in 2000, to generations due to the fast pace of change taking 7.1% in 2007, at a percentage of 8.4% place all over the world. He said that educational in primary education and 4% and 6.3% content does not benefit future generations after their school graduation. According to him, there in preparatory secondary and vocational remains only one useful thing – that is developing secondary education respectively. But, the creative thinking that equips the future generation with the skills and competencies the target contribution of 20% remains which enable them to overcome new or existing unattainable. It is also noted that this problems they encounter in real life. sector has no contribution in rural or
Ahmed Auzi, 2000 unstable economic areas. This explains why Casablanca and Rabat represent 20% of the
414 ARAB KNOWLEDGE REPORT 2010/2011 primary education level. “It seems that the and the international competitive market private education contribution decreases which necessitate providing students as we move to a higher educational stage. with efÀcient training that enables them Moreover, the contribution of the private to integrate into the knowledge society, vocational secondary education surpasses meeting its needs and requirements as well that of preparatory secondary education as its scientiÀc, knowledge and personal (the Higher Council of Education, efÀciency. 2008A). The Àeld of higher education Projects in Morocco are carried out has witnessed the establishment of in different sectors related to economy, several training institutions, and more governance, education and training, health, international universities were set up this housing, transportation, elimination of year in some major Moroccan cities.25 poverty and marginalisation, and gender Private higher education managed to equality, aiming to create a modern, double its share of students over 7 years, democratic Moroccan society. This receiving 6.4% of the total number of makes it necessary for the education and students in 2006/2007, against only 3.4% training system to improve its contents, in 1999/2000. This sector’s dynamism methodology, conceptions, objectives is attributed to the diversiÀcation of its and philosophy. This new philosophy specialties, in addition to its adaptation will raise the Moroccan society’s hope to economic demand and the qualitative to overcome weaknesses and difÀculties improvement of its curricula (the Higher and enable it to get out of this cultural Council of Education, 2008C). crisis. Such opportunity will be enhanced if the educational system’s philosophy CONCLUSION moves from the traditional to becoming rational, modern, serious and Áexible. It The Moroccan education and training should also be guided by the international system faces major challenges. On human experience and be equipped with one end, it is facing the long-standing knowledge, technology, culture and problems of illiteracy and high rates of appropriate humanitarian ethics. It should pupils leaving school early, in addition also entail cultural openness and possess to the growing number of unemployed the tools and skills of the modern era graduates whose education does not meet which underlie the culture of creativity with the labour market’s requirements, and innovation of the future generation. as well as the need to reform and equip educational institutions. At the other end, the education and training system also faces the pressures of globalisation CASE STUDY MOROCCO
MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 415 416 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-3 THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS
The upbringing process goes beyond school’s partner in preparing children. It school education and training to include is the Àrst educational institution which an integrated system of institutions in prepares children for life before joining Moroccan society which contribute to school, and therefore teaches them a preparing the future generation for the set of behaviours and ways to deal with desired knowledge society. The upbringing others, in addition to other values which institutions in Morocco involve family, children need in everyday life. language, and general economic and social When children join school, “they conditions, along with media, religion, enter the classroom with everything they customs and the dominant social culture. have learnt at home” (Georges Mauco). These are supported by civil society Therefore, the kind of life, interpersonal The attitudes and institutions as well as the status of public relations within the family as well as the values related to and private freedoms. dominant relationship climate (democratic, domineering…), especially between parents learning, a passion FAMILY CULTURE AND and children, plays a major role in providing for knowledge as PREPARATION OF THE the future generation with certain types of well as diligence, FUTURE GENERATION values and attitudes that determine and persistence and direct their behaviour in society. openness to The family is considered a vital The Moroccan family has developed in intermediary between the child and structure, as it became more diversiÀed and development are society. In the family, children develop tends to the nuclear family model. Data prominent issues their personalities and acquire the from national family research demonstrates in upbringing cultural models of their society. Thus, the that there are 282 kinds of families with family is considered the most prominent compound structures, including 183 with social institution that is concerned with at least three consecutive generations. upbringing and preserving a society’s These extended families are found more culture. In fact, it is difÀcult to speak often in rural communities rather than CASE STUDY about the Moroccan family in a singular urban ones (The Possible Morocco, MOROCCO form, as there are urban and rural families Fiftieth Anniversary Report, 2006). each with different economic, social and The attitudes and values related to cultural backgrounds which reÁect on learning, a passion for knowledge as well their upbringing methods. Moreover, we as diligence, persistence and openness should refer to the demographic, social and to development are prominent issues cultural transformations which Moroccan in upbringing. This is attributed to society has undergone over the past Àfty increasing parental awareness of the years, because these transformations importance of knowledge acquisition as have greatly changed family relations and a prerequisite for integration under the their relevant values. It should also be changes witnessed by, and the challenges noted that the family is regarded as the facing Moroccan society. The higher the
MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 417 economic and education level of parents, ECONOMIC, SOCIAL AND the more interested they are in educating CULTURAL SITUATIONS OF their children and encouraging them in MOROCCAN FAMILIES AND hard work and persistence. In order to THEIR EFFECT ON RAISING achieve this, parents exert tremendous CHILDREN efforts on material or moral levels. This is particularly reÁected in their choice of The process of preparing the future suitable educational institutions, private generation and providing young people tuition and learning facilities which help with suitable learning opportunities inside children achieve success and excellence or outside school is linked with the general (Kholoud Al Sebaie, background paper for economic and social conditions of their the report). families. The living standard of most Today, parents have become aware that Moroccan families is moderate. However, knowledge increases human capabilities, it has developed signiÀcantly from half a Families are no enriches their imagination and develops century ago as a result of changes in the longer valued and their sense of innovation. In addition to general consumption pattern of households honoured for the the inherent value of knowledge itself, it which has recorded an improvement in performs an important and objective role the spending level per individual. But, it number of their in increasing other freedoms. Knowledge should be noted that this level is especially children as much helps human beings protect their interests affected by the proceeds of agricultural as the kind of and defend against exploitation. It also crops in rural communities. The HCP education, scientific raises their awareness of how to avoid indicators show that the poverty indicator specialism and jobs threats to health and helps them live in Morocco has improved, dropping from a longer life in good living conditions. 28.5% in 2004, to 11.1% in 2007.26 The secured by their Knowledge also enables people to secure change in the consumption pattern of children. Today, the a better job with a higher income. Parents the Moroccan people, even with a relative ‘successful family’ is who have not had an education appreciate percentage, was a signiÀcant indicator for one whose children the value of learning, as it helps their the advancement in living conditions and children avoid the hardships of life which lifestyle. However, other expenses related have succeeded their families have faced (UNDP, 2010). to acquiring equipment and entertainment both economically Thus, families are no longer valued doubled. The improved general living and socially and honoured for the number of their conditions which were accompanied by an children as much as the kind of education, increased schooling development have led, scientiÀc specialism and jobs secured especially in cities, to a reliance on types by their children. Today, the ‘successful of consumption. Furthermore, nutrition, family’ is one whose children have health, clothing, transport, accommodation succeeded both economically and socially. and other aspects of social life have Parents now derive their social status undergone profound changes. This has from their children’s achieved academic been reÁected in the family’s increasing and professional development (Kholoud demand to educate their children and select Al Sebaie, report background paper). schools which can guarantee them a high Given the pressures of the new world quality education and that can also take of technology, a considerable number of care of their health. middle and upper class parents do not only push their children to succeed but insist on THE STATUS AND them achieving excellence and high scores, EMPOWERMENT OF WOMEN qualifying them to join institutes that IN MOROCCAN SOCIETY ensure more opportunity for professional growth. There is no doubt that women are considered the primary care-givers in
418 ARAB KNOWLEDGE REPORT 2010/2011 the family and society. They have a The issue of women imposes itself substantial effect on developing children’s strongly in the Moroccan society which personalities which are guided in the early has witnessed enormous changes in years by the family’s educational system various urbanisation Àelds, as well as in and culture, in which women and especially education and integration of women into mothers play a principal role. Therefore, different business sectors. The Moroccan development and modernisation efforts woman has managed several achievements in developing societies which aim to of empowerment. The state has also given eliminate underdevelopment have sought great attention to women’s societies which to educate women and enhance their have set up many developmental social “Society is like a status, enabling them to be activists in the projects. Moreover, “the parliamentary bird which cannot process of human development. “Society elections held in 2007, saw a qualitative is like a bird which cannot Áy without both leap in female representation. Women fly without both wings. Paralysing the wings of women is have gained 35 seats in parliament out of wings. Paralysing an obstacle to the progress of the entire 325 members. Thirty women joined the the wings of society” (Abdel Hadi Bu Taleb, in Arabic, House of Representatives via national women is an 2000). lists, while 5 women accessed it via obstacle to the local lists. Thus, female representation Men and Women enjoy equal civil, political, in parliament grew from 0.6% to 10.8% progress of the economic, social, cultural, and environmental rights and liberties, stipulated in this chapter of (this percentage placed Morocco 69th entire society” constitution, as well as in international pacts and instead of 121st, thereby topping the conventions as approved by Morocco, and in the Arab countries in terms of female framework of the provisions of the constitution 27 and principles and laws of the Kingdom. representation in the legislature”. The The state seeks to achieve the equality percentage of Moroccan women holding principle between men and women. For this high university degrees increased to 35%. end, it introduced an authority for equality and struggle against discrimination. Women further represent 28% of the active work force in society. They also The Moroccan Constitution, Chapter 19, 2011 constitute 30% of civil servants.28 Despite these gains, the outlook for many women The Moroccan Constitution provides in Moroccan society is still bleak, and complete gender equality in social, their status has not drastically changed. economic and political rights. The Àfth Thus, what has been achieved is only one article of the Kingdom’s Constitution step in a long journey. which was amended in September 1996, Today, the Moroccan woman is enables gender equality at voting age. generally more empowered than in Additionally, the twelfth article of the previous decades. The progress in her modiÀed Constitution stipulates that all status is expected to reÁect her ability to citizens are entitled to apply for all public contribute more effectively to preparing CASE STUDY jobs under the same conditions. Moroccan the future generation on a cultural and MOROCCO law also guarantees gender equality in the Ànancial level. The improved economic right of work and pay, especially in public conditions help women contribute more jobs. In pursuit of gender equality, the to funding better learning opportunities Moroccan Personal Status Law or ‘Code’ for the family’s children. In addition, the which was executed in the form of a decree high education and cultural level of women in 1957 was revised in 1993. Moreover, allows them to respond more effectively Morocco has adopted many human rights- to social and global developments related related international charters and laws. This to developing the future generation for has facilitated decisions which guarantee accessing the modern and knowledge full rights for women in society (Khadija El societies. Madamad, in French, 2000).
MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 419 LANGUAGE AND IDENTITY Generally speaking, it is not possible to PROBLEMATIC IN MOROCCO talk about bilingualism in Morocco which seemingly includes Arabic and Amazigh, The relationship of language with identity as well as the common Arabic dialects (Al poses several problems, whether in terms Hassania).29 There is also formal, classical of its relationship with the system of Arabic which is used in education as well education and values cultivation, or its as some administrative correspondences relationship with authority in its different and the media. It is also the country’s knowledge, political and economic formal language as stipulated by the aspects. constitution. In addition, French has Language is considered the vessel of become the functional language in the culture which reÁects its contents and Àeld of economy and global openness, conveys its effects on conscience and as well as the language of scientiÀc feelings. This matter poses a problem specialisms at universities and institutes for Morocco with its matrix of versatile of higher learning. We should not also languages. This matrix goes beyond the exclude other languages learnt by the various daily dialects or languages spoken future generation, such as English and Given the by the population, to languages which Spanish among others. importance of the are used for communication in formal Thus, we notice that the Arabic Arabic language managerial dealings and the modern language in Morocco is not in a good and its close knowledge by students and young people. position; the language is fraught with Multilingualism in Morocco is not linguistic interference. The disjointed relation with the a product of the modern age, but has linguistic position as well as linguistic culture, its position a long history. The strategic position insecurity may reflect negatively has become a of Morocco - close to Europe and on the individuals’ latent potential, focus for study overlooking the Mediterranean Sea, in thereby reducing the level of human addition to its African roots made it a development (The Possible Morocco, and research target for many invaders. The Amazigh Fiftieth Anniversary Report 2006). Given language of indigenous Moroccans was the importance of the Arabic language exposed to various cultures of different and its close relation with the culture, its nations, in addition to the Arabic which position has become a focus for study came with the Islamic conquest. French and research. The Higher Council of colonisation has heightened the language Education has made it one of its major issue in Morocco, due to its economic concerns which should be decisively and cultural sovereignty, since it assumed acted upon, especially after the students’ protection over Morocco’s interests. knowledge revealed a large deÀciency in Thus, we have a linguistic scene in which this Àeld. In addition, students have low different languages conÁict with their linguistic competence reÁected in their cultural and civilisational contents. daily communication by moving quickly from one language to another. “Colonisation has caused separation in the Moroccan linguistic field by using the French language in the fields of education, Language and identity economy and management at the expense of “It is possible to handcuff peoples, take their the Arabic language, whose role has diminished clothes off and muzzle them, but they will still and become limited to the production and be alive. It is possible also to steal their works reproduction of religious knowledge in Al- and take their passport, dining tables and beds, Qarawiyyin University and Al Yussufiyah but they will remain rich. Peoples are enslaved University (Ben Youssef University). Arabic when their ancestors’ language is eliminated and language teaching was also reduced to a large thereupon they will be lost forever”. extent in colonial schools. Source: Ignazio Buttitta (Sicilian poet) Source: Mohamed Fawbar, 2000.
420 ARAB KNOWLEDGE REPORT 2010/2011 MEDIA CULTURE It may also extend to the political Àeld and ideological mobilisation. Thus, religion Law No. (77.03) on Audio-visual is a social and political factor that affects Communication and the recent decree and guides efÀciency and daily behaviour. issued by the High Authority of Audio- Where do Moroccan youth stand in terms visual Communication (2002), are aimed at of religious culture? How does it direct and consolidating the principle of freedom of structure their conduct and behaviour? communication to serve society. They also The relative mainstreaming of intend to keep up with the political and education has changed the social fabric. A social projects chosen by Morocco. Both considerable number of educated youths also aim to disseminate its culture and be focus on religion compared to their parents open to cultural diversity, and eliminate after political independence. The youth state monopolisation in this Àeld. Several have revised their parents’ religious culture procedures have been implemented to and concepts and tried to re-establish them develop public media in order to prepare on new bases and modern knowledge them to overcome the competition obtained through education and the challenges in the media sector. media (The Possible Morocco, Fiftieth Cultural and linguistic diversity has Anniversary Report, 2006). Generally, it The general concern been a principal input of Moroccan social may be said that the levels of the religious with regards to the life since ancient times. This rich input awareness of the youth differ according to religious aspect is not only included in educational plans their upbringing, as well as their social and as stipulated by the National Charter family environment. does not prevent us of Education and Training, but is also We would also not be wrong if we say from saying that the supported by the media which is broadcast that religious education lately has become problem of today’s in local, national and foreign languages. the main focus of education and upbringing youth generation Thus, the culture communicated by in general. This has been triggered by this media and absorbed by the future contemporary international changes and is the lack of generation creates “a state of integration events in which religious awareness of sound religious between diversity and unity, history and some young people is accompanied by education, as well future prospects, as well as local, regional religious movements and organisations that as bewilderment 30 and universal elements”. threaten the international system. These between To sum up, the media contributes, via movements seek to change systems and its various channels, to cultivating cultural impose their opinions through so-called original religious diversity in the personality of the future ‘religious violence’. They have moved from affiliation and the generation and exposes it to multi-faceted individual behaviour to group behaviour developments of the creative human thought. This helps it with the aim of affecting political and social knowledge societies exceed the country’s local and cultural systems and threatening social security boundaries. (Abeer Amin, in Arabic, 2006). CASE STUDY The general concern with regards to MOROCCO RELIGION AND CUSTOMS the religious aspect does not prevent us AND THEIR EFFECT ON from saying that the problem of today’s THE PREPARATION OF THE youth generation is the lack of sound FUTURE GENERATION religious education, as well as bewilderment between original religious afÀliation and Religion to Muslims does not only mean the developments of the knowledge spiritual saturation and piety which appears societies. In such an atmosphere, the family through practicing religious rituals, but neglected its role, especially families that also directs Muslims’ life and behaviours ignored the effective role of religious and and determines their identity, as well as moral guidance, together with conscious acting as their cultural and social reference. following-up of their children, and left this
MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 421 role to the freedom of media consumption Undoubtedly, human beings’ with its differing ideas and religious trends personalities are the product of interaction (Mariam Ayat Ahmed, background paper between their biological structures and the for the report). different cultural effects of diverse cultural The conclusion is that “Moroccan upbringing institutions. These include society’s relationship with religion is not formal institutions, such as the family and immune from international impact, the school, or informal institutions, such as increasing forms of universal extremism, the media, peers, religious establishments, as well as the effect of the free religious political organisations and cultural clubs, product market which includes books, audio among other large institutions in today’s tapes, websites and television programmes. world. Despite the apparent scarcity of Therefore, Moroccan religious policy and Àeld research in this area, and taking reference to religious tradition are no into account Morocco’s social, cultural longer concerned only with the religious and linguistic complexities, the thorough The upbringing structuring of citizens. However, religion researcher cannot overlook the signiÀcant process and its is being restructured and this is evident in role these different social institutions mechanisms the different concepts which are formed play in forming the future generation’s in any society by certain interpretations of Islam” (The personality and determining its features Possible Morocco, Fiftieth Anniversary either on the individual or group level. This are considered Report, 2006). Interest in religious has led some researchers to talk about the the means by structuring is also clear in the meetings distinguished Moroccan personality with which the future and training forums held occasionally by its deÀnite cultural, linguistic and religious generation the Ministry of Endowments and Islamic identity. Affairs with the purpose of increasing develops a social understanding and awareness of religious SCHOOL CULTURE self-esteem and culture. turns them from School culture can be regarded as a system mere biological SOCIAL CULTURE of values, standards, beliefs, principles and practices which are established through time beings into social The upbringing process and its mechanisms as a result of the interaction of the school beings capable in any society are considered the means community, including the administration, of participating by which the future generation develops a teachers and students in order to solve the in new life social self-esteem and turns them from mere problems and challenges facing them. This situations which biological beings into social beings capable system consists of expectations and values of participating in new life situations that shape the way people think, and require constant which require constant interaction. This their feelings and behaviours in school. interaction enables them to be active participants in a Such effects form the school’s internal society which cooperates with its members environment and make it an integrated and conforms to its standards. This is done unit with its objectives, structure, curricula, through the components of social culture and educational system, as well as distinct which are common among upbringing programmes and activities. School culture institutions that seek to develop such also involves the beliefs of teachers, components in the future generation. This students and administrators who represent requires questioning the cultural roles of models of values, beliefs and traditions upbringing institutions and their agencies established through school’s history. in Moroccan society to understand whether School culture is inÁuenced by or not the culture they produce helps the general culture of society and an develop the future generation’s personality educational philosophy which originates in a way that prepares them to positively from its educational objectives, as well integrate into the knowledge society. as the goals deÀned by the authorities
422 ARAB KNOWLEDGE REPORT 2010/2011 concerned with the school’s education and interwoven fabric of relations between training issues. As previously indicated, society’s members on the one hand and the National Charter of Education and the state on the other. The cultural roles Training has determined the content and undertaken by civil society organisations objectives of school culture in Moroccan and associations in developing countries, society. like Moroccan society, include adopting School culture is important because it and promoting the principles of democracy is associated with the students’ activities and human rights. However, such roles in terms of academic attainment, cannot be performed unless the state achievements, and teamwork, in addition establishes independent and just civil laws to the democratic interaction between and institution-based governance regimes, teachers and students and between in addition to true political pluralism and administrators and teachers. A viable sound mechanisms of power transfer. and stable school culture reÁects on These will help the sector grow and the achievements and motivation of Áourish given the freedom which will The concept of civil teachers and students. School culture reÁect its growth and development. which Moroccan schools seek to instil Promoting the society’s culture and society involves into students’ minds, according to the strengthening its foundation is not limited individuals as educational and training system, originates to the efforts of the state and its formal well as informal from school life, which is a microcosm of channels. This role is also performed by institutions which social life. This culture is concerned with civil society organisations and associations the full upbringing of students through which believe that public issues are not only serve as active various interactive activities which are conÀned to the state, but that they are also elements in most supervised by teaching staff and the responsible for providing different, ready fields of education, administration and supported by different solutions to societal problems. They also economy, family, societal partners. According to this system, believe that all parties should participate health, culture, school life can be deÀned as the life in social development. The development students spend at school for the purpose of and modernisation of Moroccan society charity and others. their education through the programmed requires the engagement of civil society It is an interwoven religious, educational and training activities organisations in spreading the value of fabric of relations which take into account the knowledge, initiative, as well as consolidating the between society’s emotional and motor sensor aspects of concept of cooperation and independence the students’ personalities. In this regard, instead of relying on the government. members on the active and effective participation of all Morocco has an estimated 30,000 civil one hand and the stakeholders is needed (students, teachers, society associations and organisations. state on the other the administration, educational guidance The foundation of these associations is groups, parents and institutional partners), regulated by Law No. 1.58.376, issued on (The Ministry of National Education, 15 November, 1958, which was amended CASE STUDY Higher Education, Professional Training by Law No. 75.00.31 Over the past two MOROCCO and ScientiÀc Research, 2008C). decades, the number of associations has grown substantially. These associations CULTURE OF CIVIL SOCIETY undertake cultural development work ORGANISATIONS AND and activities and contribute, along with ASSOCIATIONS the state’s efforts, to eliminating illiteracy, informal education, and empowering The concept of civil society involves women and enhancing their skills, in individuals as well as informal institutions addition to organising cultural awareness which serve as active elements in most activities. The NIHD has had a great Àelds of education, economy, family, effect on activating and developing the health, culture, charity and others. It is an social work undertaken by civil societies
MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 423 to defend against different aspects of knowledge, experience and skills to their marginalisation and exclusion of some homeland.32 social categories, especially women and children. CONCLUSION
Civil Organisations and NGOs shall be We cannot deny that there is a crisis in the founded and practice their rights freely, within the dominant culture of Moroccan society framework of respect for the Constitution and Laws. within its institutions and structures, These societies and organisations can’t starting with differing models of familial be dissolved or detained by general authorities, culture. The Àrst model adheres to unless by a judicial decision”. long standing traditions and resistance The Moroccan Constitution, Chapter 12, 2011 to modernity, while the second adopts western culture to the extent of alienation. School culture also swings between The civil societies’ efforts are not tradition and modernity in content as well limited to the above mentioned cultural as in curricula and educational methods. side. It has also implemented development Moreover, the media lacks original and projects in areas that suffer from a lack of distinguished cultural material, due to There is a strong electricity and potable water and medical the absence of production methods of need for a culture services, supported by governmental knowledge and the negligence of its role which encourages sectors, international organisations, in today’s world. Additionally, language is development and and donations and aid from Moroccan suffering from a crisis and its utilisation communities abroad. It is to be noted that faces problems. Language is the vessel for not stagnation, such communities have had a remarkable culture and its primary tool. It is also a so that young role in development in recent years. They natural approach to cultural development people can make have helped strengthen the social fabric in and a catalyst for developmental trends. use of science many Moroccan regions and established This requires developing language in order partnerships and developmental projects to understand changes along with deÀning and technology with overseas institutions and groups. language options relating to the Arab and while adhering Thus, some Moroccan communities have Islamic cultural identity under the conÁict to appropriate gained support and cooperation from of economic interests and a clash of morals and values identical overseas communities established civilisations. by Moroccan immigrants in several The concepts and deÀnitions of European countries, especially Spain, culture vary according to its various France and Belgium. Therefore, Moroccan institutions and channels. However, communities abroad are not just a source culture can generally be deÀned as “the of Ànance (their Ànancial contributions accumulated knowledge and a depository represent 20% of the sources of hard of a society’s values, customs, rules and currency for the public treasury, according prevalent concepts which affect all society to the Federal Union of Moroccan members, the educated and ignorant, the Workers and Traders abroad), but they elderly and children, and men and women also play an active role in realising social by different degrees according to their development by focusing their efforts level of understanding. Therefore, culture on transnational networking in order to plays a prominent role in determining an make use of institutional mechanisms individual’s behaviour, reactions and ways based on partnerships and strategies. In of thinking (the Arab League Educational, addition to the Ànancial support offered to Cultural and ScientiÀc Organisation communities by Moroccan communities -ALECSO, 2005). It is necessary to abroad, they also play an important role establish a comprehensive cultural strategy in parallel transfers, such as the transfer of which aims at the overall development
424 ARAB KNOWLEDGE REPORT 2010/2011 of Moroccan society, especially the future generation who have a greater ability for absorbing culture. This will not be achieved unless conscious and purposeful plans and programmes are set up and roles are rationally distributed within the family, school and media with a special focus on the culture that helps develop a normal, integrated and creative personality. There is a strong need for a culture which encourages development and not stagnation, so that young people can make use of science and technology while adhering to appropriate morals and values. This entails reconsidering education systems as well as media messages and content, and keeping pace with global changes. This also requires preparing the future generation in a way that allows them to achieve independence and enhances their ability for innovation and self-development. They should be provided with the facilities that enable them to beneÀt from the knowledge revolution and steadily growing technology to meet the knowledge society’s requirements. CASE STUDY MOROCCO
MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 425 426 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-4 ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY
Enabling human beings means enhancing recommendation of the Advisory Council their ability for constructive work and on Human Rights, and it was approved by positive change in themselves as well as the king. This required making constitutional their surrounding environment. Therefore, and legislative amendments which state the enabling is linked with human development dominance of the International Human which depends on “giving people more Rights Law over domestic laws, as well as freedom to help them live a long life of the right to a fair trial (Previous Source). health and innovation, seek to realise their In any case, Morocco still lives in a desired goals and take part in deÀning stage of political transition, which like all developmental tracks on the basis of justice transitional stages, has its ups and downs. The Moroccan and sustainability for the planet” (UNDP, However, Morocco, which has international constitution seeks 2010). How far do the enabling environments commitments and which has integrated to establish a in Morocco create an enabling climate for into a modern democratic project, can no state based on the next generation? longer be allowed to relapse. Morocco has no option but to promote democracy to political democracy POLITICAL FREEDOMS develop a state of rights and laws whose according to the governance depends on the power of law principle of social Since the 1990s, Morocco has entered and institutions. justice. In addition, a stage of political openness through Following the events witnessed by the the supreme constitutional amendments in 1992 and Arab world, Morocco has managed to 1996, and the subsequent installation of enhance its democratic gains by declaring authority of the the so-called ‘Alternation Government’.33 constitutional reform which responds to state expressed This stage was described as a ‘democratic the requirements of political development, its determination transition’, in which a number of reforms answers all the questions of national and to leave the were made with the strategic aim of moving progressive forces and aims to modernise from an authoritative political system which the state’s structures.34 The constitution past behind CASE STUDY clashes with political parties to a system will be revised in order to motivate the MOROCCO which seeks to integrate into a modern process of comprehensive reform. For this democratic project (Al Hassan Bou Kentar, purpose, the king has installed an ad-hoc background paper for the report). committee to listen to and consult with The Moroccan constitution seeks to parties, syndicates, youth organisations, establish a state based on political democracy social workers and qualiÀed intellectuals.35 according to the principle of social justice. The reform is based on the following In addition, the supreme authority of the fundamental issues: state expressed its determination to leave Dedicating the constitution to the the past behind. To this end, the Equity diversity of the uniÀed Moroccan identity, and Reconciliation Commission was strengthening the rights and institutions, established on December 15th, 2003, at the giving more individual and political freedom
MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 427 and guaranteeing its practice, in addition to ECONOMIC FREEDOMS promoting the human rights system, making the judiciary an independent authority, On the economic level, Morocco undertook promoting the principle of separation and several reforms between 1993 and 2005 balance of powers, enhancing institutional to liberalise the economy and open it democracy, modernisation and rationalism, up to international trade. This was done and constitutionalising good governance of through entering into free trade exchange institutions.36 agreements with the EU, the USA and some Arab countries. Morocco also carried FREEDOM OF OPINION AND out banking and collection reforms, and EXPRESSION formulated new laws for anonymous major companies. Moreover, the Hassan II Fund The freedom of the press has been for Economic and Social Development recognised in Morocco since the Press was a public tool which allocated a share Code was enacted in 1958. Despite of privatisation proceeds for setting up the state’s interference in restructuring projects that provide job opportunities and the media sector, the printed press has develop the national economy. The fund accompanied the political scene as multiple has become a major player in the country’s forces and therefore it expressed multiplicity development. The total investments in and contributed to informing readers such programmes are estimated at MAD “The media has about public issues. Since its independence, 150 billion, and they have created 450,000 gained substantial Morocco has not seen an informative job opportunities.37 The fund serves as a freedom and speech on one political trend. “The media catalyst for the national economy, directing has gained substantial freedom and become public and private partners towards its become a guiding a guiding force for the authority and the projects, thereby increasing the volume force for the parties needed for democratic transition” of investments (The Possible Morocco, authority and the (The Possible Morocco, Fiftieth Anniversary Fiftieth Anniversary Report, 2006). parties needed Report, 2006). Additionally, Morocco has started a free The media scene in Morocco has trade exchange with Europe, according to for democratic been widened by the establishment of six an agreement concluded in 1996 which has transition” television channels, with some specialising placed it in an “advanced position” with in sports, education and religion. In Europe. Morocco also ratiÀed a free trade addition, a new channel was founded to agreement with the US, as well as some broadcast programmes in Amazigh. As for Mediterranean countries such as Turkey regional radio stations, nearly every city and Egypt, together with other countries has its own station. The media landscape such as the UAE and Jordan. was boosted by the establishment of an Economic liberalisation, as well as independent specialised entity, the High the different incentives adopted by the Authority of Audio-visual Communication country, has led to the emergence of a (Previous Source). national industry on the regional level
TABLE 3-4-1 Fluctuations in economic growth Growth rate (%) Years 2.9% 1960- 1966 5.7% 1967-1974 2.7% 1988 -1995 4% 1996 -2003 Source: The Possible Morocco, Fiftieth Anniversary Report, 2006
428 ARAB KNOWLEDGE REPORT 2010/2011 which formed organising groups for such as the parliament, Council of Moroccan economic life.38 Despite this, Advisors and the Supreme Audit Council. economic growth in Morocco has not seen much stability over the last half THE REALITY OF POLITICAL century, as indicated in the following REFORM AND ITS Àgures (table 3-4-1). MANIFESTATIONS; ASPECTS OF TRANSPARENCY AND ACCOUNTABILITY AND GOOD GOVERNANCE RESPONSIBILITY Human development cannot be realised In the early decades following independence, unless there is a climate which provides the public planning and policy did not involve necessary enabling environment in order to a systematic method for assessment and grow and Áourish. Undoubtedly, freedom Human accountability. This did not help direct and democracy release the potential of development does reform in different sectors. Several a society’s members who are the tools unproductive educational reforms may and products of development. Political not only entail have been reoriented and re-established, if orientation is responsible for the exercise fighting poverty they had been assessed in time. Therefore, of power in society, and its decisions and eliminating citizens who follow events feel that there are binding upon all society’s members instability, or is neither follow-up nor accountability. and organisations. Integration into the “Since independence, citizens have never knowledge society requires political, reducing social felt that they have a social contract with economic and cultural modernisation in and economic the administration. If they have duties as order to deÀne the major options and differences and citizens, they also have rights which include strategies which can build the society’s empowering demanding public ofÀcials be called to structures according to a clear and women both account” (The Possible Morocco, Fiftieth purposeful vision. Anniversary Report, 2006). Thus, human development does not socially and only entail Àghting poverty and eliminating culturally, but also RATIONAL PLANNING AND instability, or reducing social and economic needs, above all, a MANAGEMENT THROUGH differences and empowering women both political framework GOOD GOVERNANCE socially and culturally, but also needs, above all, a political framework which which defines The realisation of human development deÀnes the features and trends of social the features and is conditioned by political contexts and infrastructures. trends of social practices, the limits of freedom, the belief Morocco has a royal, constitutional, infrastructures in democratic principles and their practice, democratic and social ruling system,39 and as well as public planning. Rational local the Moroccan constitution guarantees many and public planning under the rule of law basic freedoms in its chapters.40 In 1990, CASE STUDY requires adopting good governance, as well the Advisory Council on Human Rights MOROCCO as the values of modernity and democracy. was founded and some modiÀcations Morocco entered into several international were introduced in 2002. This council has agreements, and this necessitated making played an important role in investigating several reforms on different levels as well human rights violations, as well as making as activating mechanisms to eliminate legislative reforms “for fair trials which bribery, corruption and social class guarantee the integrity of procedures to differences. It also required formulating the interest of litigants. Its role further a policy based on modern planning and involves advising public authorities to good governance in addition to adopting enter into international agreements, control and accountability. These will be in addition to training employees and implemented by Moroccan institutions, educating people on human rights” (The
MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 429 Possible Morocco, Fiftieth Anniversary fragile: The Moroccan governance system Report, 2006). In this context, Morocco managed to guarantee and secure order also established a human rights ministry in and stability, but it still has a low ability as 1993 which undertook many tasks in this regards to making changes and adapting to regard. During the period 1999-2003, an transformations (Al Hassan Bou Kentar, arbitration and compensation committee background paper for the report). This has was formed, assigned to process the reÁected negatively on several domains, complaints of victims of human rights especially the education and training Àeld violations. which has not achieved the required reform. In the Àeld of decentralisation and This has led the country now to mobilise regionalisation, Morocco undertook several all its efforts to Àll the gap in this Àeld and experiments, most of which recorded no focus on education and training to prepare success. This drove the state’s supreme the future generation for developing the authority to set up a national advisory country. The country regards education as committee for broad regionalisation.41 the head of all national priorities after the These different reforms were territorial integrity issue. accompanied by attempts to restructure the political Àeld through a new concept REALITY OF ECONOMIC of authority, adopt true political pluralism DEVELOPMENT AND ITS which allows all actors to perform IMPACT ON ENABLING AND The Moroccan their role and at the same time keep the REFORM PLANS governance administration away from the interactions system managed of other actors, especially political parties. Although the availability of economic to guarantee and In spite of the efforts made for good capabilities and Àlling vital deÀcits are governance, some analysts believe that the prerequisites of human development, secure order and Morocco has not yet reached a high level this aspect is not mechanical or one-sided. stability, but it still of public responsibility and that it is still There are other factors, especially human has a low ability as regards to TABLE 3-4-2 making changes Economic indices and adapting to Economic indices Value Reference year 1,099 1990 transformations Gross Domestic Product (GDP) per capita (in USD) 2,811 2009
1.1 1990-1999 Annual growth rate of GDP per capita % 3.6 2000-2009
2.4 1990-1999 Annual growth rate of final consumption % 4.5 2000-2009
0.7 1990-1999 Annual growth rate of consumption per capita % 3.8 2000-2009
Annual growth rate of available gross national income (GNI) (at 6.5 1990-1999 current prices) % 6.5 2000-2009
4.5 1990-1999 Annual change of cost of living index (%) 1.9 2000-2009
22.1 1990-1999 Investment rate (% of GDP) 29.4 2000-2009
-2.7 1990-1999 Total balance of treasury (% of GDP) -2.5 2000-2009
Source: Ministry of Health and HCP, 2009.
430 ARAB KNOWLEDGE REPORT 2010/2011 capital, which are considered the principal purpose, a special programme, the ‘Digital engine of development and production. Programme’ was set up in order to develop Since the 1960s, the Moroccan and disseminate technology. These distinct economy has seen stages of growth during measures have contributed to improving which it alternates between uptrends and some indices. Comparing the last two downtrends based on agriculture and the decades shows that the average economic situation of the public sector which affects growth went up from 2.2% to 4.4%. This its movement either positively or negatively. growth rate, without the primary sector, This unstable situation did not help realise moved from 0.3% to 8.4%. Moreover, human development “especially in terms domestic demand increased by an of its feature of inequality and the weak annual average of 1.5% instead of 4.2%. investments in important social sectors, Additionally, the total investment rate such as education and health (Al Hassan moved from 8.24% to 6.32% in 2009. The Bou Kentar, background paper for the unemployment rate decreased from 13.8% report). This led structural planning policy in 1999, to 9.1 % in 2009. Household in Morocco to enliven the economic consumption expenditures grew by 4.3% sector in order to serve its development as an annual average. Furthermore, the goals for modernising the economy and household purchasing power recorded an reducing social divides. This is reÁected in annual increase of 2.4%, as the income the economic development indices in the per capita increased by 3.4% annually and The goal of ‘Millennium Development Goals Report’ consumption prices grew by 9.1% (HCP, economic and for 2009 (HCP, 2009), which stressed 2009). the qualitative change from the past two Although such results are modest, they strategic planning decades. helped set up numerous projects in social is to achieve The Àgures in table 3-4-2 reÁect modest and educational Àelds. This will certainly development, economic growth. Over the past ten years have a positive effect on preparing the contribute to the Moroccan authorities reconsidered future generation and providing them with improving the lives their calculations to adopt new policies an enabling environment. and plans, and economic planning moved of citizens and to a policy of privatisation which helped REALITY OF SOCIAL guaranteeing them many sectors see substantial growth. The DEVELOPMENT AND social justice and telecommunications sector has generated ITS IMPACT ON THE equal opportunities wealth and contributed 6% to the state’s POPULATION budget (Al Hassan Bou Kentar, background paper for the report). The goal of economic and strategic Moroccan authorities transformed planning is to achieve development, their function to become a guide and contribute to improving the lives of citizens leader of several sectors through a and guaranteeing them social justice and CASE STUDY strategic plan. This helped achieve equal opportunities. This raises the issue MOROCCO industrial development through a number of social justice which is at the core of of off-shoring jobs which output meet the every human development process. In international market’s needs. In agriculture, the past, policies lacked a comprehensive the ‘Green Plan’ which pertains to farming vision to secure social justice on all levels. and food, was introduced. This plan This led to social instability with many ensures food security in good conditions aspects of social injustice whether at as well as environmental conservation. In the territorial or gender level, or on the tourism, the aim was to attract 10 million citizen’s involvement in overall economic tourists in 2012. In addition, adopting new development. Realisation of this fact was technology, especially digital technology, one of the most important advantages was also taken into account. For this of the modern era, and a number of
MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 431 projects were carried out to limit social targeted the underprivileged and social injustice and improve Morocco’s position sectors at risk did not increase the quality in the development index. The average of life for Moroccan families that allocate income per capita does not exceed USD the majority of their incomes to their 2,827 annually. This is emphasised by basic needs. According to the qualitative the Human Development Index which indices published by HCP, Moroccan ranked Morocco 126th among countries families allocate 46.1% of consumption of moderate growth (UNDP, 2008). The expenditures to food and clothing, 25% Fiftieth Anniversary Report (The Possible to accommodation and 28% to health, Morocco, Fiftieth Anniversary, 2006) transportation, education, culture and reached the same conclusion as it saw that entertainment. This is considered a the efforts and achievements made were low percentage compared with the not commensurate with the demographic needs necessary for achieving citizens’ transformations in a country whose empowerment and welfare. population increased three-fold. In 2005, development initiatives were accelerated. THE STATUS OF HEALTH About 20 primary Such initiatives included programmes of (INDICES AND THEIR public health educational reform, compulsory medical RELATION WITH THE programmes insurance and retirement system reform. SITUATION OF THE FUTURE They further involved social housing GENERATION) contributed to projects and eliminating shanty-towns improving the programmes, in addition to employment The Moroccan health sector has greatly health indicators, activation programmes as well as the improved compared with the post- especially NIHD. independence period. Public expenditures the National Despite the improved human in the health sector rose from 0.9% of development indices of Morocco (which GDP in 1990, to 1.3% in 2009 (HCP, Immunisation ranked 114 in 2010, according to the ‘UNDP 2009). Morocco has generally achieved Programme (NIP) Human Development Report 2010’), and good progress in the domain of health, whose national the funds allocated for the social sector in with life expectancy at birth increasing coverage rate the state’s budgets, the achievements were from 65.5 years in 1988 to 72.9 years in apparently insufÀcient. 2009 (HCP, 2010). is now 90% The NIHD (National Initiative for Despite the intensive efforts made Human Development), which aims to fuel in this sector, it is still suffering from efforts to raise development levels, reÁects deÀciencies as well as the inability to reduce a method, thought and comprehensive social and other disparities in accessing practice. This initiative helped show the health services. After independence, rural large insufÀciencies in vital Àelds. Its communities were not focused upon and overall vision is to modernise and develop were only provided with primary health different areas suffering from poverty and services in the 1990s. underdevelopment. The new development Today, Morocco has more than policy sought to eradicate all forms of 2,460 primary institutions treatment poverty and illiteracy together with all social institutions compared with 394 in 1960. diseases. The NIHD helped construct The number of physicians and other many housing units to accommodate medical workers increased to 13,955 and the shanty-towns population, in addition 27,644 respectively in 2002. The rate of to several social, educational and health physicians per person was one physician institutions. Again, this initiative resulted in per 12,120 people in 1967, one per 2,933 some 16,000 projects which have beneÀted people in 1994 and one per 1,611 people nearly 4 million people across Morocco.42 in 2008 (Ministry of Health and HCP, However, these positive efforts which 2009).
432 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-4-3 Health and demographic indices
Indices Value Reference year
0.9 1990 Investment rate (% of GDP)/ general health expenditures 1.3 2009 1.75 1994 Average annual population growth rate % 1.1 2009 72.9 2009 Life expectancy at birth (years) 65.5 1998 3.28 1994 Fertility indicator (number of children per woman) (+) 2.36 2009 57 1991-1987 Infant mortality rate (per 1,000 live births) 32.2 (+) 2009 -2008 2,933 1994 Number of people per physician 1,611 2008 Source: Ministry of Health and HCP, 2009.
About 20 primary public health THE MOST SIGNIFICANT programmes contributed to improving the DEVELOPMENTAL If we return to health indicators, especially the National CHALLENGES IN MOROCCO the achievements Immunisation Programme (NIP) whose AND ITS POSITION IN of Morocco since national coverage rate is now 90% (The TERMS OF ACHIEVING Possible Morocco, Fiftieth Anniversary THE MILLENNIUM its independence Report, 2006). The child mortality rate DEVELOPMENT GOALS to understand its decreased from 57 in the period between AND THE WORLD FIT FOR rich history, vital 1987 and 1991 to 32.2 between 2008 and CHILDREN GOALS culture, diverse 2009. The maternal mortality rate declined from 332 in the period between 1985 and It is not easy to deÀne the developmental identities and 1991 to 132 between 2004 and 2009 (HCP, challenges in Moroccan society due to varied human 2009). the number of factors involved and capabilities, Morocco was the Àrst country in complicated elements. However, an we will notice the region afÀliated with the Eastern observer cannot deny the many reform Mediterranean Regional OfÀce to be projects which Morocco has initiated since transformations certiÀed for the elimination of tetanus the beginning of the millennium in order and among infants. In 2008, NIP managed to to overcome the obstacles which impede its accomplishments reach a coverage rate of 96% for the BCG development on political, economic, social, in all fields vaccine, 94% for the measles vaccine and cultural and democratic levels. Thus, the 94% for hepatitis vaccine. In the same goal of such reform projects is overcoming manner, women were immunised thereby challenges, establishing large-scale projects, CASE STUDY protecting 90% of new births. Furthermore, and renewing and updating social projects MOROCCO the Programme for Combating Diarrheal to achieve human development which is Diseases, as well as the National Programme aspired to by any society suffering from for Fighting Malnutrition Diseases reduced the effects of colonisation. If we return the infant mortality rate to a great extent to the achievements of Morocco since (HCP, 2009). its independence to understand its rich These health measures have affected history, vital culture, diverse identities and the life of the future generation and varied human capabilities, we will notice helped them live in improved health transformations and accomplishments in all conditions. Table 3-4-3 indicates some Àelds. But, if we measure its general position health indices. according to new general international conditions, or if we compare its level with
MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 433 that reached by some countries which have further given the programmes launched the same or almost the same capabilities, to mainstream children’s education and it can be said that its rhythm of action in keep them in the educational system until the past has not met society’s aspirations. the end of the compulsory schooling This is attributed to complicated factors period (The Possible Morocco, Fiftieth full of contradictions which have hindered Anniversary Report, 2006). Morocco’s use of appropriate methods. HCP stated in the national report Such factors accumulated deÀciencies and of 2009, around the objectives of the deÀcits which now require even more Millennium Development Goals that effort to bridge the gaps which impede the Morocco is too close to approaching year desired human development. 2015. It is noted that Morocco has managed Despite these difÀculties, Morocco to make signiÀcant achievements in the Àeld could overcome many of its challenges, of human development. The comparison starting with profound economic of the past two decades reveals that the transformation to a change in family growth rate rose from 2.2% to 4.4%. The structure. The new legislative framework unemployment rate also declined from Despite these which regulates families has played a 13.8% in 1999, to 9.1% in 2009. Household difficulties, signiÀcant role in changing the status Ànal consumption expenditures increased Morocco could of women, as well as the family’s way of by an annual average of 4.3% and 5.6% as life. Since 2004, the Moroccan family has of 2003 and household purchasing power overcome many had a new “code which sets forth equal recorded an annual increase of 2.4%, of its challenges, rights and duties for married couples and since the income per capita increased by starting with protects children” (The Possible Morocco, an annual rate of 4.3%, and consumption profound economic Fiftieth Anniversary Report, 2006). There prices grew by 1.9%. The report added transformation also emerged new channels of expression, that the provision of basic services to the i.e. many communities now comprise population was moving fast. Electricity to a change in local activists from youth and women’s and water services are more common in family structure movements. urban communities, while their coverage In 1998, Morocco underwent political rate in rural communities rose from 9.7% change which gave rise to many reforms in in 1994, to 83.9% in 2009 for electricity, the law, the press and the Public Freedom and from 14% to 90% for potable water. In Law, in addition to harmonising national education, various schooling rates witnessed laws with the requirements of international continuous improvement, due to efforts agreements on human rights, the status to make school more available, as well as of women and childhood protection. various support procedures for keeping Morocco has had a national childhood learners within the schooling system. plan called ‘Inkaz’ which extends to 2015. Enrolment rates of various age This is a national programme which categories during the year 2010/2011 aims at combating the phenomenon of achieved the following results at the child labour, especially the employment national level: of young girls as housemaids. Several - 97.5% for the (6-11) age category procedures were also taken to counter children in general, 96.3% for females this phenomenon by activating the against 87.9% and 85.2% respectively requirements of the national action plan in 2004-2005; ‘Morocco Deserves its Children’. Figures - 79.1% for the (12-14) age category show that the number of child labourers children in general and 73.5% for was 600,000 in 1999, but it has dropped females against 68.2% and 61.9% to 170,000, i.e. 3.4% of the children aged respectively in 2004-2005; 7-15 according to the HCP’s latest data. - 52.8% for the (15-17) age category However, this Àgure should decrease children in general, and 48.2% for
434 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-4-4 Development of Internal Output Indices Study completion rates in Repetition rates Average rates of School drop-out educational stages Educational Stage Difference between Difference between Difference between Registered Registered Registered the two academic the two academic the two academic rate rate rate years years years
Primary Education 12.3% -0.3 points 4.6% -0.8 points 76% 3 points
Secondary Preparatory 15.2% -1.2 points 13.1% -0.3 52% 4 points Education Secondary Vocational 19.2% +1.7 points 14.1% -0.4 points 26% 2 points Education Source: The Ministry of National Education, Higher Education, Professional Training and Scientific Research
females against 45% and 39.9% decreased though not to aspirations. This respectively in 2004-2005. is attributed to weak interest of children in schooling in rural areas and especially In rural areas, the percentage of for girls, due to economical and social schooling for the (6-11) age category reasons, and as well as far schools in some children reached 95.4% in general, and cases. Study completion rate in the three 93.6% for females against 82.8% and educational stages signiÀcantly improved 77.8% respectively in 2004-2005; and in the last 2 academic years, as it reached 59.1% for the (12-14) age category respectively 76%, 52% and 26%, i.e. 2% Generally, study children in general, and 49.6% for in the vocational secondary education, 3% completion rate females against 49.3% and 39.3% in the primary education and 4% in the in the three respectively in 2004-2005; and 22.3% preparatory and secondary education. educational stages for the (15-17) age category children The table (3-4-4) shows development in general, and 14.9% for females of educational output indices: significantly against 17.6% and 11.3% respectively improved in 2004-2005. The net enrolment rate The number of crowded classes in in the last 2 of children aged 6-11 years increased secondary preparatory education witnessed academic years from 52.4% to 97.5% at the national signiÀcant decrease by 6.8 points during the level in 2010/2011.43 two academic years 2007-2008 and 2008- The Emergency Programme approved 2009, while the number of crowded classes by the government in this Àeld is intended in elementary and vocational secondary to reduce the school drop-out rate and education witnessed a slight increase by improve access in pre-school education, 0.2 points in elementary education and thereby helping decrease the illiteracy 0.3 points which requires exerting more rate especially in the rural community and efforts for introducing new facilities and CASE STUDY consequently developing human resources. extensions. Table (3-4-5) shows that. MOROCCO The drop-out rate also relatively The educational framework for students
TABLE 3-4-5 Crowdedness rate Educational stage 2007-2008 2008-2009 Difference between the 2 years Primary Education 7.1% 7.3% + 0.2 Secondary preparatory education 23.4% 16.6% -6.8 Vocational secondary education 18.7% 19 % + 0.3
Source: The Ministry of National Education, Higher Education, Professional Training and Scientific Research
MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 435 also witnessed a kind of stability, as the rate of students per teacher reached between 20 students in vocational secondary education, 25 students in secondary preparatory education and 27 students in primary education. However, the administrative framework for students inside institutional education is not up to the required level, the rate of students per each administrative employee reached 260 students in primary education, 104 students in secondary elementary education and 65 students in the vocational secondary education. The report indicates that all social categories got beneÀt variably from general improvement of income available for families, the relative poverty rate changed from 16.3% in 1998 to 8.8% in 2008. Morocco, for the Àrst time in this decade, achieved the development goal in the interest of the poor and stability of total level of social class differences. The national report, “The Millennium Development Goals 2009”, assures that, according to the pace of such achievements and the projection based assessment method approved by UNDP, Morocco will manage to realise the Millennium Development Goals by 2015.44
CONCLUSION
The previous data shows the current status of development in Moroccan society, and makes it clear that Morocco has ambitions to effectively integrate into the knowledge society. To this end, it has made education, training, governance, health services and the economy the basic pillars and mechanisms for achieving progress and development. If this is the case, how successful have Morocco’s efforts been in preparing the future generation for the knowledge society? To what extent has it managed to provide them with the appropriate enabling environments? The Àeld survey results in the next chapter will address these questions.
436 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-5 ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS
INTRODUCTION RANDOM SAMPLE OF STUDENTS This chapter outlines the methods and results of Àeld surveys which aim at measuring the In line with the general methodology skills and values of the youth, represented used with all other country case studies In accordance in the study sample, and to explore their (chapter 5 of the general report), the with the general surrounding enabling environments in order stratiÀed sample was drawn randomly methods of the to ascertain whether or not they possess the from twelfth grade students in the schools report’s field required skills to effectively participate of the capital Rabat. The characteristic of in the knowledge society. In addition, the the sample was as follows: studies, which are chapter presents the opinions of a sample The sample was selected according to based on exploring of the students’ teachers regarding their approved data sent by the National Centre the opinions professional conditions and the extent to for Assessment and Examinations. This of students, which these conditions support or obstruct data shows the number of students and teachers and their educational duties. The chapter further their specialist subjects. The data included tackles the Àndings of a workshop attended 38 secondary schools, 11 specialist subjects their surrounding by intellectuals and decision-makers, with the and 9,011 students. The study was limited environments, the aim of exploring their views about the most to Moroccan students only. focus is on three important skills and values of the future The study was also conÀned to twelfth societal categories generation. grade students in the schools of the capital Rabat for methodological purposes. MOROCCAN FIELD STUDY The random sample included twelfth SAMPLES grade students from public and private CASE STUDY schools, but did not involve students MOROCCO In accordance with the objectives of this who are subject to an educational system report, which explore the opinions of which differs from the public education students, teachers and their surrounding system. environments, the focus is on three societal The sample covered all educational categories. The Àrst category is comprised streams in Morocco. of students, representing the central sample. The second category is comprised SAMPLE DESCRIPTION of teachers from the sample students’ schools, and the third category is comprised The sample covered 28 secondary schools of experts, academics and decision-makers in the city of Rabat (see the appendix for concerned with the education sector. school names). The number of randomly
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 437 sampled students reached 1,574 (725 RESULTS OF THE FIELD male and 849 female students) from all STUDY educational streams. The Àeld study was conducted on SKILLS November 10th and 11th, 2010, under the supervision of, but without direct Due to the pilot nature of the case studies, interference of, the National Centre for cognitive, conative and social skills were Assessment and Examinations. measured in order to gauge the students’ skill levels and their ability to access the SAMPLE OF TEACHERS knowledge society. As previously indicated in the Àfth chapter of the general report, A random sample was drawn from the each skill consists of several sub-skills teachers of the sample students working with a maximum of 25 points each; thus in the same schools, and included all the student has to obtain an average of educational streams. The total number of 12.5 points for any sub-skill. The cognitive teachers in the sample was 147. skill was assessed through four sub-skills with an aggregate score of 100 points EXPERTS AND DECISION- and students were required to obtain a Due to the pilot MAKERS minimum of 50 points to indicate skill acquisition. As for conative and social nature of the A brainstorming workshop was held on skills, they comprise three sub-skills each case studies, November 30th, 2010. The workshop with an aggregate score of 75 points. cognitive, conative was attended by a select group of experts, Students needed to obtain a minimum of and social skills intellectuals and decision-makers with the 37.5 points to indicate their possession of aim of polling their opinions on relevant each skill. were measured issues. The workshop was comprised of in order to gauge some 45 experts belonging to different COGNITIVE SKILLS the students’ skill areas of science and knowledge from levels and their both the public and private sectors. The The skills of information research, written aim of the workshop was to gauge their communication, problem solving and the ability to access the views on the most signiÀcant issues use of technology were used as a pillar knowledge society related to the preparation of the future to cognitive skills. Below is a review and generation for effective participation in analysis of the aggregate and detailed the knowledge society. They were also results of these cognitive skills. required to identify the obstacles which, The data of table 3-5-1 reveals that the in their opinion, hinder this pursuit, and total level of the sample students’ cognitive recommend ways to overcome them (a list skills is still low and has not reached the of the names of workshop participants is minimum level required to access the included). knowledge society. The total arithmetic
TABLE 3-5-1 Results of aggregate cognitive skills (Total score values range from 0 to 100)
Average (Arithmetic mean)45 Standard deviation46 Statistical Standard Lowest Highest differences 47 Males Females Total Males Females deviation score score between males and females*
36.37 36.30 36.33 10.78 10.94 10.86 0 71 No difference
* At significant level 0.05
438 ARAB KNOWLEDGE REPORT 2010/2011 mean of the sample students’ scores did Results of detailed cognitive skills not exceed 36.33 points. This means that the average score of the respondents is The comparison of the arithmetic mean about 13.67 points lower than the minimum of the cognitive skills shows statistically required score (50 points), reÁecting a gap signiÀcant differences. Generally, students Students between both averages. It should be noted demonstrated low levels in all cognitive demonstrated that such low skill levels were a trend among skills but to differing degrees. There low levels in all both male and female sample students, are still fundamental differences in skill cognitive skills but who obtained approximate scores with no possession levels. Comparing the scores statistically signiÀcant differences. There of the four skills shows that the written to differing degrees was a large gap between the performance communication skill is the weakest, with level and the average level. The standard an actual total arithmetic mean of 7.21 deviation value (10.86) emphasises this points, lower than the minimum required general weakness in the cognitive skills, as it score to indicate such a skill has been does not reÁect great variation. acquired. Moreover, nearly a Àfth of the
TABLE 3-5-2 Results of detailed cognitive skills (Total score values range from 0 to 25) Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females Females scored higher Information searching 10.42 10.95 10.53 3.59 3.28 3.58 0 19.05 than males Written Females scored higher 4.44 6.022 5.29 4.61 4.9 4.84 0 25 communication than males
Problem solving 8.202 8 8.09 4.84 4.62 4.72 0 25 No difference
Males scored better Use of technology 13.3 11.65 12.41 3.58 3.47 3.62 0 20.90 than females
FIGURE 3-5-1 Comparison of the average (arithmetic means) of cognitive skills for total sample (males and females) CASE STUDY MOROCCO The required minimum score 12.41 10.53 8.09 5.29 Students' scores out of 25 scores Students'
Information Written Problem Use of searching Communication Solving Technology
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 439 questioned students (19.6%) scored zero much dispersion in the students’ scores. in this skill. Large variation is also evident As for skills in the use of technology, the in the scores of the sample students, who general performance level of the sample recorded different levels in the written students was close to the required level, communication skill (poor to excellent). thereby denoting relative skill acquisition. This explains the standard deviation value The minimum required score for the skill of 4.84, close to the total arithmetic mean. was 12.5 out of 25 and approximately Regarding the problem solving skill, 58.8% of the respondents achieved this skill appears to not be possessed or exceeded this score. The standard by the sample students. Their general deviation value reveals the homogeneity performance level was nearly 4.5 points between the sample members. lower than the minimum required level. If we compare the results of males Only 8.4% of the respondents reached the and females in the four skills, we notice minimum required score of 12.5 or above. statistically indicative differences in favour However, the standard deviation value of females in the information research and does show a relative difference between written communication skills. Conversely, If we compare the the sample students’ results. the results of the technology skill were in results of males The information research skill recorded favour of males. In the problem solving and females in an arithmetic mean of 10.53 points, about skill, males exceeded females slightly but two points lower than the minimum with no statistically signiÀcant differences. the four skills, we required score (12.5). This placed it second notice statistically in the cognitive skills of the respondents. Students’ readiness in terms of indicative However, this does not negate the fact cognitive skills differences in that there is an overall weakness in this skill. This is emphasised by the standard The overall results shown in Àgure 3-5-2 favour of females deviation value which does not reÁect reveal that 15.2% of the respondents do in the information research FIGURE 3-5-2 and written Students’ readiness in terms of cognitive skills communication skills Aggregate cognitive skills
Use of technology
Problem solving
Written communication
Information searching
0% 20% 40% 60% 80% 100%
Aggregate Information Written Problem Use of cognitive searching communication solving technology skills Not ready (less than 25% of total score) 13 62.8 44.7 4.3 15.2 In early stages of being ready (25% to 50% of the score) 55.5 27.4 38.9 46.9 73.1 In the process of being ready (50% to 75% of the score) 31 9 12.5 44.5 11.7 Ready (75% or more of the score) 0.5 0.8 3.9 4.3 0
440 ARAB KNOWLEDGE REPORT 2010/2011 not have the minimum required skill levels Training’ and the ‘Emergency Programme’. that prepare them to access the knowledge Regardless of its Áaws and shortcomings society, while almost three quarters (73.1%) recorded in this effort, meeting the goals of are only at the ‘early stages of being these two programmes and gaining beneÀts ready’ of such skill acquirement. 11.7% from them requires a signiÀcant time period of the students are close to preparedness, for reform, action and establishment of this but no student reached the level of full new pedagogical methodology. This fact preparedness for the knowledge society, accounts for the skill deÀciencies shown by although it does seem to be an attainable the sample students. target. The reason behind weak information The detailed results emphasise the research and problem solving skills could above mentioned conclusion, that the be that these are two skills which cannot use of technology is the strongest skill, be acquired under the traditional curricula, with 4.3% of the students reaching full which depends on quantity rather than If we examine preparedness. For further analysis, we quality. the reality of totalled all the students who came under The analysis of the teachers’ results the training and the ‘not ready’ category in all the cognitive regarding their ability to enable students education system skills and found that they constituted 12 to acquire the educational skills which students (0.8%). No student achieved total prepare them for the knowledge society in Morocco, we readiness in all skills at the same time. shows that they don’t possess great abilities. find that it has 40.6% of respondents felt their greatest made a qualitative General discussion of cognitive skills teaching ability was related to the skill of leap in terms of survey results memorising the rules and laws of scientiÀc formulating a new materials. Following that was 32.1% who Accessing the knowledge society requires felt their greatest teaching ability was the educational policy a comprehensive upbringing plan with skill of analysing various information that meets the new behavioural patterns and thinking (See table m3-13 in the appendix). This requirements of methodologies and new approaches to shows that teachers have limited abilities this era and the the different facts. Thus, curricula should to help students gain the cognitive tools reÁect an education philosophy that leads needed for integration into the knowledge knowledge society to growth and societal development. This society. Teachers are still preoccupied requires severing relations with traditional with memorisation methods of teaching. teaching methods that rely on instruction This is what new methods of reform are and limit the learner. Traditional teaching trying to avoid by adopting a competency- methods reduce students to devices based approach to teaching, as well as that merely save and store information activating the pedagogy of integration. “banking education”,48 dependent on Such reforms will help students make use one authority Àgure and Ànding only one of the beneÀts of their education and CASE STUDY answer to each question. They are not able develop their competencies and employ MOROCCO to ask questions, criticise, analyse, compare them in everyday life. It should be noted or innovate using logical thinking which that international assessments conducted would enable them to judge and discuss on a sample of students emphasised different ideas and alternatives. deÀciencies in cognitive skills. If we examine the reality of the training Contrary to information processing and education system in Morocco, we Ànd and problem solving skills, the use of that it has made a qualitative leap in terms technology skill has a relative presence of formulating a new educational policy among the sample students. The reason that meets the requirements of this era and is not only that Moroccan schools have the knowledge society. This is evident in introduced information access and the ‘National Charter of Education and application programmes, but also because
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 441 the use of IT has become an important, and females since it is associated with dominant part of an electronic culture in teaching methodology. However, males the age of globalisation. Young people are outperformed females in the technology deeply embedded in this culture outside skill because they have more opportunities the school gates, and it has attracted to use technology outside school, which them to the use of IT for communication females do not have due to the culture and purposes. traditions of Moroccan society. It seems that electronic communication which is so common among young people CONATIVE SKILLS today has had a negative effect on written communication skills. Standard complex As previously mentioned, conative skills language has disappeared and has been were evaluated through three sub-skills: the replaced by a hybrid language resulting skill of self-awareness and self-esteem, the from a culture of speed and economy: skill of maintaining learning motivation the language of SMS text messages that and the skill of future planning. Standard complex are exchanged via mobile phone or during Table 3-5-3 illustrates that the students’ language has online chat sessions. This new language scores ranged between 0 and 66.27 in the disappeared does not develop writing and linguistic aggregate conative skills, but no student and has been expression skills, since it uses mostly obtained the expected maximum points. Latin letters to express Arabic words or In addition, 146 students (9.3%) scored replaced by a meanings. We should also not overlook the (0). The total arithmetic mean was 37.33 hybrid language impact of bilingualism and diglossia, which out of 75 points. If we say that 37.5 is the resulting from a are common features of the Moroccan minimum required points for indicating culture of speed language. Thus, weak writing skills make it that the student has attained the lowest and economy: the necessary to review the curricula in order level of conative skills, we Ànd that most to promote literacy skills and their teaching. respondents reached this level (73% of language of SMS Comparing the results of males and them scored 37.5 and above) in contrast text messages that females shows that females surpassed with the cognitive skills. The standard are exchanged their male counterparts in the information deviation value shows that the students’ via mobile phone processing and written communication scores are clustered, i.e. there was no great skills. This may be attributed to females’ score dispersion. It was also revealed that or during online ability to focus on analysing input. the arithmetic mean of the female scores chat sessions Furthermore, females outperformed males was higher than that of the male scores in written communication because they with a statistically signiÀcant difference. have more of a penchant for linguistic skills and verbal expression, as compared Results of detailed conative skills with males. With respect to the skill of problem-solving, there was no statistically The detailed results emphasise what significant difference between males was mentioned in the general results.
TABLE 3-5-3 Results of aggregate conative skills (Total score values range from 0 to 75) Average (Arithmetic Standard Statistical mean ) deviation Standard Lowest Highest differences deviation score score between males Males Females Total Males Females and females
Females scored 36.11 38.34 37.33 17.6 16.03 16.8 0 66.27 higher than males
442 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-5-4 Results of detailed conative skills (Total score values range from 0 to 25) Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females
Self-esteem 20.48 20.72 20.61 2.91 2.87 2.89 2.68 25 No difference Learning 18.79 18.66 18.73 3.24 3.4 3.33 1.39 25 No difference motivation Future 4.42 4.39 4.41 3.64 3.65 3.65 0 17.86 No difference planning
FIGURE 3-5-3 Comparison of the average (arithmetic means) of conative skills for the total sample (males and females)
25 22.5 20 175 20.61 18.73 Students’ 15 The required minimum score 12.5 performance differs 10 from one skill to 7.5 another: the future 5 planning skill was 2.5 Students' scores out of 25 4.41 the weakest, while 0 Self-esteem Learning motivation Future planning the skills of self- knowledge and esteem, as well There was a tangible progress in the self- actual differences in the levels of skill as maintaining knowledge and self-esteem skill acquisition possession. The students’ performance learning motivation, (with total arithmetic mean 20.61) and differs from one skill to another: the future the learning motivation skill (with a total planning skill was the weakest, while the were the strongest arithmetic mean of 18.73). Moreover, skills of self-knowledge and esteem, as well the standard deviation value reveals that as learning motivation, were the strongest. CASE STUDY the respondents’ scores in both skills MOROCCO are considerably clustered. By contrast, Students’ readiness in terms there was a clear deÀciency in the future of conative skills planning skill (with a total arithmetic mean of 4.44 with high variation in students’ It is noticeable that 16.7% of the scores). Such results apply to both males questioned students do not possess the and females, since they demonstrated no minimum level of the aggregate conative statistically signiÀcant differences across skills which help them access the all the conative skills. knowledge society. On the other side of A comparison of the arithmetic means the points scale, we Ànd that 2.5% of of the conative skills reÁects statistically the students reached the readiness level. signiÀcant differences, since there were Moreover, in contrast with the cognitive
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 443 FIGURE 3-5-4 Students’ readiness in terms of conative skills
Aggregate conative skills
Future planning
Learning motivation
Self-esteem
0% 50% 100%
Learning Future Aggregate Self-esteem motivation planning conative skills Not ready (less than 25% of total score) 0.5 1.4 75.5 16.7 In early stages of being ready (25% to 50% of 1.9 3.1 20.2 10.3 the score) In the process of being ready (50% to 75% of 19.2 45.1 4.3 70.5 the score) Ready (75% or more of the score) 78.4 50.4 0 2.5
With respect to the skills, most students (70.5%) attained the the knowledge society, except in the case of self-awareness and third level, i.e. they are ‘nearly ready’. the future planning skill, which is severely self-esteem skill, Table 3-5-4 shows that, excluding the deÀcient. The reasons for this may be today’s children future planning skill, most respondents attributed to the upbringing pattern as well reached the third and fourth levels of the as the dominant culture which surrounds represent a social readiness scale. They recorded 78.4% in the future generation, i.e. family, society, value and they the self-esteem and self-awarenes skill and school culture, which will be discussed achieve a certain and a lower percentage (50.4%) in the later. level of satisfaction maintaining learning motivation skill. With respect to the self-awareness and This prepares them to meet the conative self-esteem skill, today’s children represent from their parents requirements for the knowledge society. a social value and they achieve a certain level For further analysis, we totalled the of satisfaction from their parents. Parents, number of students who fell in the ‘not especially in middle-income families to ready’ category in all skills and found that whom most of the sample students belong, this constituted only two students. No seek to cater to their children’s basic needs. student reached the fourth level in all skills Undoubtedly, children brought up in such at the same time. circumstances feel safe and secure and consequently develop a sense of self- General discussion of the results conÀdence and self-esteem, as revealed in of the three conative skills the aforementioned results. This explains the sample students’ mastering of self- The overall results of the three conative knowledge and self-esteem skills, and the skills and the four readiness levels of learning motivation skill. Such percentages each skill, self-knowledge and self- make them ready to respond to the esteem scored 78.4%, the skill of learning knowledge society’s prerequisites. motivation scored 50.4% and the future Regarding the large deÀciency in the planning skill 0%. Thus, it is evident that future planning skill (0%) we would the majority of the sample students are attribute this to the feeling of the young ready to meet the conative requirements of generation that they are the core of
444 ARAB KNOWLEDGE REPORT 2010/2011 interest and care for their parents does developments have only recently been not make them occupy their minds with introduced to the pedagogical practice. the future’s issues, problems and possible Moreover, no sufÀcient procedures have consequences. So, they do not think of been put in place for some of the charter’s crystallizing speciÀc future projects. principles. Therefore, such developments The current reality Nevertheless, modern education have not yet had an inÁuence on the sample of the Moroccan ideology has become concerned with the students, though many schools are applying society shows that importance of future planning for both the this new educational trend. Enhancing individual and society. Moreover, guiding such a trend entails further emphasising women in general students and helping them choose a suitable and encouraging of the adoption of these have been granted specialism and profession is considered a principles to help students gain the kinds many rights that criterion for the education system’s success of skills which will help them integrate their fellow male in performing its duties. Thus, we now live into the knowledge society. in the stage of the educational institution The detailed conative skills did not citizens enjoy, which seeks to adopt a philosophy geared reveal a statistically signiÀcant difference especially in cities towards orientation and project building, between males and females, but the in addition to enabling students of all aggregate conative skills reÁect a statistically educational levels to form their own signiÀcant difference in favour of females. educational projects. It is for this reason The current reality of the Moroccan society that the Charter of Education and Training shows that women in general have been called for the necessity of adopting the granted many rights that their fellow male personal student project and deÀned it as citizens enjoy, especially in cities. This has follows: “Immersion in the future and its enabled women to take part in all kinds of horizons and projecting the self onto its educational pursuits and demonstrate many path through deÀning a desired goal. The abilities; they may also outperform males in project is adopted by the individual in several situations that require self-related order to realise certain goals by anticipating skills. them and providing the means for their achievement” (Al Ghali Ahershaw, 2009). SOCIAL SKILLS Given the importance of the personal student project in helping students acquire Like the conative skill, the social skill was the future planning skill, the National assessed through the results of three sub- Charter of Education and Training includes skills, namely: communication with others, the principles of educational reform team work and public participation. Below which state that teachers, educational is a review of the aggregate and detailed administrators as well as educational and students’ results in the social skills. professional guidance specialists should The statistical indicators show that help students set up their personal projects. students’ scores ranged between 0 and CASE STUDY This is stressed in Articles 99,100 and 101 73.25 points, but no student obtained the MOROCCO of the charter. However, such educational maximum points. In addition, 270 students
TABLE 3-5-5 Results of aggregate social skills (Total score values range from 0 to 75) Standard Statistical Average (Arithmetic mean) Standard deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females 36.36 36.44 36.39 21.86 22.83 22.37 0 73.25 No difference
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 445 (17.2%) scored 0. The total arithmetic points for the communication with others mean was 36.39 out of 75. If we say that skill, 13.8 points for public participation 37.5 is the minimum required score which and 12.7 points for teamwork. There shows that the students have attained the was no statistically signiÀcant difference lowest level of the social skills, we Ànd between males and females in any of the that 47.2% of the students obtained the social skills. Moreover, the students’ scores minimum score (37.5) and above. On the were clustered in Àgure 3-5-5. other hand, the aggregate results of the social skills indicate a great dispersion in Students’ readiness in the students’ scores, but do not reÁect a terms of social skills statistically signiÀcant difference between males and females. Regarding the aggregate social skills, almost all students are equally distributed Results of detailed social skills among the four readiness levels. However, the third category includes more students The detailed results show that approximately than the second; therefore students in half of the respondents acquire the social the third and fourth categories represent skills but with varying degrees and levels. nearly 57% of the sample students. Regarding the The total arithmetic mean showed 18.19 The data shows that the students are aggregate social FIGURE 3-5-5 skills, almost Comparison of the average (arithmetic means) of social skills all students are for the total sample (males and females) equally distributed among the four 25 readiness levels 22.5 20 18.19 17.5 15 The required minimum score 13.8 12.5 10 12.7 7.5 5 2.5
Students' scores out of 25 0 Communication with others Team work Public participation
TABLE 3-5-6 Detailed results of detailed social skills (Total score values range from 0 to 25)
Standard Statistical differences Average (Arithmetic mean) Standard Lowest Highest deviation between males and deviation score score Males Females Total Males Females females Communication 17.95 18.39 18.19 4.57 4.67 4.63 0 25 No difference with others Team work 12.79 12.64 12.70 8.3 8.7 8.52 0 24.56 No difference Public participation 13.59 13.99 13.8 21.86 22.83 7.13 0 25 No difference
446 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 3-5-6 Students’ readiness in terms of social skills
Aggregate social skills
Participation in public life
Team work
Communication with others
0% 20% 40% 60% 80% 100%
Communication Participation in Aggregate with others Team work public life social skills Not ready (less than 25% of 2.6 28.4 18.3 26.1 total score) It is noticeable that In early stages of being ready (25% to 50% of the score) 8.9 11.2 33.3 16.7 males and females In the process of being ready in the Moroccan (50% to 75% of the score) 35.6 22.7 18.7 35.3 society have equal Ready (75% or more of the 52.9 37.7 29.7 21.9 score) rights and duties. However, females outperform males ‘ready’ to participate in the knowledge (52.9%) are ‘ready’ to respond to the social in some social skills, society in terms of social skills more than requirements of the knowledge society with demonstrated in cognitive and conative skills. But, if we respect to the communication with others the professions of compare the percentage of students in the skill. This skill is of paramount importance ‘not ready’ category in cognitive, conative in the educational Àeld and in public nursing, secretarial and social skills, we Ànd that the social skills life, where one may encounter cultural work and social showed the largest percentage of students diversity, because this skill relies on good aid work in this category (26.1%), followed by listening, understanding, interpretation and conative skills (16.7%) and then cognitive criticism. The acquisition of this skill may skills (15.2%). be attributed to Morocco’s geographical It is noticed that communication with position, which is close to Europe and others was the best skill, with most students Africa. By contrast, the research results falling in the ‘ready’ category. While, public reÁected a deÀciency in the teamwork skill, participation was the weakest skill with which revealed that only one third of the the lowest percentage of students in the sample students are in the ‘ready’ category CASE STUDY ‘ready’ category (29.7%). (37.7%). Moreover, the results indicated MOROCCO For further analysis, a search was made that the public participation skill showed on the number of students who came the lowest percentage of students in the under the ‘ready’ category in the three ‘ready’ category, i.e. 29.7%. The reason overall social skills and it was found to be may be that the respondents are affected 137 students, or 8.7%. by the surrounding political and economic conditions, especially the difÀcult political General discussion of three climate in Morocco before the democratic social skills results transformation. The results also revealed no statistically The detailed social skills results showed signiÀcant difference between males and that more than half of the sample students females in the social skills. The reason
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 447 FIGURE 3-5-7 Views of participants in the workshop about the importance of skills and their availability in students
Skills to be available Highly existing skills
35 30 25 20 15 10 5 0 Pressure Pressure thinking Decision Learning diffusion handling Technical Technical Creativity capacities motivation adaptation change and Negotiation making and Compassion Acceptance of Analytic/critical Self-knowledge and self-control Future planning Future problem solving problem Communication Thought/opinion
It should be noted may be that both of them practice such include communication and technical that when we talk skills in life generally. It is noticeable that skills, while the weakest skills were future about values, we males and females in the Moroccan society planning, decision-making and problem talk about what have equal rights and duties. However, solving. These Àndings are consistent with has been stated females outperform males in some social the results from the surveyed student. skills, demonstrated in the professions of by the students, nursing, secretarial work and social aid VALUES which does work. not necessarily The Àndings of the workshop held Values represent the second item which reflect their in Rabat in the context of preparing this the Àeld surveys tried to measure in report, which was attended by a number of order to explore the students’ readiness actual possession experts and decision-makers, are compatible to join the knowledge society. Four kinds or practice of with the results of the students’ skill tests. of values; cognitive, conative, social and such values The workshop participants underlined that universal values were rated on a scale from the future generation should possess critical 1 (minimum) to 5 (maximum). Students analytical thinking, innovative thinking, needed to score 3 points to demonstrate decision-making and problem solving skills their possession of these values. The in order to be able to integrate into the results of the value ratings of the sample knowledge society. Moreover, the experts students are illustrated below. participating in the workshop pointed out The results indicate that the arithmetic that the future generation’s strongest skills mean of the participating students’
TABLE 3-5-7 Results of aggregate values (Total score values range from 1 to 5) Average Standard Standard Statistical (Arithmetic mean) deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females
Females scored 3.84 4.01 3.94 0.369 0.275 0.33 2.54 4.77 higher than males
448 ARAB KNOWLEDGE REPORT 2010/2011 scores was 3.94 points. This shows that VALUES DETAILED RESULTS most of the respondent students possess all the assessed values. Moreover, the Table 3-5-8 shows that students have a standard deviation value reÁects that the strong presence of values, according students’ scores are greatly clustered. to their statements. Cognitive values However, it should be noted that when topped all the other values with a we talk about values, we talk about statistically significant difference, what has been stated by the students, followed by the conative and universal which does not necessarily reÁect their values which recorded no statistically actual possession or practice of such signiÀcant differences. The social values values. Therefore, these results should ranked last, with the lowest scores for be treated with caution. Moreover, the the sample students. Additionally, the results illustrated that the arithmetic standard deviation values revealed that mean of the females’ scores was greater the students’ scores are greatly clustered. than that of the males’ scores with a It was also found that the females statistically signiÀcant difference. outperformed the males in all values with a statistically signiÀcant difference.
TABLE 3-5-8 Results of detailed values (Total score values range from 1 to 5) Standard Standard Statistical Average (Arithmetic mean) deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females Cognitive Females scored 3.94 4.08 4.01 0.48 0.4 0.44 2.06 5 values higher than males Conative Females scored 3.9 4.09 4 0.429 0.328 0.38 2.37 5 values higher than males Females scored Social values 3.69 3.8 3.75 0.449 0.388 0.42 2 4.88 higher than males Universal Females scored 3.85 4.09 3.98 0.478 0.378 0.44 2 5 values higher than males
FIGURE 3-5-8 Comparison of average (arithmetic means) of values for total sample (males and females) 5 CASE STUDY
4.5 4.01 4 3.98 MOROCCO 3.75 4 3.5 The required minimum score 3 2.5 2
Students' scores out of 5 1.5 1 Knowledge values Emotional values Social values Universal values
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 449 STUDENTS’ READINESS IN of the sample students (47.2%) are ‘ready’ TERMS OF VALUES for the knowledge society in terms of possessing the values required. More than Students’ aggregate results on values placed half of the students (51.5%) achieved most of them in the two upper levels scores which reÁect that they are about of readiness: 51.5% of them are ‘nearly to fully possess the values needed for the ready’ and 47.2% of them are ‘ready’. It knowledge society but to differing degrees is clear that such results contrast with the on their four assessed values (they come cognitive skills results. For further analysis, under the ‘in the course of being ready’ we searched for the number of students category). who fell in the ‘ready’ category and found It is worth mentioning that the level that they numbered 194 students (12.3%). of the students’ value acquisition meets No student was ‘not ready’. the requirements of the development Cognitive and conative values showed stages in a normal personality. Cognitive the largest percentage of students in the values came at a high level, since they ‘ready’ category, followed by universal are associated with learning, knowledge Cognitive and values, and Ànally social values. However, acquisition and persistence. Conative conative values the results are better than those from the values came next as a symbol of cognitive skills assessments, in the sense humanity; a being not only composed of showed the largest that all the students, except for a few, a physical, mental or knowledge side, but percentage of possess the minimum level of values, also needing a complementary emotional students in the which places them in the ‘nearly ready’ or side. At the same level as conative values ‘ready’ category, ‘ready’ category. came human universal values, which make human beings universal creatures followed by GENERAL DISCUSSION OF which are open, cooperative, tolerant universal values, VALUES RESULTS and friendly with their fellow beings. and finally Universal values are followed by social social values The study results showed that nearly half values, which make the human being a
FIGURE 3-5-9 Students’ readiness in terms of values
Aggregate values
Universal values
Social values
Conative values
Cognitive values
0% 20% 40% 60% 80% 100%
Cognitive Conative Social Universal Aggregate values values values values values Not ready (less than 25% of 0 0 0.1 0.1 0 total score) In early stages of being ready 3.4 1.9 5.5 2.7 1.3 (25% to 50% of the score) In the process of being ready 42.3 45.6 67.6 47.5 51.5 (50% to 75% of the score) Ready (75% or more of the 54.3 52.5 26.8 49.7 47.2 score)
450 ARAB KNOWLEDGE REPORT 2010/2011 communicative person. values followed by universal values, social Regarding the gender variable, it is values and Ànally cognitive values, with known that females adhere to values statistically signiÀcant differences among more than males. This is stressed by the all of them. value results which reÁected a statistically Conversely, the comparison between signiÀcant difference in favour of females. the importance of values and students’ In order to further investigate the value acquisition levels of such values according levels of the students, teacher’s opinions to teachers, revealed statistically signiÀcant were surveyed on the importance of such differences in favour of the importance values in building the knowledge society as of the values, which was greater than their well as the value acquisition levels of the level of possession by students. students. The results analysis showed that Based on the comparison with the the teachers expressed their views on the value levels demonstrated by the students importance of all values by approximate themselves (from their point of view) Converserly, degrees. When the statistical tests were (see table 3-5-8), we noticed that students the comparison conducted, it was noted that there was build their values systems outside the between the no statistically signiÀcant difference in arrangement pattern perceived by their the importance level between conative teachers. The comparison revealed that importance and social. On the other hand, there were students’ assessment of values was better of values and statistically signiÀcant differences between than the assessment of their teachers students’ cognitive and universal values. This means who may be governed by other objective acquisition levels that, teachers give great importance to data. While this refers to the existence of universal values, followed by social and two distinct systems, it also indicates that of such values conative values at the same level and then the students make use of other sources according to Ànally, cognitive values. to establish their value systems. It further teachers, revealed Regarding the comparison between shows that students, driven by their self- statistically student’s value acquisition levels as esteem which may be excessive at this significant perceived by teachers, the analysis results age, have prioritised cognitive values revealed that according to their teachers, that include persistence, diligence and differences in the students’ strongest values are conative curiosity, as shown in the table of the favour of the importance of the TABLE 3-5-9 values, which was Teachers’ opinions on the importance of values greater than their Cognitive Conative Universal Values Social values level of possession values values values by students Arithmetic mean 3.24 3.45 3.54 3.63 Standard deviation 0.71 0.62 0.67 0.62
Minimum 1 1 1 1 CASE STUDY MOROCCO Maximum 4 4 4 4
TABLE 3-5-10 Teachers’ opinions on the level of availability of values among students
Cognitive Conative Universal Values Social values values values values
Arithmetic mean 2.04 2.26 2.11 2.24 Standard deviation 0.68 0.63 0.65 0.67 Minimum 1 1 1 1 Maximum 4 4 4 4
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 451 FIGURE 3-5-10 Views of workshop participants about the importance of values and their availability in students
Values to be available Existing values in the youth
16 14 12 10 8 6 4 2 0 action others Taking Taking Curiosity diligence affiliation public life Feeling of and trusts self-esteem Dignity and Openness to of difference responsibility Protection of Protection participate in Willingness to Independence responsibilities responsibilities and innovation of thought and Persistence and Self-confidence and acceptance Spirit of morality Respect of others
Moreover, the teachers’ survey aggregate results of student values (table ENABLING ENVIRONMENTS showed that 3-5-7). students have a The intellectuals and experts who THE IMPACT OF ENABLING took part in the workshop unanimously ENVIRONMENTS ON SKILLS weakness in the agreed that the future generation should AND VALUES values of taking have three necessary values to enable responsibility, them to integrate into the knowledge Based on the student survey, the enabling self-confidence, society. These are diligence, curiosity environments were summarised in the and taking responsibility. Such values following variables: independence are basically associated with learning Family structure: an integrated family of thinking and and were strongly demonstrated by the or separate family (absence of father action as well as students. Furthermore, the workshop or mother due to divorce, death or independence participants see the strongest values migration) of Morocco’s future generation as Father’s education level maintaining personal freedom, ambition Mother’s education level and openness to others. The participants Family’s interest in the student’s strongly attributed the acquisition of learning these values to Morocco’s geographical Family’s method of raising children position, its contact with the west and Family’s level of Ànancial welfare other cultures, the future generation’s Educational welfare at home desire to maintain their identity while Educational welfare in the local communicating with others, as well as the environment history of Morocco and its development Educational welfare at school following independence. Moreover, the teachers’ survey showed that students The regression analysis (see table m3- have a weakness in the values of 20) revealed the following: taking responsibility, self-conÀdence, 1. Cognitive skills: There are six independence of thinking and action as signiÀcant variables of the enabling well as independence. environments that affect cognitive skills;
452 ARAB KNOWLEDGE REPORT 2010/2011 the mother’s education level, family’s environment. This means that the families’ interest in the student’s learning, family’s Ànancial and educational capabilities play an level of Ànancial welfare, educational important role in helping children acquire welfare at home and educational welfare at primary skills (dependent variables). In school, and the father’s education level. addition to the variable of family, there 2. Conative skills: The results show are also the variables of the educational that there are two signiÀcant variables welfare in the local environment and the which inÁuence conative skills; the family’s educational conditions in school. pattern of raising children and educational Based on this conclusion, we note the welfare in the local environment. following: 3. Social skills: Three signiÀcant variables If the variables occurring in the models of the studied enabling environments prioritise the family, this is normal and affect social skills. Such variables include necessary as the family is the place which educational welfare at school, educational embraces the respondents and provides welfare at home and educational welfare in them with their basic and educational the local environment. needs. 4. Cognitive values: There are four However, what is really surprising is important variables of the monitored that the local environment comes second, enabling environments that impact preceding the school. This worrisome cognitive values; the family’s method of situation can be attributed to the fact that the raising children, educational welfare at educational services of Moroccan schools The school no home, the family’s level of Ànancial welfare have been deteriorating, especially over longer maintains and educational welfare at school. the last two decades. The school no longer its prestige for 5. Social values: Six signiÀcant variables maintains its prestige for both students and both students of the enabling environments affect such parents, due to its cumulative problems and value; the family’s method of raising inability to solve such problems, despite and parents, due children, the mother’s education level, several attempts at reform. The variable of to its cumulative interest in the student’s studies, the family’s educational welfare in the local environment problems and level of Ànancial welfare, educational ranked second, although this environment inability to solve welfare at home and Ànally, educational lacks information and documentation such problems, welfare in the local environment. centres, cheap book fairs, information 6. Conative values: There are four campaigns and seminars. However, this despite several signiÀcant variables of the studied enabling may be attributed to the availability of attempts at reform environments which affect conative values; infrastructure for accessing information, as the family’s pattern of raising children, emphasised by the workshop participants the family’s level of Ànancial welfare, (see Àgure 3-5-10). educational welfare at home and Ànally, It is worth mentioning that although the mother’s education level. these variables are important, they do CASE STUDY 7. Universal values: These are inÁuenced not explain all the differences observed MOROCCO by six signiÀcant variables of the explored among the students. That is to say, they enabling environments; the family’s method are not the only factors that determine of raising children, the family’s level of the acquisition level of skills and values, as welfare, educational welfare at home, the their effect ranges between 3.4% and 16%. mother’s education level, interest in the This means that there are other factors student’s studies and Ànally, educational which help enable students, including the welfare in the local environment. technology culture and children’s fondness To sum up, we can see that most for its media, as previously emphasised by independent variables that occur in the the research results. It is clear that students models are basically related to the family, interact frequently with the internet and then the local environment and the school social networking websites. Furthermore,
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 453 the personal project plays an important that students are somewhat satisÀed with The analysis of the role in inspiring the respondents to the dominant relationships in the school teachers’ survey search for other knowledge sources to environment as they can adapt to their showed that help them. Also, we should not overlook teachers and classmates. The results further there is a positive the role of peer communication which is revealed that the students’ educational one of the development features during institutions are somewhat safe and secure, atmosphere in this age period. Despite these attempts at helping the students receive the education most educational explanation, the research results concluded and training which prepare them for the institutions, almost that there are still other independent desired future. entirely free of variables which affect students’ skills The students teachers’ feedback and values. These variables should be somewhat agreed with this result. The any student- investigated further. analysis of the teachers’ survey showed teacher conflicts that there is a positive atmosphere in most OPINIONS OF STUDENTS, educational institutions, almost entirely TEACHERS AND WORKSHOP free of any student-teacher conÁicts. 37% PARTICIPANTS ON ENABLING of respondents stated that such conÁicts ENVIRONMENTS rarely occur, while 23.9% stated that student-teacher conÁicts do not take place School environment at all. However, 42.3% of the respondents said that conÁicts occur occasionally The study results (table 3-5-11) showed among the students themselves, which can
TABLE 3-5-11 Values of students on school and their relationship to its components (%)
Completely Somewhat Completely Disagree agree agree disagree A. I can easily understand school subjects 18.2 67 13.1 1.7 B. My school strengthens my desire for learning and excellence 39.3 41.7 12.9 6.1 C. I feel safe and comfortable at school 45.1 36.4 11.5 7 D. I have good relationships with my teachers (we have mutual respect) 70.9 23.6 3.2 2.3 E. I have good relationships with my school friends 70.6 26 2.6 0.8 F. My school prepares me well for the future 43.9 39.9 9.1 7.1
TABLE 3-5-12 Views of students on school’s health enabling environment (%) Completely Disagree Somewhat Completely disagree agree agree A. The school offers periodical medical checkups for students. 29.1 20.7 25.9 24.3 B. The school offers all students medications free of charge. 34.1 25.2 19.3 21.4 C. The school clinic is fully equipped (bed, examination equipment, primary 43.3 20.5 16.2 20 medications). D. The school organises health campaigns to combat unexpected epidemics. 19.4 14.8 32 33.8 H. The school conducts awareness programmes about dangerous diseases. 13 12.8 32.6 41.6 I. The school has a social worker who helps students solve their social 37 19.8 19.3 23.9 problems. J. The school has an educational guide/psychologist to help students settle 40 19.7 16.6 23.7 their psychological problems. K. We study issues related to health education. 20 16.1 33.3 30.6
454 ARAB KNOWLEDGE REPORT 2010/2011 sometimes lead to violence. This could be the Emergency Programme has tried to because the students are at an age when solve these issues (the Ministry of National they are trying to prove themselves among Education, Higher Education, Professional their peers, which can sometimes lead to Training and ScientiÀc Research, 2008B). violent incidents (see table m3-14 in the Regarding the school environment appendix). in terms of health-related issues, the Most of the Teachers’ opinions were negative when respondents did not agree on the availability students have no asked about the environment provided by of such facilities. Students’ answers ranged affiliation to a the school to motivate students to learn. from ‘completely disagree’ to ‘completely 52.6% of the sample teachers said that agree’ as illustrated in table 3-5-13. specific political schools do not provide substitute teachers Educational institutions generally provide party (69%) and when full-time teachers are absent. They them with a satisfactory environment for have no inclination also stated that schools lack a system for health-related issues. For example, schools towards political student evaluations of teachers, and do not occasionally conduct health campaigns to offer regular teacher training courses (see combat unexpected epidemics. They also participation (63%) tables m3-15 and m3-16 in the appendix). offer students awareness programmes All these factors impede students for dangerous diseases. Educational performance and increase school leaver programmes and curricula include subjects rates. Furthermore, teachers agreed that related to health education and human rights. the most important factors affecting However, some educational institutions students are the lack of school’s facilities still lack fully equipped medical clinics and and resources (92.6%), limited material and not all schools provide social workers or professional incentives (89.1%), and the psychologists. low quality of Arabic and English teaching (80.2% and 88% respectively). Other factors Social environment include the multiple competitive sources of knowledge outside the school environment The social environment cannot be (57.5%), and inadequate teacher training separated from the school environment. (69.6%), (see table m3-17 in the appendix). The negative impact of the lack of political Such factors do not help facilitate the education at schools was reÁected in the school’s educational reform and as a result students’ answers. Most of the students
FIGURE 3-5-11 Views of students regarding political participation
Willingness for political participation Do you tend for a political party? Abstention Abstention CASE STUDY
0.4% 0.4% MOROCCO
YES YES 37.1% 30.6%
No 62.5% No 69%
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 455 TABLE 3-5-13 Views of students regarding freedom of choice (%)
Much freedom Moderate freedom Little freedom No freedom A. Personal options 64.5 30.9 3.8 0.8 B. Academic options 43.4 45 9.2 2.3 C. Intellectual options 59.7 31.1 7 2.2 Teachers feel that they have a high level of have no afÀliation to a speciÀc political after obtaining the general secondary personal freedom party (69%) and have no inclination school certiÀcate (Baccalaureate), as this is towards political participation (63%). This determined by their scores. and intellectual demonstrates that the future generation, Teachers’ results were similar to those freedom, followed like the adults, avoids political issues. This of the students, as shown in table m3- by academic apathy is reÁected by the low participation 18. Teachers feel that they have a high freedom and rate (37%) in the most recent parliamentary level of personal freedom (35% ‘absolute elections. Similarly, according to the freedom’ and 37.3% ‘much freedom’) and finally professional Interior Ministry, the participation rate in intellectual freedom, followed by academic freedom the communal council elections held in freedom and Ànally professional freedom, June 2009 did not exceed 51%.49 which 53.7% of the sample teachers said The research results revealed that they have to a limited degree. The results most of the respondents (64.5%) believe impact teachers’ professional performance; they have ‘much freedom’ to determine the availability of professional, intellectual their personal options. Likewise, they also and academic freedoms help facilitate have ‘much freedom’ to determine their creativity and innovation at work. On intellectual choices undoubtedly related the other hand, the students’ results were to personal choices. However, only 43.4% positive regarding their ability to express of the students said that they have ‘much their opinion, either within or outside of freedom’ to decide their academic choices their family, as shown in Àgure 3-5-12. (Table 3-5-14). The reason is that students 86.6% of teachers stated that they are not able to choose their academic have freedom of opinion (see table subjects at school or their disciplines m3-19 in the appendix). This could be
FIGURE 3-5-12 Students’ expression of opinion within and outside the family
I can’t I can’t 9% 8%
I can express I can express my opinion my opinion within the outside the family family 91% 92%
456 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-5-14 Students’ views on government run media (%) Do not Completely Disagree Somewhat Completely know disagree agree agree
A. Audio-visual media convey 4.2 8.2 20 40.6 27 news honestly. Regarding the B. Audio-visual media convey 5 5.1 11.3 45.3 33.3 integrity and different views of society. objectivity of the media, a moderate TABLE 3-5-15 percentage of Students’ views on non-government run media (%) the respondents Do not Completely Disagree Somewhat Completely know disagree agree agree ‘somewhat’ agreed A. Audio-visual media convey news 6.9 7.3 17.8 38.7 29.3 that the audio- honestly. B. Audio-visual media convey different visual media convey 8.1 5.1 11.6 41.3 33.9 views of society. news honestly (40.6%) and because the Moroccan education system honestly (40.6%) and that they present that they present has established institutional councils differing views in society (45.3%). A differing views in to give teachers a voice with the aim of lower percentage of students said they increasing the role of the school.50 ‘completely agree’. The answers for non- society (45.3%) Regarding the integrity and objectivity government-run media were similar to of the media, a moderate percentage of those for government-run media. the respondents ‘somewhat’ agreed that The research results showed that 40.1% the audio-visual media convey news of the students are fully convinced that
TABLE 3-5-16 Students’ perceptions of their legal and social enabling environment (%)
Do not Completely Disagree Somewhat Completely know disagree agree agree
A. Strict laws exist in schools that give rights to individuals. 4.2 5.5 13 37.2 40.1 B. Strict laws exist in society as a whole that give rights to 5.8 8.4 20.5 39.5 25.8 individuals. C. The student thinks carefully before violating the code of ethics 5.7 7.2 18.9 34.6 33.6 due to the school’s laws. D. The person thinks carefully before violating the code of ethics
6.5 10.6 21.2 34.5 27.3 CASE STUDY due to society’s laws. MOROCCO E. Law is applicable to all people in school, regardless of their 5.9 12.9 20.1 32.2 28.8 capacity or position. F. Law is applicable to all people in society, regardless of their 7.4 20.7 23.2 25.7 23 capacity or position. G. Those that have money have better opportunities for education. 3.1 7.6 10.5 20.3 58.5 H. Jobs are occupied according to candidates’ efficiency and not 9.1 14.2 20.5 32.1 24.1 through other considerations (personal influence, for example). I. Job promotion does not depend on objectivity but personal views. 14.5 6.5 15.2 38.2 25.6
J. Certification, employment, promotion and other privileges should be based on objective considerations and not by using personal 18.7 9.7 15 33 23.6 influence or favouritism.
MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 457 FIGURE 3-5-13 The importance of environments and the extent of their availability according to views of workshop participants
Environments to be available Highly existing environments 30 25 20 15 10 5 0 to all social inclusion dedicates for equal spreads knowledge spreads balanced personality that helps building a An environment that An environment that An environment An environment that An environment that An environment An environment that An environment that An environment that An environment respects the freedom respects Even if not all obtaining knowledge provides the necessary provides incentives for students materialistic/professional materialistic/professional facilitates trust in officials responsibilities and duties responsibilities proper family atmosphere family atmosphere proper provides infrastructure for infrastructure provides provides psychological and provides
respondent for sound brain health care an educational base prepares an educational base prepares An environment that provides that provides An environment people for life-long education An environment that provides that provides An environment students are ready that provides An environment to participate in the knowledge society, they are on the the school has strict laws that give rights to attributed this to the efforts of the state cusp of reaching individuals, while they were less convinced and civil society as well as the climate of that such laws exist in society as a whole public freedom in Morocco. By contrast, the readiness level. (25.8%). This result is emphasised by the another group of intellectuals thought the low percentage of students (23%) who opposite. The reason for such disagreement completely agreed that law is applicable between workshop participants is mostly to all people in society, regardless of their due to their diverse cultural and intellectual capacity or position. Moreover, most backgrounds. respondents (58.5%) stated that accessing good education requires a signiÀcant CONCLUSION cost outlay. Only 24.1% of the students completely agreed that the occupation Based on the data gathered from the of high ranking positions in society is respondent students and teachers as well based on competency and not through as the views of the group of intellectuals other considerations. Similarly, only 23.6% and decision-makers who took part in completely agreed that certiÀcation, the workshop, we can draw the following employment and promotion depend on conclusions: objective considerations. There is a progressive movement which The workshop Àndings revealed that the will be promising if it is strengthened, intellectuals and decision-makers disagreed motivated and its weaknesses are Àxed. on the availability of environments that Even if not all respondent students are promote equality and allow people to ready to participate in the knowledge trust ofÀcials. A number of intellectuals society, they are on the cusp of reaching agreed with the students who said that the the readiness level. predominant environment in Morocco is The different respondents, including one that facilitates trust in ofÀcials. They students, teachers, as well as intellectuals
458 ARAB KNOWLEDGE REPORT 2010/2011 and decision-makers had differing opinions over the issues of this research. This is to be expected given their different backgrounds. The differing answers of the respondents will contribute to establishing future educational plans and strategies. We hope to expand on Àndings which have raised questions and understand their causes using deeper research methodology and extending the respondent base to include different social categories which affect the future generation. The two ends of the education continuum, namely, early childhood and higher education, hold great importance in the education and training system. Therefore, studying the conditions of the future generation throughout this educational continuum is important; it helps the future generation realise its full potential and gain maximum knowledge, and consequently helps us form a more complete idea about this issue. CASE STUDY MOROCCO
MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 459 460 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-6 ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY
“If we set up annual projects, we may grow languages that allow the translation as well wheat. If such projects last for a decade, we may as the transferal and localisation of basic plant trees. But, if these projects last for a lifetime, we just need to educate the human being.” modern sciences and knowledge. Moreover, the development process also requires encouraging Chinese Proverb scientiÀc research and supporting its institutions.
Acquiring knowledge as well as building THE WILLINGNESS TO ACT a knowledge society and integrating into it FOR POSITIVE INTEGRATION effectively in order to achieve development INTO THE KNOWLEDGE Morocco certainly requires a strong will to overcome problems, and SOCIETY has the desire to the ability to work industriously. Building the move forward, knowledge society does not only entail specifying Morocco’s integration into the knowledge since it has already the gaps and obstacles facing us in reality, but society requires exerting efforts to correct also demands efforts to mobilise all the elements deÀciencies and bridge the knowledge taken important that will work harmoniously and interactively gap. It also entails having an overall steps towards towards building that society. Some of these vision for action which is associated achieving the elements are related with enabling environments, with existing achievements in order to desired goal while others are associated with knowledge monitor, review and analyse its positive localisation as well as establishing an education and effective policies using a thorough and training system that facilitates creativity assessment method which aims to narrow and innovation. the gap to accelerate the process of Taking a serious and courageous political achieving the desired goal. The historic decision may be the most basic approach to the underdevelopment of Morocco in several development process. This requires liberating Àelds can be overcome once a strong will the energy of the youth to reach their potentials exists. Morocco certainly has the desire to CASE STUDY and capabilities, through consistent training and move forward, since it has already taken MOROCCO preparation to engage them in the building of important steps towards achieving the the knowledge society. Therefore, such a process desired goal. For example, there has been requires opportunities to be made available, a national agreement on reforming the in addition to promoting the rule of law and education and training system since the activating laws which support development beginning of the 21st century. In fact, the policies. It also requires encouraging creativity objectives and mechanisms of such reform and innovation through public social activities. have been expressed in the principles of This should be done without prejudice against the ‘National Charter of Education and the national and cultural identity which has Training’ and the ‘Emergency Programme’. Arabic as one of its basic pillars, and without Morocco has made education the overlooking the role of other international second most important national issue
MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 461 after territorial unity, and to this end also decreased from 16.3% in 1998 to allocated resources constituting 27.1% 8.8% in 2008. of the state’s public budget from 2002 Given the pace of such achievements to 2006. The social subsidy for schooling and the projection based assessment is a mechanism aimed at facilitating method approved by the UNDP, children schooling and achieving equal Morocco will accomplish the Millennium education opportunities for accessing Development Goals by 2015 (HCP, 2009). schools and ensuring continuity. Thus This provides evidence that Morocco the number of beneÀciaries of the social has the desire to positively engage in the subsidy of all its components witnessed knowledge society. a signiÀcant increase (See table m3-21 in Notwithstanding all the previous the appendix). gains, there are challenges to be This educational reform helped reduce overcome, such as eliminating illiteracy, the illiteracy rate, as the number of youth unemployment and administrative beneficiaries of illiteracy elimination corruption, as well as achieving more programmes from 301,488 to 629,748 social equality in order to pave the way beneÀciaries of which 527,799 beneÀciaries for reaching the desired goal. during the period 2001/2009.51 Generalization Morocco’s desire of schooling reached in 2010 a percentage THE ABILITY TO ACT for change is of 94.8% and its rate changed from 43% TOWARDS THE KNOWLEDGE also evident in to 30% in 2010.52 Moreover, schooling SOCIETY the remarkable was made more widely available by 94.8% in 2010 according to authorities. Also, The youth in Morocco have innate progress it the Emergency Programme in this Àeld creative abilities and skills which could has made in approved by the government seeks to be facilitated and developed through creating enabling reduce the school leaver rate and improve appropriate enabling environments. environments access to pre-school education, thereby Morocco has demonstrated its ability helping to reduce the illiteracy rate further. to develop through the establishment for the future Driven by its desire to develop education, of major projects over the past decade generation in the educational authorities have been eager in the Àelds of economy, educational many vital fields to participate in international learning reform, demographic transformation assessments, such as PIRLS and TIMSS, as and social changes in addition to medical well as conducting national tests. insurance and social housing, among Morocco’s desire for change is also others. These projects are capable of evident in the remarkable progress it has eradicating poverty and marginalisation made in creating enabling environments as well as incorporating urban and rural for the future generation in many vital areas in the human development process. Àelds. In the Àeld of health, public Moreover, the economic reform which expenditures increased from 0.9% in took place from 1993 to 2005 has helped 1990 to 1.3% in 2009 (HCP, 2009). There liberalise the economy and opened it up to have also been marked improvements in international trade by entering into several standards of living and in programmes trade exchange agreements with multiple to prevent and Àght diseases, helping to countries. These efforts will help motivate increase life expectancy at birth from 65.5 Morocco to proceed with its political years in 1988 to 72.9 years in 2009. This reforms, and will also improve economic reÁects development in public health and transparency indices and direct the nutrition. Additionally, the consumption national economy towards international expenditures of Moroccan households modernisation and integration. rose by an annual average of 4.3% and The expansion of the media in 5.6% from 2003. The relative poverty rate Morocco has promoted its openness to
462 ARAB KNOWLEDGE REPORT 2010/2011 the modern world and culture. The media economy. This has led to the emergence scene has grown through the addition of a national industry on the regional level. of different media channels which There are also trends towards supporting have contributed to instilling the future scientiÀc research, whose allotted budget generation with openness to cultural rose from 0.3% in 1993 to 0.8% in diversity and intellectual human creativity. 2005 (the Possible Morocco, Fiftieth Furthermore, the High Authority Anniversary report, 2006). The NIHD is of Audio-visual Communication was also considered a tool for development founded with the purpose of promoting on several levels. As a reÁection of the democratic discussion as well as government’s political commitment, its strengthening a culture of responsibility approach to human development is based and transparency. Morocco was also keen on local partnerships as well as prioritising on adopting IT, because accessing the new disadvantaged social sectors. With respect ‘network society’ requires strengthening to the empowerment of women in communication and acquiring its tools Moroccan society, this is closely associated in order to develop and improve the with general cultural, social, political and performance of administrative services. legal conditions. In fact, all development As a reflection of Morocco has sought to make digital plans and social development strategies the government’s technology a basic pillar for economic and will fail unless women are enabled and political public administration and enable citizens empowered. commitment, its to make use of internet services. In Moving positively towards building addition, Morocco is preparing to launch the next generation and preparing it approach to human government ministries’ services through for establishing the knowledge society development is e-government which will initiate its work undoubtedly requires monitoring existing based on local in 2013. policies and trends through review and partnerships as All such trends reÁect the ability of analysis using scientiÀc methods. The goal well as prioritising Morocco to build generations that can of this is to assess such policies and trends lead the knowledge society. However, and direct them in a positive and active disadvantaged what is important is the successful manner. Morocco’s underdevelopment social sectors accomplishment and sustainability of in many Àelds can be overcome once the these signiÀcant projects in order to help political will exists. However, this political build the future generation and enable it will should be supported by the allocation to establish the desired knowledge society. of resources required to establish enabling environments and institutions that are METHODS OF ACTION concerned with the development of TOWARDS THE KNOWLEDGE knowledge and the use of its gains in SOCIETY achieving overall development for all of society. All these inputs are capable of CASE STUDY Movement towards the knowledge society providing Moroccan society with the ability MOROCCO requires achieving the pillars of knowledge, to accomplish its plans and effectively freedom and development. This movement integrate into the knowledge society. It also needs to establish plans and strategies is noted that the new political reform which can create a supportive environment initiatives witnessed by Morocco after the for knowledge and help produce and radical changes which have taken place in develop its economic and technological the Arab world have invigorated Morocco, principles in order to overcome new thereby resulting in the establishment of problems facing the knowledge society. the National Human Rights Council, in In this context, we see that Morocco is addition to fundamental constitutional pursuing overall economic reform which amendments. has helped to liberalise and stimulate the
MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 463 FIGURE 3-6-1 Stages of action for accessing the knowledge society
The willingness to act
Quaternary of action Securing action to prepare future The ability to act requirements generations to access the knowledge society
How to act
Even if the current SECURING ACTION which includes interrelated subjective, output of the REQUIREMENTS objective, national and international education and factors. In addition, it is a process that training system is Morocco has witnessed developments requires dealing with the present and the with regards to the economy, governance, future at the same time, since it seeks to unsatisfactory, the education and training, health, housing change the present, aspire to the future, positive results of and transportation, in addition to the but cannot sever relations with its past. The the educational elimination of poverty and marginalisation, Àndings of the Àeld study, especially those system need the achievement of gender equality and which reÁect the weak cognitive skills of the establishment of broad regionalisation, the future generation, should not induce time to emerge which helps in local governance. Morocco pessimism. They should instead help us has changed its function to become a become aware of the current reality on the leader in several sectors and has affected ground, make more serious decisions, and overall reform through institutional formulate action strategies which can yield democratisation, political actions and more positive results. economic openness, as well as guaranteeing Undoubtedly, moving towards social housing. In addition, Morocco preparing the future generation for the has been keen on enlivening the NHID. knowledge society requires ‘building a These efforts are considered important in sound knowledge capital’ in the Àrst place. achieving human development as well as This entails designing curricula according securing the requirements of preparing to a sound educational philosophy and clear the future generation for the knowledge vision, especially in terms of promoting the society. culture of productivity, achievement and Even if the current output of quality, responsibility and accountability the education and training system is and the culture of information and unsatisfactory, the positive results of the decision-making based on reliable educational system need time to emerge. knowledge” (the UNDP and Mohammed Education is a complex and intricate process bin Rashid Al Maktoum, 2009). One of the
464 ARAB KNOWLEDGE REPORT 2010/2011 most important issues is the availability of domains, including: the institutional aspect which pertains to DeÀciencies in the education and the readiness of the educational system in training system which resulted in terms of objectives, purposes, structures educational outputs falling short and content. In other words, there should of society’s aspirations. This system be input, processes and output which resulted in producing large numbers achieve the desired goal. However, efforts of unemployed people lacking the made in this regard still face challenges, cognitive skills required to integrate including the lack of involvement of into the knowledge economy society. some school parties in the thrust towards The school leaver rate was high knowledge, especially some educational and there was a substantial increase administrators, teachers and parents. This in the illiteracy rate among adults. may be attributed to inadequate training, All these factors contribute to the in addition to those parties’ unawareness underdevelopment of society. of the high stakes involved. Nevertheless, Decrease in the expenditure in the we should remember that there are Àeld of health care in general and the Given the positive developments in this domain. inequality between urban and rural deficiencies These developments involve the National areas in terms of health services. observed in several Charter of Education and Training, A threat in terms of food security for of society’s vital the Emergency Programme, a curricula a signiÀcant number of Moroccan review as well as the inclusion of new citizens. This was attributed to the fields, there has concepts, such as human rights, women’s lack of policies and the government’s emerged an rights, citizenship and tolerance. The inability to distribute wealth, as well attempt to form developments further include extending as the imbalance between production a strategic vision the offer of education, encouraging and consumption together with a low with the aim decentralizsation, and controlling and GDP per capita compared with other securing time spent in school, in addition countries. of establishing to improving the school environment by Economic and industrial recession corrective projects providing it with equipment, educational which hindered developmental efforts facilities, pedagogical methodology and and reÁected negatively on the number improved buildings. of job opportunities, thereby raising the unemployment rate. GENERAL CONCLUSION Marginalising youth in society by not utilising or engaging their abilities, and The Àrst decade of the third millennium not listening to their needs or trying is considered an important historic to accommodate them. This deprived turning point. In this decade, Morocco society of the full political participation has witnessed signiÀcant changes and of young people, suppressed their CASE STUDY managed to achieve comprehensive creative abilities, and wasted their MOROCCO development broad enough to cover all efforts in work and production. It also of society’s vital sectors: education and made the youth fall prey to despair and training, politics, the economy, society, pushed them to look for other outlets health, and women’s rights, with the aim which would restore their dignity and of overcoming underdevelopment in these humanity. areas which has accumulated over the past Given the deÀciencies observed in few decades. This underdevelopment several of society’s vital Àelds, there has placed Morocco in a low position on emerged an attempt to form a strategic the human development scale according vision with the aim of establishing to international assessment. Morocco’s corrective projects. Education has been the shortcomings were manifested in several core of reform in any society that aspires
MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 465 to acquire knowledge. The reason for this in light of national and international is that the role of education has a positive developments in order to set a new effect on the role of other sectors in society. philosophy and vision for education Accessing the knowledge society is based on and training that Àts a democracy and human capital and its capabilities. Education rights oriented modern societal project. develops the creative abilities of the younger Linking the education and training generation and helps achieve progress in system with the overall objectives of society. In addition, creativity, innovation sustainable human development with and scientiÀc imagination are considered the aim of developing people and Efforts should the true wealth of a society’s present society in terms of thought, culture, continue in several and future. “If accompanied by positive economy and behaviour. sectors at the economic, political and social conditions, Developing the education system in a a sound, distinguished, open, Áexible and way that makes it an effective tool that same time, due to high-quality education will be one of the helps students develop their creative their interactive most important ways of developing society and innovative skills and possess the and overlapping in terms of culture, thought, literature, arts, ability to analyse and criticise. elements and sciences, technology, structures, institutions, Invigorating educational reforms to lifestyles, relations and dealings” (Abdul penetrate classrooms and include the determinants. Aziz bin Abdullah, 2002). education/learning processes taking Moreover, human It is difÀcult to list the primary issues place in the smallest educational unit, development is an according to their importance in the with the aim of developing them to ever-developing developmental process. Efforts should achieve quality. continue in several sectors at the same time, Developing curricula in a manner that and changing due to their interactive and overlapping helps students build their personality in ambition and elements and determinants. Moreover, terms of knowledge, skills and values, not a ready and human development is an ever-developing and in a way that serves the agreed- fixed idea and changing ambition and not a ready and upon societal plan, satisÀes the needs of Àxed idea. However, a thorough review of the knowledge society, helps students existing developmental plans as well as adhere to tolerant Islamic values as well their ability to meet the requirements of the as national constants and instil in them current situation, and their responsiveness universal human values. to the needs of the future is considered a Adopting effective pedagogical basic approach to arranging priorities. It is methodologies which cherish self- noted that any aspects of development in learning and cooperative learning, different areas should be accompanied by as well as active communication progress in education, because no social or and interaction methods in order economic development can come about to encourage students to establish under a regressive education system or vice personal projects. versa. This requires a structural review of Making the education and training the educational system to enable it to meet system emphasise the two ends of the the conditions of sustainable, renewable education continuum, early childhood education. and higher education, as well as life- Our recommendations at the end of long education. this study focus on the correlated triad of Forming a national vision to build knowledge, freedom and development. the knowledge society and deÀning They are the foundations of societal its current and future basis and development and closely related to the mechanisms, as well as guaranteeing a areas analysed during the study: well-knit plan for its implementation, Reviewing and improving the National assessment and development as Charter of Education and Training necessary.
466 ARAB KNOWLEDGE REPORT 2010/2011 Setting up a national monitor for the Encouraging creative, talented issues of adolescents and youth with the and distinguished individuals and purpose of monitoring their situations researchers who promote development and desires, as well as understanding in different intellectual, cultural and their current and future needs, so that economic Àelds and establishing awards society can always be aware of their of excellence for them. concerns, aspirations and expectations. Providing support by the state and Encouraging students to read more, civil society for the social and cultural beyond the scope of school books, to development of the family, the Àrst increase their knowledge and broaden place where children receive care and their intellectual horizons. upbringing; Disseminating school, district and Promoting and developing the role of neighbourhood libraries in order to the media in Moroccan society with promote the culture of reading for all. the aim of forming a purposeful media Supporting and encouraging the policy which raises public awareness translation of modern scientiÀc and on the issues of development, human knowledge developments in order to rights and democracy; enrich Arab libraries with various types Adopting the participatory method Morocco has of sciences and knowledge that can be with the population to plan their become involved transferred and localised. developmental projects as well as with the human Encouraging printing and publishing enabling them to take responsibility for development as well as all other media to enable planning and implementing their local society’s members to access knowledge projects; project. Educational that forms their minds, reÀnes and Supporting freedom of expression reform has sought, develops their thinking. and strengthening political, social, through its Following up on efforts to eliminate economic, and cultural democracy in principles set forth the school leaver rate by achieving society; in the National high-quality appropriate education and Supporting current efforts in human generalising pre-school education. development and activating such Charter, to qualify Trying to raise the school enrolment efforts by linking them with overall the Moroccan rate in preparatory and secondary developmental projects which citizen and link education, and Ànd mechanisms which have social, cultural and economic education with may keep students in the education dimensions; system until they Ànish their secondary Placing emphasis on the Arabic development and university education. language as a tool for maintaining Giving attention to the intensive Arab and Islamic identity, as well as a professional training of teachers and means of bringing about knowledge guaranteeing them regular training, localisation while remaining open CASE STUDY especially in the Àeld of human rights to international languages and MOROCCO and gender equality. encouraging their acquisition, especially Activating all mechanisms and methods the languages of scientiÀc research and which can bring about the achievement electronic communication. of the millennium goals as well as the Morocco has become involved with the education-for-all goals. human development project. Educational Investing in scientiÀc research; a reform has sought, through its principles strategic option for overcoming set forth in the National Charter, qualifying existing difÀculties and deÀciencies as the Moroccan citizen and link education well as a basic pillar for developmental with development. However, the state’s sustainability. Without it, development plan to reform the education and training loses one of its important foundations. system has not been limited to the
MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 467 provisions of the charter which constitutes the method of reform and its basic reference. It has also set up an emergency programme which activates and acts upon the principles of reform and provides it with a new strong dynamic. Moreover, the NIHD has been a strong inÁuence in eradicating exclusion, poverty and marginalisation of some sectors of society. Therefore, the initiative’s philosophy and sustained activity will be a helpful factor in preparing those urban and rural sectors whose developmental participation was excluded. The initiative intends to engage such sectors in public policy with the aim of developing society and bringing about the desired human development. The challenges faced by Morocco on several levels require the creation of a new vision of public policy. Comprehensive development cannot be achieved by ready-made solutions, but will be the product of public policy and its continued effect. Despite the obstacles facing the desired societal outcome, the initiatives which have emerged since the beginning of the millennium are capable of overcoming all challenges. Thus, it can be said that there is hope that the next generations can realise a dream of a better future.
468 ARAB KNOWLEDGE REPORT 2010/2011 End Notes
1 United Nations Development Programme, Mohammed bin Rashid Al Maktoum Foundation, Arab Knowledge Report for 2009. 2 A statistic issued by the Ministry of National Education, Higher Education sector, pgs.27-28. 103% is attributed to rounded up figures, duality and interrelation in the research units’ specialties. 3 Thomson Scientific Data, OST, Computing. Sited in Country Leaflet-Morocco: Evaluation of Scientific, Technology and Innovation capabilities in Mediterranean countries. Francoise Laville, Jean Theves. Updated version 2007. 4 According to statistics from the International Telecommunication Union which included the communication sector in 233 countries around the world during 2010, Morocco ranked second after Egypt, with regards to Internet, since the number of subscribers reached 13.7 million subscribers. http://press.marcs.net/t1994, dated 17 October 2011. 5 See website http://www.assabah.com/378.html November 9, 2010 6 Human Development Report 2010, UNDP. 7 The field study was conducted among students in Rabat as a pilot. The study may expand to cover the remaining Moroccan schools at a later date. 8 See the mechanisms of Law 01.00 to improve the quality of higher education. 9 See Article 122 of the National Charter of Education and Training. 10 Statement of the Minister of National Education, Higher Education, Professional Training and Scientific Research before parliament on 9 November 2010, case writer Ahmed Auzi. 11 Statement of the State Secretary, Ministry of Education, before Parliament on 13 October, 2010, case writer Ahmed Auzi. 12 Website of Mohammed IV foundation www.fm6-education.ma 13 Card of achievements of the Ministry of National Education and High Education and forming scientific research and framework in the school education sector 2007/2008 – 2010/2011. 14 The Ministry of National Education, Higher Education, Professional Training and Scientific Research, 2008/2009, Literacy and Non-formal Education Sector, Directorate of Non-formal Education (folded). 15 Card of achievements of the Ministry of National Education and High Education and forming scientific research and framework in the school education sector 2007/2008 – 2010/2011 16 Statement by the Minister of Social Development, Family and Solidarity during a press symposium on 3 December 2010, which coincided with the International Day of Persons with Disabilities.Al Alam newspaper 4, 5 December 2010, case writer Ahmed Auzi. 17 This center is a joint cooperation between Morocco and South Korea in the field of scientific research in order to monitor the impact of ICT on educational output. In July 2006, a partnership was signed between the Korea International Cooperation Agency (KOICA) and Al Akhawayn University for this purpose. 18 A comparison-based international test to measure the abilities of fourth grade students in reading skills in their native language. 19 An international test to assess the attainment of fourth and eighth grade students in science and maths. 20 The Ministry of National Education, Higher Education, Professional Training and Scientific Research/School Education Sector “A summary of education statistics” 2010-2011 21 The Ministry of National Education, Higher Education, Professional Training and Scientific Research 22 The Moroccan Kingdom, Ministry of National Education, Higher Education, Professional Training and Scientific Research, 2010, a summary report on the results of national and international learning assessment studies. 23 The Moroccan Kingdom, the Higher Council of Education, 2008, ‘Report on academic achievement assessment. CASE STUDY
24 Website of Morocco News Agengy, 12 July 2010, www.map.ma MOROCCO 25 The International University of Rabat (IUR) and Lebanese International University (LIU) in Casablanca are two universities that have been established and will be inaugurated in the 2010-2011 academic year. 26 According to the multi-dimensional approach of poverty. See the HCP reply to Oxford Report, Al Ittihad Al Ichtraki newspaper, 10 September 2010. 27 Aisha Ghaloum, www.womengateway.com/NR/exerces, dated 9 February 2011. 28 These statistics were given by Amina Al Mariny, a member of the Advisory Council on Human rights in a symposium held by Moroccan Channel One in September, 2003, following the announcement of a draft code. 29 Amazigh is not one language but languages which are used in different geographic regions of Morocco:‘Tachelhit’ in the Sous region in southern Morocco, ‘Tarifit’ in the rural area in Northern Morocco and ‘Tamazight’ in the Middle Atlas region. 30 Mohamed Al Medallawy Al Manbhy, Modern Discussion, Issue 2004-2007/8/11, (http://www.ahewar.org/debat/show.art) dated 9 September, 2010 31 Al Wadoud Mohamed Ahmed et al., 2007, the Moroccan Civil Society: Functions, capabilities and challenges: www.almichaal.org on 30 July 2011
MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 469 32 According to 2007 statistics, the number of Moroccan community members living abroad was approximately 3,292,599. Therefore, the communities’ financial contributions over the last ten years have played a significant role in achieving political, economic, social and cultural development. 33 In 1998, Morocco witnessed the formation of a government led by Abdel Rahman Al Youssefi, former opponent and Secretary General of the Socialist Union for the Popular Forces (SUPF). 34 The referendum on the new constitutional reforms was held on 1 July, 2011, gaining votes from several Moroccan societal sectors. 35 The committee was required to submit the constitutional amendments in June, 2011, to hold a referendum on the amended constitution. 36 Speech of King Mohammed VI on 9 March 2011. See also Al Alam newspaper, issue 21920, Friday 11 March, 2011. 37 The Hassan II Fund for Economic and Social Development has contributed to funding major national projects, such as building roads, ports and railways, in addition to cultivating agricultural lands. It also financed the Tangier-Med project among others. 38 These industries include Morocco Telecom, Moroccan Royal Airways, “L’ONA”, and the Sherif Phosphates Office. 39 See the Constitution of 1996 40 See specifically the ninth chapter of the Constitution of 1996 41 This declaration came from King Mohammed VI when he launched the next phase of the advanced regionalisation process, initiated on 3 January, 2010. He appointed the Advisory Committee on Regionalisation on 10 March, 2011. 42 The assessment conducted by the Moroccan government in its meeting on 20 May 2009, the fourth anniversary of the NIHD, opened a discussion was on the NIHD’s strengths and weaknesses. 43 The Ministry of National Education, Higher Education, Profession Training and Scientific Research - “A summary of education statistics” 2010/2011. 44 http://www.alalam.ma/def.asp?codelangue=23&id_info=28856&date_ar=2010-7-4, dated 04 August 2010 45 A measure which reflects the central value around which the sample data is clustered (a measure of central tendency). 46 This is used in statistical tests and is a function of standard deviation and sample volume. 47 This refers to the degree of data dispersion. A low standard deviation indicates clustering of data. 48 A term used by Paulo Freire to refer to memorization teaching methods. 49 Hameed Bahkak (Thursday, 4 June 2009). 50 See the statute of public education institutions published in the official gazette, issue 5024 on 25 July, 2002. 51 Directorate of Strategies, Statistics and Planning 52 Hespress (www.hespress.com) February 19, 2001
470 ARAB KNOWLEDGE REPORT 2010/2011 REFERENCES AND BACKGROUND PAPERS CASE STUDY MOROCCO
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REFERENCES 475 476 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX CASE STUDY MOROCCO
APPENDIX 477 478 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 1 LIST OF NAME OF RABAT WORKSHOP PARTICIPANTS
This workshop was held under the auspices of Mr. Ahmed Akhchichine, Minister of National Education, Higher Education, Professional Training and ScientiÀc Research.
Mr. Adel Al Khiary Dr. Mohammed Al Radi Dr. Mohammed Al Sawali Mr. Said Al Rahouny Dr. Ibrahim Shadaty Dr. Madi Lahssan Dr. Al Tawil Hassan Dr. Mohammed Wakidy Dr. Abdul Aziz Al Ghazi Mrs. Khadija Alimilahy Mr. Mostafa Mohsen Dr. Ahmed Edali Dr. Mariam Ait Ahmad Ms. Rajaa Lahwaidek Mrs. Saida Edrisi Tefrawty Mr. Mostafa Hosny Dr. Mohammed Ahmeed Dr. Mohammed Fatehy Dr. Al Zaki Abdul Kader Mr. Ahmed Rekewy Mr. Abdul Karim Balhag Mr. Khalil Al Edrisi Dr. Al Saadya Ayash Dr. Kholoud Al Sebaie Dr. Mohammed Zakour Dr. Halima Al Gharari Mrs. Yousra Al Omrani Dr. Nadia Al Tazy Mr. Mohammed Al Iraqi Mr. Al Shohob Mohammed Dr. Abdul Latif Kadai Mrs. Fatma Yassin Ms. Safaa Kadoury Mr. Al Kaddam Mohammed Ms. Ghuzlan Al Assry Mr. Ali Badran Ms. Zohour Al Naeem Dr. Mohammed Mo’men Ms. Elham Kusair Mr. Ismail Al Moussawi Ms. Sanaa Al Wahaby Mr. Mohammed bin Gloun Andalusi Ms. Naema Eskerie Mr. Kabash Mohammed Dr. Al Araby Hannan Mrs. Nagah Zahra Mr. Al Arafi Hudeya Mr. Mohammed Shakroun Dr. Al Malky Al Hassy Dr. Al Jamei Halima Dr. Bouartis Mulay Ahmed Dr. Omar Binayash Mr. Mawad Nour El Din Mr. Al Mekki Al Marouni Dr. Rashida Barada CASE STUDY MOROCCO
REFERENCES 479 480 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 2 NAME OF SCHOOLS PARTICIPATING IN MOROCCO SURVEY
The Commercial Technical School Al Malki School Ibn Batouta School Abu Bakr Al Sedik School Ibn Rushd School (Rabat) Haman Al Fatwaky Ibn Sina Dar El Salam Al Hassan II School (Rabat) Abdul Karim Al Khattabi Al Sharif Al Idrisi Abdullah Kanoun Al Elmia Private School Omar Al Khayam School Al Laimoon School Lalla Aicha School Mullay Abdullah School Mullay Youssef School Princess Lalla Nezha Hassania Schools Al Moubadara Private Schools Mohammed V Schools Atlas Schools Group Rabat Institute Mulhakat Gibran Khalil Gibran Al Sabeel Instritute Al Manbaa Institute Riad Al Maarefa Institute CASE STUDY MOROCCO
REFERENCES 481 482 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 3 MOROCCO QUESTIONNAIRE RESULTS
Table m3-1: Teachers’ reasons for using technologies (%)
Yes No
Searching for educational resources 88.6 11.4 Preparing lessons 84.4 15.6 Selecting exercises and activities 88.1 11.9 Consulting with other colleagues 68.3 31.7 Communicating with students 54.5 45.5
Table m3-2: Opinions of teachers on the practice of some teaching activities and methodologies (%)
In all In most In some No classes classes classes practice A. Participating in educational/learning activities with students 47 42.5 9.8 0.7 B. Training students on problem solving 37.1 39.4 22 1.5 C. Explaining theoretical concepts 55 21.7 21.7 1.6 D. Writing lessons on the board 45.3 22.7 21.1 10.9 E. Discussing the concepts of the lessons with students. 65.7 27 7.3 0 F. Discussing student achievement relating to the concept of the 7.2 17.4 63.8 11.6 lessons G. Assessing student achievement (tests, exams) 13.8 25.4 60.1 0.7 H. Helping students accomplish scientific/practical experiments 5.7 14.2 36.8 43.3 CASE STUDY
I. Organising student work in small groups 7.4 18.5 62.2 11.9 MOROCCO J. Linking educational material with the requirements of everyday life 27.7 35 31.5 5.8 K. Keeping silence in the classroom and deterring troublemakers 62.1 26.4 9.3 2.2
APPENDIX 483 Table m3-3: Opinions of teachers on the importance of some teaching practices (%)
Not Somewhat Very Do not necessary necessary necessary know
A. Training students to analyse varied information 3.6 20.7 75.7% 0
B. Training students in critical thinking 2.1 16.4 79.3 2.2
C. Encouraging students to work independently and take the initiative 1.4 22.7 75.2 0.7
D. Helping students conduct research 2.8 41.8 54.6 0.7
E. Training students on problem solving 0.8 22.6 73.7 2.9
F. Helping students memorise rules and laws of scientific material 4.5 38.1 52.2 5.2
G. Motivating students to interact with the teacher 1.4 10.1 87.1 1.4
H. Following students step by step in all their assigned activities 9.4 47.5 43.2 0
J. Training students on self-evaluation practices 0.7 27.8 70.7 0.8
K. Training students on team work 1.4 27.7 70.2 0.7
L. Teaching students on social principles and values 0 16.1 83.2 0.7
M. Requiring students to memorise lessons 23.4 53.2 23.4 0
Table m3-4: Features of knowledge society as perceived by teachers (%)
Yes No
A. Density of information 73.5 26.5 B. Easy access to information 89.3 10.7 C. Fast dissemination of knowledge 84.1 15.9 D. Competition on gaining information 57 43 E. Possession of knowledge which is the measure of the power of nations 83.1 16.9 F. Production of knowledge which is the measure of the wealth of nations 85.7 14.3 G. Intensive use of the computer and internet 83.1 16.9 H. Growing demand for knowledge 73.1 26.9 I. Associating the labor market with the level of knowledge 74.8 25.2 J. Linking production with the outputs of scientific research 81.7 18.3 K. Localising knowledge instead of importing its outputs 70.5 29.5 L. Development of technological sciences but not necessarily human sciences 54.8 45.2 M. Knowledge is an approach to human development 91.6 8.4 N. Knowledge is a human right for the whole population 89.1 10.9
484 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-5: Educational trends of teachers (%)
Completely Somewhat Completely Disagree agree agree disagree A. It is necessary to focus on strengthening the 14.5 51.1 22.9 11.5 memorisation ability of students to succeed in their study B. All students can learn and succeed if they are taught by 34.6 51.1 13.5 0.8 efficient teachers C. Successful teachers are those who can accomplish their curriculum tasks in the specified manner and within the 34.1 40.2 19.8 6.1 specified timeline. D. Giving teachers the chance to take the initiative or 11.4 12.1 46.2 30.3 innovate harms the education system. E. Teachers are not required to know all teaching 9.8 39.1 42.9 8.2 methodologies but should have mastered one of them. F. Tests and exams are the best way of encouraging 9 13.4 58.2 19.4 students to concentrate and learn. G. The best way to improve the ability of students to learn 21.2 65.2 12.1 1.5 is to adopt a qualitative evaluation system (without grades). H. Consulting and coordinating with students’ parents is 45.9 45.9 6.8 1.6 part of the teachers’ duties. I. Educational reform processes pressure teachers and 24.8 42.9 27.8 4.5 decrease their outputs J. It is sufficient for teachers to be experts in their specialties 17.3 39.8 36.1 6.8 in order to succeed in their mission K. It is the mission of teachers to help their students have a 78.9 19.5 1.6 0 passion for learning and knowledge L. The important feature of successful teachers is their 60.4 29.9 9 0.7 ability to communicate information related to their specialty M. It is necessary for teachers to be familiar with aspects of 33.8 48.9 15 2.3 other subjects to be able to teach their own subjects CASE STUDY MOROCCO
APPENDIX 485 Table m3-6: Opinions of teachers on some assessment practices (%)
No Little Moderate Much importance importance importance importance A. Regular school attendance(no absence) 2.8 0.7 5.6 90.9 B. Effort exerted in homework 2.8 2.1 12.8 82.3 C. Steady improvement of results 2.9 0 10.9 86.2 D. Good conduct inside and outside classroom 2.1 3.5 12 82.4 E. Effective classroom participation 2.7 0.7 8.2 88.4 F. The ability to innovate 1.4 2.2 36.4 60 G. The ability to think and question 2.1 1.5 16.4 80 H. Taking the initiative 0.7 2.2 31.4 65.7 I. Correct answers on the exam paper 3.6 2.2 23.9 70.3
Table m3-7: Time devoted weekly to some educational, administrative and training activities (%)
Less From one From More None than one to two 3 to 4 than hour hours hours 5 hours
A. Planning and preparing lessons 0 3.6 39.1 34.8 22.5 B. Correcting students’ homework 0 5.9 21.5 30.4 42.2 C. Attending administrative meetings 12.3 39.2 39.2 8.5 0.8 D. Holding meetings with students’ parents 33.6 52.2 9 5.2 0 E. Meeting students (in clubs or private tuitions) 34.4 12.2 38.2 13.7 1.5 F. Undertaking activities for professional development 12.4 18.8 34.8 18.8 15.2 (attending lectures, reading specialised journals, etc) G. Participating in an educational production (authoring 52.6 11.9 14.8 11.1 9.6 books, setting up projects, taking part in an assessment, etc)
Table m3-8: Teachers’ views on themselves (%)
Completely Somewhat Completely Disagree agree agree disagree
A. The society no longer shows respect to teachers. 58.5 33.8 6.3 1.4
486 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-9: Opinions of teachers about students (%)
Completely Somewhat Completely Disagree agree agree disagree
A. Students generally show less respect to their teachers than in the 56.3 35.9 6.4 1.4 past. B. Student interest in study is decreasing day after day. 59.7 30.6 8.3 1.4 C. The current generation of students has strong personality. 14.9 51.8 22.7 10.6 D. The preparation of the current generation of students is better 7.9 23.6 43.6 25 than the preparation of previous generations E. The material values of most students surpass their knowledge 54.9 40.8 3.6 0.7 values.
Table m3-10: Teachers’ relations with the teaching profession and its requirements (%)
Completely Somewhat Do not Do not apply apply apply apply at all
A. I will leave teaching if I find a job with the same salary and 20.9 15.5 44.2 19.4 conditions. B. I will leave teaching if I find a job that generates a higher income 26 23.6 38.2 12.2 C. The teaching profession salary does not make me feel self- 42.1 32.9 21.4 3.6 sufficient D. The teaching profession makes me feel I have a mission to fulfill 86.5 12.1 1.4 0 CASE STUDY MOROCCO
APPENDIX 487 Table m3-11: Teachers’ views on enabling environments
Completely Somewhat Disagree Completely agree (%) agree (%) (%) disagree (%) A. The education system offers teachers facilities to resume their 12.5 23.4 43.8 20.3 education during their career. B. Training centres for teachers exist near the school and I can 12.5 14.3 33.9 39.3 attend them when necessary.
C. The state offers incentives to highly efficient teachers. 15.3 9 31.5 44.2
D. The state provides several training opportunities during work to 14.3 42.9 26.8 16 improve the level of education.
E. The state provides training courses to new teachers. 35.1 43.9 12.3 8.7
F. The selection of candidates for the teaching profession is 21.6 38.8 24.1 15.5 governed by strict criteria. G. There is a gap between the training of teachers and the true 35.7 49.2 8.7 6.4 requirements of the teaching profession. H. The state offers salaries to teachers which guarantee them a 14 20.2 39.6 26.4 good standard of living.
I. There are laws and institutions that protect the rights of teachers. 18.8 40.2 26.5 14.5
J. The state provides teachers with in-service training upon request. 10.9 32 35.3 21.8
Table m3-12: Teachers’ views on curricula (%)
Completely Somewhat Completely Disagree agree agree disagree A. The educational programmes and curricula prepare students to 44.2 38 16.2 1.6 overcome future challenges. B. The educational programmes and curricula help students 34.6 51.5 12.4 1.5 acquire necessary skills. C. The educational programmes and curricula help prepare 30.2 39.5 25.6 4.7 efficient students who are up to external competition. D. The educational programmes and curricula contribute to 37.4 47.3 14.5 0.8 promoting the value of citizenship and civilised behaviour. E. The educational programmes and curricula prepare students to 26.7 43.5 26 3.8 cope with problems in everyday life. F. The educational programmes and curricula provide training 25.4 53.1 20.7 0.8 that takes into account knowledge and emotional dimensions. G. The educational programmes and curricula provide training 28.2 46.6 23.7 1.5 which keep up with scientific development.
488 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-13: Teachers’ evaluation of their abilities to enable students to acquire multiple skills (%)
Limited Intermediate Great Do not ability ability ability know
A. Varied information analysis 12.2 47.3 32.1 8.4% B. Critical thinking 19.1 53.4 20.6 6.9 C. Taking initiative 18.2 55.3 23.5 3 D. Accomplishing research 15.3 54.2 28.2 2.3 E. Solving problems 13.2 58.1 20.2 8.5 F. Using their knowledge in different situations. 13.4 45.5 29.9 11.2 G. Memorising rules and laws of scientific material 10.2 35.2 40.6 14 H. Working independently 23.6 44.9 22 9.5 I. Memorising lessons 20.2 42.6 26.4 10.8 J. Life-long education 21.5 35.4 24.6 18.4 K. Team-work 21.6 44 28.4 6 L. Future planning 28.8 34.1 19.7 17.4
Table m3-14 Opinions of teachers on school environment (%)
Always Sometimes Rarely Never
A. Violence occurs in school between teachers 2.1 5.7 19.3 72.9 B. Violence occurs in school between students and teaching and 4.3 34.8 37 23.9 administrative staff C. Violence occurs in school between students 9.5 42.3 39.4 8.8 CASE STUDY Table m3-15: Teachers’ views on support provided to students (%) MOROCCO
Always Sometimes Rarely Never
A. The school helps students who have learning difficulties. 24.6 47 17.2 12.1 B. The school provides incentives to distinguished students. 45.3 25.2 17.3 12.2 C. The school has a system for substituting absent teachers. 22.2 16.3 8.9 52.6 D. The school has specialists who help teachers deal with the material, 9.4 13 8 69.6 psychological or social difficulties faced by students.
APPENDIX 489 Table m3-16: Teachers’ views on support provided for them (%)
Always Sometimes Rarely Never
A. School has a system for regular evaluation of teachers by students 9.5 10.4 7.9 72.2 B. School has a system for regular evaluation of teachers by management 37.9 16.1 12.9 33.1 C. School helps teachers develop their abilities and skills by providing 11.6 31.1 17.4 39.9 them with regular training courses D. Teacher meetings are held in school for consultation and coordination 19.7 47.9 19.7 12.7 of educational activities
Table m3-17: Factors affecting the preparation of generations (%)
Yes No
A. The weak material resources of the school 87.8 12.2 B. Tense relations between students, teachers and administrators 65.1 34.9 C. Shortage of facilities and equipment in school 92.6 7.4 D. Inadequate training of teachers 69.6 30.4 E. Mismatch between training and the growing needs of teachers 82.7 17.3 F. Low incentives (material, professional, etc) 89.1 10.9 G. Multiple competitive sources of knowledge outside school 57.5 42.5 H. Low learning motivation of students 88.5 11.5 I. Inability of students to master the Arabic language 80.2 19.8 J. Insufficient command of foreign languages 88 12
Table m3-18: Freedom of choice for teachers (%)
Absolute A good deal Limited No freedom of freedom freedom freedom A. Personal options 35 37.3 27.7 0 B. Academic options 15.9 42.4 36.4 5.3 C. Intellectual options 27.1 40.6 29.3 3 D. Professional options 14.2 26.1 53.7 6
490 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-19: Teachers’ freedom of opinion (%)
Yes No
86.6 13.4
Table m3-20: Effect of available enabling environments on student skills and values*
Family’s Enabling The Family’s Educational Mother’s interest Family’s Educational Father’s Educational environments method welfare in education in the material welfare at education welfare at of raising the local level student’s welfare home level school children environment Skills studies and values Standard coefficients
Cognitive skills Ȯ 0.169 0.132 0.134- 0.206 0.097 0.084 Conative skills 0.150 ȮȮȮȮ0.098 ȮȮ Social skills 0.083 0.074 0.098 ȮȮȮȮ Ȯ Cognitive values 0.266 ȮȮ0.232- 0.225 ȮȮ0.102 Social values 0.229 0.131- 0.086 0.123- 0.089 0.060 ȮȮ Conative values 0.241 0.108- Ȯ 0.142- 0.142- ȮȮȮ Universal values 0.249 0.092- 0.073 0.242- 0.175 0.062 ȮȮ
* numbers in the table express the standardised regression coefficient CASE STUDY MOROCCO
APPENDIX 491 492 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 4 EDUCATIONAL QUANTITATIVE DEVELOPMENT INDICES IN MOROCCO
Table m3-21: Development of number of beneÀciaries of the social subsidy
2003-2004 2010-2011
Primary Education 975,085 1,135,107 Beneficiaries of school feeding Secondary Elementary Education 20,915 42,556 Total 996,000 1,177,663 Primary Education 720 1,260 Secondary Preparatory Education 39,750 40,522 Beneficiaries of boarding schools Vocational Secondary Education 43,457 50,279 Total 83,927 92,061 Primary Education 913 1,829 Secondary Preparatory Education 36,837 50,941 Donees Vocational Secondary Education 44,389 51,579 Total 82,139 104,349 Primary Education 2,959,648 Beneficiaries of school tools Secondary Preparatory Education 254,932 Total 3,214,580 Beneficiaries of Dar Talib in the 2 divisions of secondary education 30,687
Source: The Ministry of National Education, Higher Education, Professional Training and Scientific Research CASE STUDY MOROCCO
APPENDIX 493 Research Table m3-22: Curricula Developing
Achievement 2009 & 2010, and Goals 2009 & 2010, and the 1st Achievement Indices the 1st semester of 2011 semester of 2011 rate
Preparing a methodological Preparing a methodological Methodological framework for framework for rebuilding framework for rebuilding 100% rebuilding curricula curricula curricula
Preparing reference items for Preparing reference items for Current Curricula Assessment assessing different components of assessing different components of 100% primary education primary education
Counting shortcomings and Counting shortcomings and Defining shortcomings and deficiencies that should be deficiencies that should be deficiencies of current education 100% addressed in primary education addressed in primary education programs programs programs
Correction and appropriateness Reviewing school programs for all Reviewing school programs for all of current school curricula to 100% subjects of the primary education subjects of the primary education updates of the urgent program
Updating educational instructions Preparing educational instructions Preparing educational instructions in light of updates of the urgent for all schools subjects in primary for all schools subjects in primary 100% program education education
Preparing specification sheets Preparing specification sheets Putting a framework for the for preparing school books for preparing school books 100% production of new school books and teacher guides for primary and teacher guides for primary education education
Source: The Ministry of National Education, Higher Education, Professional Training and Scientific Research
494 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-23: Equipping educational institutions:
Achievement 2009 & 2010, Goals 2009 & 2010, and Achievement Indices and the 1st semester of 2011 the 1st semester of 2011 rate
Number of institutions equipped 4760 6556 73%
Number of institutions equipped with 1464 2332 63% extensions of health facilities or fences
13594 are being overhauled Number of rooms overhauled 40142 79% 18221 overhauled
Number of Available: Fences 908 1257 72% Water Circuits 1730 2510 69% Water tanks 2330 2629 89%
Number of institutions linked to different Networks: Water 2730 2423 80% Electricity 2481 3363 74% Solar Panels 938 1088 86% Decontamination 567 776 73% Decontamination refineries and wells 1009 1100 92%
Number of education institutions benefiting from renewing school 2595 4518 75% furniture
Number of boarding schools overhauled 286 295 97%
Number of schools benefiting from 5111 10416 49% preventive maintenance
Source: The Ministry of National Education, Higher Education, Professional Training and Scientific
CASE STUDY MOROCCO
APPENDIX 495 Table: m3-24: Integrating ICT in Education
Achievement 2009 Goals 2009 & Achievement Indices & 2010, and the 1st 2010, and the 1st rate semester of 2011 semester of 2011
Number of institutions equipped with a multi-media 913 1432 63.75% room
Number of training centres equipped with a multi- 49 49 100% media room
Number of institutions linked to Internet 3002 3182 94.34%
Number of teachers benefiting from training in TICE 69956 148937 46.97%
Number of inspectors benefiting from training in TICE 2752 2752 100%
Number of acquired digital equipments 142605 Cd 100000 CD 142.6%
Number of distributed digital equipments 56844 Cd 100000 CD 56%
Number of digital equipments put on the internet 56844 Cd 100000 CD 56%
Number of digital equipments put in place 85764 Cd 142608 CD 60.13%
The Ministry of National Education, Higher Education, Professional Training and Scientific Research
496 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 497 498 ARAB KNOWLEDGE REPORT 2010/2011 ARAB KNOWLEDGE REPORT 2010/2011
EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY
YEMEN CASE STUDY B ARAB KNOWLEDGE REPORT 2010/2011 CONTENTS
CHAPTER 4-1: CONCEPTUAL INTRODUCTION: ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’ 501
Introduction 501 Review of the status of knowledge in Yemen 501 Human development: broader framework of the knowledge society 501 The status of human development in Yemen 502 Demography 502 Health Index 503 Progress towards the millennium development goals (MDGS) 503 Economic Growth 503 Poverty 503 General Status of knowledge in Yemen 504 Measurement and description of the status of knowledge in Yemen 504 Knowledge Indices in Yemen 504 Knowledge Economy Index (KEI) 504 Information Technology 505 Innovation and scientiÀc research and its link to production 506 Information accessibility 508 Education and human resources 508 The model of Arab future generations who are capable of accessing the knowledge society 509
Chapter 4-2: THE EDUCATIONAL SYSTEM AND PREPARING THE FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 511
Introduction 511 Educational development in Yemen 511 Education goals and their relation to preparing future generations for the knowledge society 511 The educational stages 512 Education stakeholders in Yemen 512 Education quantitative indices in Yemen 513 Primary education 513 Secondary education 514 Technical education and vocational training - TEVT 515 Higher Education 515 Enrolment conditions and Áexibility in educational stages 516 Qualitative indices for education stages 516 Methods for instilling skills into the Yemeni educational system 517 The curricula 517 Foreign language and computer skills 518 Teaching methods and approaches 519 Methods of dividing educational activities 520 YEMEN
The school assessment 520 CASE STUDY The general exams 521 Methods to instil values into the educational system 521 Enabling systems available for future generations 522
CONTENTS C The public school environment IT and communications in education 522 Gifted students and students with special needs 522 Teacher preparation and training programmes 523 Teacher job satisfaction 523 Education reform efforts 525 General spending on education 525 526 Chapter 4-3: THE UPBRINGING INSTITUTIONS AND PREPARATION OF THE FUTURE GENERATION 529
Introduction 529 The family 529 The family and learning values 529 Family and character related values 530 The family and interpersonal values 531 Mass media and future generation preparation 531 The values system and social upbringing in Yemen 532 The religious upbringing and values system 532 Conclusion 533
Chapter 4-4: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS’ PREPARATION 535
Introduction 535 Political freedom 535 Indicators of good governance 536 Local government and decentralisation 537 Governance in education 537 Citizenship 538 Tribalism and the argument of development and politics 539 Basic freedoms 540 Social and economic freedoms 540 Index of overall prosperity and personal freedom 541 Legislation and laws 541 Local and international challenges for human development in Yemen 542 Political and security challenges 542 Demographic challenges 542 Social challenges 543 Economic challenges 543 Policies of economic and administrative reform 543 Unemployment 544 Gender equality 545 Community and professional institutions and future generations’ preparation 546 Contribution of the private sector 546 Civil Society Institutions 547 Major challenges for preparing future generations for a knowledge society in Yemen 548
D ARAB KNOWLEDGE REPORT 2010/2011 Chapter 4-5: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 549
Introduction 549 Samples of Àeld studies in Yemen 549 Random sampling of students 549 Sample description 549 Sample of teachers 549 Group of experts and decision-makers 549 Results of the Àeld study 550 Skills 550 Cognitive skills 550 Information searching and processing skill 551 Written communication skill 551 Problem solving skill 551 Use of technology 551 Analysing differences between cognitive skills 552 Students’ readiness in terms of cognitive skills 553 Conative skills 553 Self-knowledge and self-esteem 554 Motivation to learn 554 Planning for the future 554 Analysing differences in conative skills 555 Students’ readiness in terms of conative skills 555 Social skills 556 Communication with others 556 Teamwork skill 557 Participation in public life skill 557 Analysing differences in social skills 557 Students’ readiness in terms of social skills 558 Views of workshop participants on the description of the future generations’ skills that are required for accessing the knowledge society 558 Values 559 Aggregate values 559 Cognitive values 560 Social values 560 Conative values 560 Universal values 560 Students’ readiness in terms of values 560 Views of workshop participants on the required values for the future generations to access the knowledge society 562 Enabling environments 563 Students’ views regarding enabling environments 565 Future generations and political participation 566 Students’ views on legal and social environments 567 YEMEN
Views of workshop participants on enabling environments required for the knowledge society 567 CASE STUDY Conclusion 570
CONTENTS E Chapter 4-6: PREPARING YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: PROPOSED VISION 571
Introduction 571 Quaternary of action for future generations’ preparation 571 The willingness to act 571 The ability to act 573 Securing action requirements 574 How to act 574 Developing the educational cognitive structure 574 Development and evaluation of the organisational structure of educational institutions 575 Development and improvement of technology in education 575 Developing scientiÀc and educational research 575 Conclusion 576
REFERENCES AND BACKGROUND PAPERS 579
Appendix 585 Appendix 1: List of workshop participants in Yemen 587 Appendix 2: List of schools participating in the survey in Yemen 589 Appendix 3: Yemen survey results 591
List of Boxes: Box 4-1-1: Example of the private sector’s contribution to knowledge development in Yemen 507 Box 4-4-1: Platforms of Yemeni Juveniles and future generation 538
List of Tables: Table 4-1-1: Yemen Status in Human Development Reports 502 Table 4-1-2: MDGs Progress 503 Table 4-1-3: Measurement of the knowledge status in Yemen according to KEIs 505 Table 4-1-4: Number of subscribers in different telecommunications (2007-2009) 506 Table 4-2-1: Enrolment indicators in the various educational stages in Yemen 513 Table 4-2-2: The distribution of education expenditure (1997-2007) 527 Table 4-4-1: Yemen status in WGI 536 Table 4-4-2: Yemen’s Rank in the Economic Freedom Index 2010-2011 540 Table 4-4-3: Yemen’s Rank in the Overall Prosperity Index 2010 541 Table 4-4-4: Social Gender Indicators for 1990-2008 and target Indicators for 2015 545 Table 4-4-5: Women’s Representation in Parliament and Shura and Local Councils 546 Table 4-5-1: Results of aggregate cognitive skills 550 Table 4-5-2: Results of detailed cognitive skills 550 Table 4-5-3: Results of aggregate conative skills 553 Table 4-5-4: Results of detailed conative skills 553 Table 4-5-5: Results of aggregate social skills 556 Table 4-5-6: Results of detailed social skills 556 Table 4-5-7: The results of values 560 Table 4-5-8: Students’ views on school and their relation with its components (%) 565 Table 4-5-9: Students’ views on health enabling environments (%) 566 Table 4-5-10: Students’ views on freedom of choice (%) 567 Table 4-5-11: Students’ views on legal and social enabling environments (%) 568
F ARAB KNOWLEDGE REPORT 2010/2011 Table 4-5-12: Students’ views on government mass media (%) 568 Table 4-5-13: Students’ views on non-government mass media (%) 568
List of Figures: Figure 4-2-1: The development of government spending on education 1997-2007 526 Figure 4-5-1: Comparison of arithmetic means for cognitive skills for the total sample 552 Figure 4-5-2: Student readiness in terms of cognitive skills 552 Figure 4-5-3: Comparison of arithmetic means for conative skills for the total sample 555 Figure 4-5-4: Student readiness in terms of conative skills 555 Figure 4-5-5: Comparison of arithmetic means for social skills for males and females 557 Figure 4-5-6: Student readiness in terms of social skills 558 Figure 4-5-7: Views of workshop participants on the major skills and their availability 559 Figure 4-5-8: Views of workshop participants on the weak skills in Yemen 559 Figure 4-5-9: Comparison of arithmetic means of values for the total sample 561 Figure 4-5-10: Students’ readiness in terms of values 561 Figure 4-5-11: Views of workshop participants on the major values and the extent of their availability among the youth 562 Figure 4-5-12: Views of workshop participants on the major values available in Yemen 563 Figure 4-5-13: Students’ views on political participation 567 Figure 4-5-14: Views on workshop participants on the most important environments in Yemen and the extent of their availability 569 Figure 4-5-15: Views of workshop participants on the weak environments in Yemen 569 Figure 4-6-1: Matrix of action 571 YEMEN CASE STUDY
YEMEN CASE STUDY: PREAMBLE G H ARAB KNOWLEDGE REPORT 2010/2011 As part of the general methodology of the Arab Knowledge Report 2010/2011, a number of Arab countries were selected to represent the reality of the Arab cognitive state and how it deals with its youth as young people make up about half or more of most Arab societies. Soon the youth will be integrated into the production and construction workforce. The current study seeks to discover how prepared Yemeni youth are to access the knowledge society. Yemen was chosen among other case studies as an Arab country that has a wealth of future opportunities. However, it is also a country in need of serious development, and faces numerous challenges that affect the efforts to lead its people and economy towards the knowledge society. Due to increased recognition of the signiÀcance of quality education and improved efÀciency of the output of educational institutions as fundamental for preparing future generations for the knowledge society, calls for intensiÀed education Yemen is a country reform in Yemen are currently growing. in need for serious This section of the report includes a general explanation of the methodology of the study, a description of knowledge status in Yemen, a review of the preparation systems for Yemeni development, and youth for the knowledge society, an analysis of the readiness of Yemeni youth to engage in the faces numerous knowledge society through reviewing the outcomes of Àeld surveys and workshops, and Ànally the challenges that action mechanisms for the preparation and empowerment of Yemen’s youth. affect the efforts The study is based on methodologies which diagnose knowledge status and deÀne the best ways to lead its people to accelerate the movement towards the knowledge society. The theoretical part of the study relies on ofÀcial documents, studies and reports of various social, economic and political issues in Yemen, and economy and the relationship of these issues with the challenges and needs for the desired knowledge society. towards the In addition, some background papers, covering a number of aspects of knowledge in Yemen, were knowledge society used. In an attempt to engage with, and seek out, the opinions of a large number of stakeholders in Yemen for this study, a comprehensive workshop was held in Sana’a on August 4th, 2010, entitled ‘The Arab Knowledge Report 2010/2011: Yemen Case Study’. The varied views and opinions of decision-makers regarding the status of knowledge in Yemen, and the challenges and opportunities for youth preparation for the knowledge society were reviewed. The workshop included a group of intellectuals, educators and stakeholders from different societal and professional groups: young people, NGOs, media, Yemeni universities, the Ministry of Education and the Ministry of Planning and International Cooperation (MPIC). A Àeld survey on the readiness of the youth in Yemen to access the knowledge society was also conducted. The survey sample was comprised of Yemeni youth who had Ànished the 11th grade, including male and female students of both scientiÀc and literary streams in public and private high schools in Sana’a, to test their skills and measure the values gained by graduates of the public education system. The survey also included a sample of high school teachers of both genders. YEMEN CASE STUDY
YEMEN CASE STUDY: PREAMBLE 499 500 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 4-1 CONCEPTUAL INTRODUCTION: ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’
INTRODUCTION and intercommunicating productively, demonstrating how central the building of human capital is to all The revolution of technology, information and these processes. Therefore, the preparation of future telecommunications in developed countries has generation has been the theme of the second Arab created an expanding dependency on modern Knowledge Report 2010/2011. technology, which is reÁected in the rapid growth of their economies. As a result, a need for change in REVIEW OF THE STATUS OF education systems has developed. Individuals need KNOWLEDGE IN YEMEN to be provided with new skills that are compatible with the emerging requirements of technology HUMAN DEVELOPMENT: THE and knowledge. This transformation has been BROADER FRAMEWORK OF accompanied by new terms such as the ‘knowledge THE KNOWLEDGE SOCIETY society’ and ‘information society’ to describe the features of modern societies based on knowledge and The concept of development has been The concept of technology. The Arab Human Development Report expanded from bringing about economic development has 2003 (AHDR) deÀnes knowledge as the tool for growth, high growth rates, the welfare of been expanded expanding human options and abilities, achieving individuals, and the provision of services freedom and a decent life, overcoming poverty and to include human development that targets from bringing deprivation, building prospering societies, and as the individual. The concept’s focus is on about economic the cornerstone for achieving comprehensive human the person as the means to and an end of growth, high development. development. Human development means growth rates, The Àrst Arab Knowledge Report 2009 increasing and expanding options for the welfare of expands the concept of knowledge to include people, who are considered the core of the the cultural, cognitive and scientiÀc stock of a development process itself. If the social and individuals, and the society in a context that governs all human economic conditions are right for knowledge provision of services development activities, aimed at providing acquisition, an appropriate environment will to include human Arab societies with options for progress and be created allowing high economic growth development freedom. Therefore, knowledge, with its various by investing resources in knowledge. This processes of acquisition, production, indigenisation, leads to new production of knowledge that targets the and deployment, is at the same time a means and that accordingly accelerates economic individual an end to equally reach the different segments of growth. If intensive knowledge is not a society. The Arab Knowledge Report 2009 adopts central determinant of economic output, the triad of knowledge, development, and freedom, the community demand of knowledge emphasising the Àrm correlation between these will be zero, and subsequently the creation elements. of an effective knowledge system will be The Arab Knowledge Report 2009 concludes impossible (UNDP, in English, 2003). YEMEN
by developing a plan for future action in order to The Arab Knowledge Report 2009 CASE STUDY create the knowledge society in the Arab world. expands this concept to show that building It is based on three complementary fundamentals: a knowledge society means disseminating, expanding freedom, responding to development needs producing, and using knowledge in all aspects
YEMEN CASE STUDY: INTRODUCTION TO THE CONCEPTS ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’ 501 TABLE 4-1-1 Yemen Status in Human Development Reports*
Description 2007/2008 2010 Change Human Development Index (HDI) rank 153 133 + HDI value 0.508 0.439 - Life expectancy at birth 61.5 63.9 + Fertility rate 6.0 (2005) 4.7 + Percentage of adult literacy % (> 15 years) 54.1 60.9 + Enrolment in public education % 55.2 - Gross national income per capita (equivalent of 930 1160 + purchasing power $) National poverty line 41.8 (2006-2007) < 1.25$ 17.5% Population below poverty line % < 2$ 45.2% Multidimensional poverty* 52.5 Source: UNDP website, 2007/2008 and 2010 HDRs, 2009 and 2010 HDRs *Multidimensional poverty is a new measurement used in 2010 HDR to measure the percentage of people who lack a number of education, health, and economic In the current indices. world, knowledge of community activity; the economy, civil sustainable development. is simultaneously society, politics, and private life, to ultimately the tool and the achieve the welfare of the Arab societies In DEMOGRAPHY product; therefore, addition, the report indicates that knowledge it is the gateway is Áourishing in societies of advanced social Yemen is ranked as a country of low human and economic development and is mainly development, with a Human Development for reform that supported by freedom. In the current world, Indicator (HDI) of 133 out of 169 consolidates knowledge is simultaneously the tool and according to the HDR 2010. However, knowledge the product; therefore, it is the gateway for Yemen has high population growth, with and turns it reform that consolidates knowledge and a 3% increase according to the Population into behaviour turns it into behaviour and method. Census 2004. Statistics show that the population has increased from 19.7 million and method THE STATUS OF HUMAN in 2004 to 22.5 million in 2009, with an DEVELOPMENT IN YEMEN increase of 2.8 million between 2004-2009.1 During the next 24 years, the population is In 1990, the Republic of Yemen expected to double if the rate of increase reunited its two parts, divided due to the remains unchanged. In Yemen, the number traditional ‘Imamate rule’ in the north of children is about 9.6 million, and and the British occupation in the south. they will become part of the production The newly-born country has shouldered power during the next 10 years adding to the burden of developing the two former the national labour force and surpassing states, creating more complex challenges the absorption capacity of the national over the past two decades. Yemen faces economy. several common challenges of developing The large development gap between rural countries such as population growth, and urban areas is another developmental limited resources and slow economic issue (Yemeni rural and urban populations are growth, in addition to new, serious 73.7% and 26.3% respectively). Many within challenges such as extremism, piracy in the rural population, especially young people, local and regional waters, climate change, move to the cities for better opportunities, and the impact of the global Ànancial expanding unplanned settlements and crisis, disrupting efforts for achieving overloading their infrastructure and
502 ARAB KNOWLEDGE REPORT 2010/2011 services. In addition, large segments of the especially those relating to poverty rural population are still deprived of basic reduction, the decrease of the maternal services. Electricity services cover the needs mortality and the provision of safe water. of only 42% of the population. About 32% Challenges that hinder the achievement of families in Yemen faces severe food of goals on schedule are highlighted by the shortages (MPIC, 2010 A). most recent MPIC report for measuring the MDGs progress in Yemen in 2010. The HEALTH INDEX wide-scale need and the large Ànancing gap are the most prominent problems. As for health, despite efforts to expand The actual total expenditure of local and health care services, real improvement foreign resources is less than 8.6% of the remains low. From 2005-2009, in every required need. To achieve the goals on 100,000 live births, 370 mothers died. The time, Yemen needs about $45 billion to fertility rate decreased from 8.1 in 1990 Ànance the eight MDGs. to 5.1 in 2009. In 2008, the percentage of people using safe water resources was ECONOMIC GROWTH Yemen is ranked as below 62%.2 One third of the population an off-track country (34%) are not covered by health care The global Ànancial crisis, rising food prices which means that services, with an obvious disparity between and the Yemeni political situations have it will be unable rural and urban areas.3 affected economic growth rates. However, the economic growth trends in the last three to achieve the PROGRESS TOWARDS years have shown good performance given MDGs by 2015 THE MILLENNIUM the hard economic and Ànancial conditions DEVELOPMENT GOALS in Yemen. In 2009, the gross domestic (MDGS) product (GDP) at Àxed prices increased by 4.7% (MPIC, 2010 B). Yemen is ranked as an off-track country which means that it will be unable to POVERTY achieve the MDGs by 2015. Despite achieving the primary education goal and Yemen is among the poorest countries combating some diseases during the last in the MENA region, with 47.6% of the two decades, progress towards many goals population living on less than $2 per day is less than required, particularly those in 2007. While the 2005 poverty survey relating to the indices of gender equality showed Yemen’s success in reducing the and the mortality rate of under-Àves. The number of people living below the national performance on some goals has declined, poverty line from 40.1% in 1998 to 34.8%
TABLE 4-1-2 MDGs Progress Indices 1990 2004 2008 2015 Percentage of population living on less than $2 per day (%) .. 46.6 (2005) 47.6 (2009) 23.5 Underweight children aged less than 5 years (%) 30 (1992) 42.9 (2005) .. 15 Net enrolment rate in primary education (%) 52.7 62.5 69.8 100 Ratio of female to male in primary enrolment (%) 44.6 70.6 74.8 100 Under-5 mortality rate (%) 122 102 (2003) 78.2 (2006) 40.6 YEMEN Maternal mortality rate per 100,000 live births (%) .. 365 (2003) .. 87.8 CASE STUDY Percentage of people who lack a public water supply (%) 65.1 (1991) .. 52 32.6 Source: UNDP and MPIC, 2010
YEMEN CASE STUDY: INTRODUCTION TO THE CONCEPTS ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’ 503 in 2005, reports indicate that the last global relative democratic atmosphere, political food crisis has undermined this progress. and party plurality, and the expansion of From 2005-2008, the poverty rate rose again political and social freedoms compared to (MPIC, 2010 A). Many political strategies pre-uniÀcation. Many civil, independent and have been adopted to reduce poverty and party-afÀliated newspapers have appeared. boost economic growth; including giving Intellectual and cultural institutions have priority to heavy labour investments in all Áourished, creating a cultural movement economic sectors, with an emphasis on rural in the civil society, enriched by the political areas; expanding the Ànancing mechanisms transformation and the increase of party and programmes for offering loans to competition. However, media and cultural small companies and micro enterprises; speech is sometimes characterised by empowering poorer groups, rural women enthusiasm and even stress. Political and in particular; developing and implementing ideological tones have overpowered cultural a national strategy for food security in and development issues. Intellectual Economic Yemen; and directing government spending products are subject to censorship. The towards infrastructure and basic services cultural, intellectual and art activities in conditions to meet the needs of the poor (Saleh Al state-owned institutions are often under and growing Solamy, in Arabic, 2010). the control and direction of the authorities, development Economic conditions and growing putting all cultural tools such as printing, challenges force development challenges force resources media, and communication means in the 4 resources to be to be allocated mainly to food provision hands of the authorities. On the other and combating local and global economic hand, publications and the cultural and allocated mainly Áuctuations that threaten the national political speeches of opposition parties to food provision economy. Therefore, education development tend to introduce opposite or unique views, and combating receives limited resources, despite attempts marginalising other voices. local and global to allocate a high ratio of expenditure to it. Here a question arises: In such an economic KNOWLEDGE INDICES IN economic situation, how can we keep track of building YEMEN fluctuations that a knowledge society and enabling the human threaten the capital which can shoulder the burden of KNOWLEDGE ECONOMY national economy developing a new economy? INDEX (KEI) GENERAL STATUS OF As part of the Knowledge Assessment KNOWLEDGE IN YEMEN Methodology (KAM), prepared by the World Bank, Yemen has low indices, MEASUREMENT AND according to the KEI. KAM measures DESCRIPTION OF THE STATUS the readiness of a country to become a OF KNOWLEDGE IN YEMEN knowledge economy through four pillars: Economic Incentive and Institutional In all development plans, Yemen conÀrms Regime, Innovation and technology the importance of education, training and adaptation, Education and training, skill development, as Àrst priorities. The and Information and Communications vision of building the knowledge society is Technologies (ICT) infrastructure. 140 available, the Strategic Vision 2025, which countries have been measured according outlines Yemen’s goals and ambitions over to this scale from 0-10. 20 years (2005-2025), stresses the building The transformation to the knowledge of a knowledge economy and society. economy in Yemen still requires great The united country has witnessed great efforts on multiple fronts. Despite Yemen’s progress in the movement of culture, slight improvement in KEI, Economic information, and knowledge due to the Incentive and Institutional Regime, and
504 ARAB KNOWLEDGE REPORT 2010/2011 Innovation, there is a decline in Education through global communication and and ICT. Yemen’s KEI (2.2) is less than the familiarity with our heritage to build average of MENA’s (5.4) and is next to last a self-renewable culture able to cope among Arab countries.5 with information and communication Yemen’s third Human Development development. Report (HDR, 2004), states that poor economic, social, and cultural structures INFORMATION TECHNOLOGY pose a serious challenge for the requirements of the knowledge society in Yemen. The In the Digital Opportunity Index (DOI)6 information, cultural, and educational for 2005/2006, Yemen ranks low. It development needs the introduction of the ranked 16 among Arab countries and technology of communication, information 128 out of 181 countries worldwide. Its and the internet, involvement in the DOI was 0.28, less than the international information industry, updating educational average (UNCTAD and the International technology, and linking educational output Telecommunication Union (ITU, 2007). to the labour market. Meanwhile, Yemen The Public Telecommunication Corporation; Yemen’s needs to continue to improve its health and a government company, offers land lines third Human education services, infrastructure and living and data communications services via DSL Development conditions. Knowledge building should and ISDN. The private sector, along with have three directions: a government organisation offers mobile Report (HDR, 1. Information Transfer and Communication; phone services. Table 4-1-4 illustrates the 2004), states that through developing the necessary telecommunications services and numbers poor economic, infrastructure, building information of users in Yemen. social, and cultural and communications networks, drawing The number of public internet cafes, up polices and preparing cadres who except those available in NGOs, training structures pose a are capable of using their abilities in centres, universities, schools, and institutions, serious challenge for knowledge production. has been estimated to be about 898 (up the requirements 2. Education Formation and Establishment; to the survey year, 2008). Internet cafes of the knowledge through focusing on the policies have spread rapidly in urban areas where the society in Yemen and institutions of human resource required infrastructure was available. preparation such as schools and What follows are the efforts that universities, and adopting quality Yemen seeks to provide for information education that develops the person and communications technology: culturally and cognitively and is linked Establishing a National Information with societal needs. Centre to be responsible for 3. Cultural Originality and Enlightenment; implementing, managing and operating
TABLE 4-1-3 Measurement of the knowledge status in Yemen according to KEIs Most updated data 2000 Change (2009)
KEI 2.03 2.2 +0.17 Economic Incentive and 2.12 2.66 +0.54 Institutional Regime Innovation 1.55 2.76 +1.12
Education 2.14 1.79 -0.35 YEMEN CASE STUDY ICT 2.32 1.67 -0.65
Source: The World Bank Database, KAM, 23 May 2011 http://info.worldbank.org/etools/kam2/kam_page5.asp
YEMEN CASE STUDY: INTRODUCTION TO THE CONCEPTS ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’ 505 TABLE 4-1-4 IT investments are not exempted from taxes on proÀts leading to rising Number of Subscribers in different telecommunications IT costs (they don’t beneÀt from the (2007-2009) facilities given to investment, and the 2007 2008 2009 increase of customs tax which raises IT Local phone 1,021,988 960,588 996,981 costs). International phone 74,116 92,643 107,993 Limited coverage in the countryside, Mobile phone 4,348,264 6,445,033 8,312,773 where about 75% of the population Internet 205,613 305,762 452,132 live, due to the geographically harsh Source: CSO website, Annual Statistical Book 2009 http://www.cso-yemen.org nature of the mountain areas containing mountain ranges causing barriers, and the high cost of service coverage in a national comprehensive information such areas. system that connects information Poor education outcomes, insufÀcient centres in various sectors and institutions. interest in scientiÀc research, and the It will be operated through a national weak coordination between the socio- information network. economic development requirements Introduction of competitive internet and the education output (Sharaf providers in Yemen. Eldin, in Arabic, 2007). Adoption of an IT strategy and policy in the Republic of Yemen and INNOVATION AND SCIENTIFIC allow multiple mobile phone carriers to RESEARCH AND ITS LINK TO The lack of operate to prevent a monopoly. PRODUCTION knowledge and its Connecting the country with Àbre optic slow development networks. The lack of knowledge and its slow leads to poor Establishing a city of information development leads to poor productivity technology and communications with a and diminishes the opportunities of productivity and nationwide modern Àbre optic network development in a country (AHDR 2002). diminishes the for analogue input. However, research experience, knowledge opportunities Establishing a Public Institute of accumulation and practice result in of development Communications, associated with foreign innovation, creation and original production. institutes and specialised companies, The AHDR 2002, highlights the critical in a country to provide various advanced training situation of scientiÀc research in the Arab programmes. world indicating that: allocated funds are Establishing a centre for Innovation limited, a clear Arab scientiÀc strategy Development to support creative for research is absent, databases for Arab projects and sponsor talent and researchers are unavailable, coordination innovations. of pan-Arab research institutions are poor Among the most serious challenges and funds to support, promote and Ànance that faces IT dissemination in Yemen are: research and study are unavailable. Compared Poor command of foreign languages. to GNP, Arab spending on scientiÀc research The purchasing power of most people is the lowest worldwide. In addition, the is too limited to afford computer development outcome of Arab scientiÀc technology and its requirements. research does not match the expenditures The low presence of technology and and is weakly linked to production. As a information in curricula and government developing country that has massive political, education institutions due to limited economic, and development pressures, capabilities and little emphasis on it within Yemen faces the Arab scientiÀc research education plans (though, the situation in dilemma. urban schools is better). In the past decade, scientiÀc research
506 ARAB KNOWLEDGE REPORT 2010/2011 has received much attention. Many research academic research centres. However, they centres of government universities have suffer from limited funds. Examining the been established. Since 2008 based on research projects in various universities and established selection criteria, the President research centres, it is obvious that strategic of the Republic’s Award for ScientiÀc planning and evaluation are required Research has been granted across many nationwide so the research fulÀls the disciplines. In addition, the Innovation needs of the country (World Bank and the Award for Young People is annually granted Republic of Yemen, 2010). to young people of both genders for their However, the cultural and knowledge innovations in arts, science, sports, and publication is very weak either on the others. A scientiÀc research budget has intellectual elite or academic level. Following been allocated to every university, either are the biggest challenges facing cultural from public funds or internal resources publications and knowledge exchange in (MPIC, 2010 C). Yemen, as reported by one of the studies Financing is among the numerous (Ahmed Ali Al Haj Mohamed, in Arabic, challenges facing scientiÀc research. Only 2009). 0.05% of the gross national income (GNI) The absence of a comprehensive future is usually spent, by the government, on vision to create a complete system of scientiÀc research. Most of this funding knowledge and information; in terms There is a focus is spent on items that have no relation of production, deployment, storage, on the expansion with scientiÀc research. In addition, the retrieval, distribution and marketing. of research, both contribution of the private sector in Knowledge production institutions strategically and supporting research is lacking due to the (universities and research centres) absence of innovative researchers who can focus on theoretical education without academically. provide services to this sector (Yemeni Ànding new applications for knowledge. Many research Shura Council, Committee of Education Cooperation among the institutions for centres have and ScientiÀc Research, 2010). knowledge spread, documentation and been established There is a focus on the expansion of application is weak. research, both strategically and academically. Translation movement from live to enlarge the Many research centres have been established languages is largely absent, except for strategic, economic, to enlarge the strategic, economic, and some limited individual attempts. and social scope social scope of research. About 30 science Universities and research centres depend of research magazines are published by Yemeni upon reproducing and publishing universities in addition to a number of knowledge produced by industrially
BOX 4-1-1 Example of the private sector’s contribution to knowledge development in Yemen As an example of the private sector’s support to the Al-Saeed Public Library now has around 100,000 spread cultural and scientific activities, the Al-Saeed titles. It offers services for people with special Foundation for Science and Culture has taken an needs, and has expanded to cover all governorates interest in the cultural, scientific and knowledge through 76 libraries and a comprehensive cultural activity in Yemen through sponsoring creative centre in Hadhramaut. Al-Saeed Foundation for works. A large number of creative events are held Science and Culture has also launched the Al-Saeed annually; such as art and photography exhibitions, Annual Award for Scientific Research. It allocates a artistic events including cinema, theatre and the art fund with an annual budget of $100,000 to support of caricature. Weeks dedicated to art and the cinema scientific research in six scientific disciplines. YEMEN are organised in partnership with foreign cultural Awards are granted for proven research based on CASE STUDY centres and book fairs. Launched with 5,000 titles, the criteria of efficiency and excellence.
Source: The website of Attagammua Newspaper http://www.attagammua.net/index.php?action=showDetails&id=1688, accessed on 15 May 2011
YEMEN CASE STUDY: INTRODUCTION TO THE CONCEPTS ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’ 507 advanced countries. politicians, intellectuals and young people Public and private business and of both genders. In addition, the number production organisations rely on of users of social networks have been using or reproducing information rising. However, online information access and knowledge models to facilitate to the majority of Yemenis is subject to economic tasks. the challenges of communications and A real trend of training, meaning basic infrastructure. Having a computer continuous retraining in all institutions is unaffordable for many. In a positive in society is absent. Training is only step towards better communications regarded as a temporary remedy for growth and a larger internet access on a urgent and important needs. wider geographical scale, the provision of The infrastructure of IT and internet services via land lines has been communications for the knowledge free since 2010, with no monthly fee, system is poor. and at the rate of an ordinary phone call. Internet censorship is still a controversial INFORMATION ACCESSIBILITY issue. Many websites are blocked for social and security reasons including some news, Internet control is Among the most apparent requirements political and cultural sites. of the knowledge society is a free and still a controversial comprehensive information accessibility EDUCATION AND HUMAN issue. Many for all members, the availability of an RESOURCES websites are advanced IT and communications blocked for social infrastructure along with the legal bases Since its uniÀcation in 1990, Yemen has and security that protect the rights and secure free and considered education as the basis for transparent information access. In Yemen, renaissance of the new country. Swift reasons including internet use and information access efforts have been exerted to unify the some news, has been growing. Most government, Yemeni education system and expand political and political, partisan, educational (schools, educational enrolment for all school cultural sites universities, and institutes) and civil age children. The Constitution of the society organisations have their own Republic of Yemen states that primary websites and periodically post reports. education is compulsory and free, with The National Information Centre (NIC) no discrimination for both genders. offers free information services. It collects However, due to political, economic and information from different sources, social challenges and conditions resulting including the government and academic from the incorporation of two systems organisations, reorganising and storing of different political ideologies to form them to provide a database for users. The the Yemen of today, no comprehensive government has published information strategies for educational reform have about government tenders on the NIC. been prepared till up to the turn of the In addition to their research production, new millennium. Yemen relies on human many specialised research centres currently resources in its development drive, as it make efforts to post reports, studies, and is the most densely populated state in the information on their websites. Arabian Peninsula, which constitutes a The communications sector in Yemen challenge and dilemma for development has been increasingly growing. The number efforts. Nevertheless, this dilemma can of online news websites have increased be a national wealth, if the investment and created an effective interaction and in human capital becomes a priority and expression space for visitors. Recently, the efforts are focused on it. There has been number of blogs has also increased, creating a quantitative expansion in the number of a virtual social network for journalists, educational institutions, such as schools,
508 ARAB KNOWLEDGE REPORT 2010/2011 universities and institutes; however, this was accompanied with improvement in quality (depth and pace). High school enrolment rate among young people has been targeted, The high school but the wide spread of the population and the tough geographical nature of the country enrolment rate undermined efforts to progress and develop in this area. Therefore, it is necessary to among young deÀne the elements of the desired knowledge society in Yemen and the means for people has been achieving it. targeted, but THE MODEL OF ARAB FUTURE GENERATIONS WHO ARE segmentation of CAPABLE OF ACCESSING THE KNOWLEDGE SOCIETY the population due to the tough In its theoretical section, the current Arab Knowledge Report 2010/2011 develops geographical an outline of a typical type of Arab youth capable of entering the knowledge society. The model is based on a group of required skills, such as analytical and nature of critical thinking, creativity, decision making and problem solving; technical skills the country such as computing and use of modern technologies; learner-related skills such as undermines hard work, persistence and desire to learn everything new; enabling environments, efforts to progress including educational, home, and community settings in general, intellectual empowerment and freedoms; and the necessary infrastructure for the knowledge and develop society and learning (see the introduction of the General Report). All elements of this typical system will be reviewed and compared later (see Chapter 5) with the scheme outlined by a group of Yemeni experts and intellectuals. The outcome of a Àeld study on a sample of twelfth graders will be presented to check the availability of these components; skills, values and enabling environments, and to understand the gaps. YEMEN CASE STUDY
YEMEN CASE STUDY: INTRODUCTION TO THE CONCEPTS ‘KNOWLEDGE’ AND ‘THE KNOWLEDGE SOCIETY’ 509 510 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 4-2 THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY
INTRODUCTION enrolled in school, as most of them live in rural and remote areas (The World Bank Having reviewed the general conditions of and the Republic of Yemen, 2010). development and knowledge in the previous chapter, this chapter will address the situation EDUCATION GOALS AND of education, its indicators, and environment, its THEIR RELATION TO ability to provide the youth with necessary skills PREPARING THE FUTURE and abilities for accessing the knowledge society. GENERATIONS FOR THE The Law of KNOWLEDGE SOCIETY Public Education EDUCATIONAL defines the DEVELOPMENT IN YEMEN Education in Yemen is based on a uniÀed national system for all enrolments in educational goal In the 1960s of the past century, after public and private schools, subject to the as the formation the September 1962 revolution in the supervision of the Ministry of Education. of “a good citizen north, and the October 1963 revolution Schooling within the public education of integrated in the south, Yemen expanded the spread system lasts 12 years and is divided into of ofÀcial education. Formal education two stages; primary education (grades 1-9) personality” organisations were established and policies and higher education (grades 10-12), with through the developed in the two separate Yemeni two departments of science and literature. acquisition of states. In 1963, the Àrst education laws Specialisation starts in grade 11. After a number of were issued. Before that time, a limited uniÀcation in 1990, numerous efforts have capabilities, values, number of schools were supervised by the been made to unify the education system rulings of the two Yemeni states (Imamate and curriculum. and general rule in the north and British occupation in The Law of Public Education deÀnes directions that the south). Education was limited to the the educational goal as the formation of moulds a citizen’s few wealthy, especially in cities. “a good citizen of integrated personality” personality Since the start of formal education and through the acquisition of a number of over the past 30 years, Yemen made good capabilities, values, and general directions efforts in making ofÀcial education more that moulds a citizen’s personality. This accessible for all, resulting in high rates of includes the ability to contribute to the enrolment at all educational stages. The creation of an educated and productive illiteracy rate had decreased in 2004 to reach community, and achieve comprehensive 45% from total population, compared to cultural, social, and economic progress of YEMEN
90% in 1973. There is great ambition to the individual and the country; conÀrming CASE STUDY provide high quality education though it is the individual’s responsibility, respecting hindered by economic and demographic the rights of others and collaborating challenges. 1.8 million children are not and promoting research and studies,
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 511 institutions development, and deepening TECHNICAL EDUCATION teachers’ systematic scientiÀc teaching AND VOCATIONAL TRAINING approaches. This vision targets the (TEVT): preparation of a learner that is capable of being active in a productive society, and TEVT offers many disciplines to choose ensures comprehensive development for from depending upon the talents and the people and the country, in harmony capabilities of students and allows direct with the vision of the knowledge society, access to the labour market. particularly in terms of highlighting values, research, development and HIGHER EDUCATION/ scientiÀc thinking that are the tools of UNIVERSITY: knowledge production and that should be provided for the youth through education. Students with a Higher Secondary CertiÀcate The general goals of education in Yemen or an Intermediate Technical Diploma open doors to reach the knowledge can attend to complete their specialised Despite the clear society. Similarly, the transitional goals of theoretical and applied studies. Within the basic principles and curriculum can be built upon; however, qualiÀcation frameworks and institutions, goals of different their application poses a challenge in university education targets the balance educational keeping the large theoretical gates that are between social demand and development phases, there is opened by the general objectives to access needs. It manages a framework that embraces the knowledge society (Al Mekhlafy, in technical and scientiÀc developments, a gap between Arabic, 2010). develops and follows up on the outcome of the regulations research, and adapts it to the needs of the and laws and the THE EDUCATIONAL STAGES society. actual application, Despite the clear basic principles and Law No. 45 of 1992 of Public Education goals of different educational phases, adversely affecting deÀnes the basics of the education system there is a gap between the regulations and the ability of in Yemen as follows:7 laws and the actual application, adversely the education affecting the ability of the education system to provide EARLY CHILDHOOD/ system to provide comprehensive and PRESCHOOL high quality education. This will be noted comprehensive upon in the presentation of the indices and high quality This phase prepares children for the next of education enrolment and quality in education stage of formal education. It is informal the different stages of study. Due to and optional, in which the private sector the existing systems, higher education plays a large role, particularly in the urban enrolment lacks the Áexibility that allows areas. learners to choose other courses, hindering life-long education and encouraging PUBLIC EDUCATION STAGE students to leave school early as a result of administrative policies and enrolment This is divided into two stages: practices. The TEVT, for example, does Primary Education: A unified and not allow access to university, even for compulsory public education for all students excellent students, and the same applies to in Yemen of enrolment age: 6 years and last graduates of community colleges. for 9 years. Public Secondary Education: A three-year EDUCATION STAKEHOLDERS phase following primary education offers IN YEMEN the option of joining either the literary or scientiÀc streams in the second grade of Many ofÀcial bodies are responsible for secondary education. carrying out and supervising education in
512 ARAB KNOWLEDGE REPORT 2010/2011 Yemen: visions of the required education output 1. The Ministry of Education supervises to meet the current and future needs of the public education of both government development. and private primary and secondary phases. It also houses the Literacy Authority that EDUCATION QUANTITATIVE is responsible for adult education and INDICES IN YEMEN literacy. 2. The Ministry of Technical Education PRIMARY EDUCATION and Vocational Training (TEVT) oversees technical education, vocational, According to a recent report, public industrial, commercial and agricultural education enrolment totals about 6 million training. male and female students. In the school 3. The Ministry of Higher Education year 2010/2011, about 750,000 students and Scientific Research manages were enrolled in primary school in 16,000 government and private university schools in different Yemeni governorates. education, and centres for research The number of educators and teachers According to a and studies. is 260,000.8 Such Àgures suggest that 4. Some authorities have roles that enrolment rates in Yemen have experienced recent report, affect the education system through great increases during the last 20 years public education the budget (the Ministry of Finance) due to the expansion of the education enrolment totals and recruitment (the Ministry of Civil infrastructure. about 6 million Service and Insurance), or through The table shows that the enrolment rate allocating subsidies and foreign loans of males and females in primary education male and female (the Ministry of Planning). However, in 2008/2009 was 75.4% of the 6-14 age students they have no direct supervision over group, i.e. the age that corresponds with educational institutions. primary education. Male enrolment rate has 5. The High Council of Education increased to 84.5% while female enrolment Planning is a research supervising body rate was at a lower rate of 65.7%. that is responsible for periodic reports Some recent reports indicate a decline and statistics. in male enrolment rates due to poverty They may seem like different supervisory increases in certain areas, and a better organisations that work in parallel, but in female enrolment rate in primary education fact, each works independently, with its as a result of the policies that have targeted own strategies, budget, and plans. Hence, girls in rural areas in particular, including it is necessary to adopt an extensive a tuition exemption for girls, conditioned strategic approach to control the different Ànancial incentive programmes, and a educational systems in order to unify their school nutrition programme (The World
TABLE 4-2-1 Enrolment indicators in the various educational stages in Yemen Survey Year Student No. Enrolment Rate Stage Males Females Total Males Females Total Kindergarten (KG) 13,684 12,208 25,892 0.56% 0.50% 0.53% Primary Education 2008/2009 2,498,676 1,828,775 4,327,451 84.5% 65.7% 75.4% Secondary Education 374,317 206,512 580,829 46.6% 26.9% 36.95% YEMEN
TEVT 11,203 1,306 12,509 2% 1% 1.1% CASE STUDY 2007/2008 University 169,067 66,905 235,972 18% 7.5% 13.2%
Source: Hamoud Al Seyani, background paper for the report
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 513 Bank and Republic of Yemen, 2010). Education Strategy over less than a decade. However, there are problems that affect The progress can be seen in:11 the rates of school completion, failure, Expansion of infrastructure: The and moving up to the next grade that need numbers of classrooms and teachers have serious comprehensive solutions. increased. Many schools across Yemen have been equipped and furnished for SECONDARY EDUCATION educational and training settings, especially central schools used for training and as In the academic year 2008/2009, information centres. enrolment in secondary education for The adaptation of Ànancial and both males and females was 36.95% other in-kind incentive programmes: (Table 4-2-1).9 In recent years, secondary Encouraging the enrolment of students education has been expanded in terms from poor families and those with special of the number of students and schools needs, through the provision of school bags As part of the built. Some believe that this increase in and uniforms; tuition exemption for male Comprehensive public secondary education has affected students in grades 1-3 and female students other types of secondary education. in grades 1-6 of primary education; and the School Secondary education is still linked to the conditioned Ànancial incentives for girls Development academic nature of university education from poor areas. Programme, the rather than to the needs of development. The increase in the social demand Yemeni Ministry All of the above make it necessary to for education: Through raising awareness reconsider the education philosophy; in local communities of the importance of of Education has introduce various forms during the education via different means of media and expanded the coming years; review and develop religious discourse; promoting community role of schools the curriculum content of secondary involvement in the education process in planning, education and balance its theoretical through parent boards in the majority of and applied aspects; prepare and qualify schools. As part of the Comprehensive implementing, teachers; and provide the schools with School Development Programme, the following-up, and their basic needs such as labs, educational Yemeni Ministry of Education has the evaluation of aids, and buildings. Schools lack guidance expanded the role of schools in planning, various educational and educational services that help implementing, following-up, and the issues within students of both primary and secondary evaluation of various educational issues education choose the specialisation that within the schools. the schools matches their capabilities, preferences, Focus on students with special needs, social, economic and health needs: Providing educational needs such conditions, serves their society, and as wheelchair ramps in all schools and meets the needs of comprehensive learning aids for blind and deaf students. development.10 In this context, we Despite the efforts made in education should refer to an experimental activity in Yemen, the impact on raising the of the Ministry of Education to establish enrolment rate is still less than expected a professional guide for students of both due to many reasons, most of them are primary and secondary stages. Though out of the control of the Ministry of still in the testing stage, it is a positive Education; these include: step to bridge the gap between schools Continuous population growth, which and other educational and vocational resulted in an insigniÀcant enrolment organisations. rate The improvement in the enrolment rates Increased food prices along with the of both primary and secondary education high rates of poverty have changed the has been the product of endeavours to priorities of Yemeni families, making food implement the timetable of the Primary and clothing a priority over education.
514 ARAB KNOWLEDGE REPORT 2010/2011 TECHNICAL EDUCATION AND The most prominent challenges that face VOCATIONAL TRAINING -TEVT the TEVT are the inconsistency between its output and the needs of the local and Technical Education and Vocational regional markets of skilled labour and Training started later than the general professional technicians, in addition to the education. Due to intense focus on the challenge of achieving TEVT quality, and development of public education, the sources of Ànancing. increase in the number of schools and the rise in enrolment rates, a relatively negative HIGHER EDUCATION opinion has been formed of the TEVT. It is regarded as an option for those too poor to Yemen has about 14 government and join public education and those who have private universities, mainly based in the failed to achieve good enough grades to major cities, with branches in towns of the complete their higher education (Badr Al governorates.13 Recently, many universities Akbhary, 2010). Recently, the TEVT has have been expanded in terms of premises been receiving attention for its expansion and equipment. Some new universities have and plans to furnish TEVT institutes in been built in a number of governorates. different governorates. There are about A decline in the number of government 27 government TEVT institutes and 12 university enrolments has been noted civil institutes, which are not governed by due to many reasons. As a result of the Recently, it has the Ministry of TEVT but are under the Áexible enrolment conditions, if compared administrative control of various ministries to government universities, secondary been notable that and organisations.12 According to 2007- education graduates join civil university some students 2008 statistics, about 25,098 students have education, with 54,073 male and female do not complete been enrolled in the different centres and students registered in 2007/2008 (Republic their university institutes. TEVT aims to prepare and qualify of Yemen, High Council of Education a technical and vocational labour force Planning, 2009). Recently, it has been notable education as it for work in the industry, commerce, and that some students do not complete their does not meet their agriculture areas, and provide them with the university education as it does not meet their future ambitions technical and scientiÀc skills to cope with future ambitions. The unemployment rate the developments of these areas. (Republic among university graduates has increased, of Yemen, High Council of Education especially graduates of the humanities that Planning, 2009). offer limited job opportunities, and who Compared to public education, the have a 67% enrolment rate, compared to enrolment rate in the TEVT is much lower, 33% for science departments.14 On the with 1.1% enrolled among the TEVT age other hand, wealthy families seek to enrol groups. The male enrolment rate increased their children in private universities that do to 2% while female enrolment doesn’t not need high grades and don’t limit the exceed 1%. options of disciplines. Opportunities for TEVT graduates to The challenges of higher education in join higher education are severely limited, Yemen include: causing reluctance to enrol. Technical 1. The curriculum of university education and community colleges put a lot of does not complement the modern restrictions on the registration of TEVT advances of science and technology graduates due to their limited absorption and responds poorly to the changing capacity, discouraging TEVT enrolment. needs of the labour market. Both YEMEN
The World Bank Report 2010 mentions the theoretical and practical aspects CASE STUDY that TEVT is more expensive than public of studies need to be balanced and education due to its technical needs and reÁected by the hours of practical high tech labs for different disciplines. training.
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 515 2. Study curricula are based mainly on top colleges. In addition, some colleges have summaries and booklets instead of admissions exams that reduce the number textbooks written by the education of students chosen even among those who committee members. get high scores in the secondary stage. 3. Lectures are commonly used as the main method of learning and teaching QUALITATIVE INDICES FOR in universities, followed by discussion, EDUCATION STAGES researching and reporting. Methods stimulating creative thinking such as Due to the challenges facing education, problem solving, investigation, work the low learning achievements of students groups and projects are used less. in different educational stages and the 4. Opportunities for practical application disconnection between the education and Àeld training are limited. output and the labour market needs 5. The interaction of the private sector to have been increasingly discussed. The determine its needs from graduates and following are some of the studies that have A large gap can the provision of training during study investigated the level of primary students’ be seen between is limited. learning achievements: the needs of the 1. The Monitoring and Learning labour market ENROLMENT CONDITIONS Assessment (MLA) survey was carried AND FLEXIBILITY IN out in 2002 and 2005, targeting grades and the education EDUCATIONAL STAGES four and six in primary education in output so only four subjects: science, maths, Arabic a small portion In primary education, there are no language, and social skills.15 The Àndings of graduates limitations on enrolment except reaching showed a slight improvement in the the age of six. As for university education, scores of students in 2005 compared are embraced, secondary education graduate enrolment to 2002, with an average of 50% in the especially those in public universities is postponed by one four subjects, except for social skills with a specialisation year. As part of two policies approved which had an average of 60% (Tawfeeq in communication at that time, some males were expected Al Mekhlafy, background paper for the and maintenance to attend the National Defence Services, report). while others, including females, would 2. The Trends in International Mathematics teach in order to cover the shortage of and Science Study (TIMSS) was teachers and also for the ‘Yemenisation’ of conducted in 2007 for grade four. The education. six participating Arab countries came Many issues emerged from forbidding last among the 36 participating countries; secondary education graduates to directly with Yemen in last place. Yemeni enrol in government higher education students scored 224 in maths, less than institutions. The knowledge output of the international performance average secondary graduates is basic. There are no (500) and the Arab average (332). In alternatives for the students to gain skills science, they scored 179, less than the and abilities unless they are wealthy enough Arab average (324), (UNDP, 2007). In a to afford enrolment in private institutes, serious attempt to address the quality of training institutions or private universities education, Yemen will take the TIMSS (this is according to unofÀcial documents tests in 2011, regardless of the criticism waiting to be issued by the Ministry of that such international evaluation may Education). University enrolment conditions bring to the society. include a waiting period from the issuance As for the TEVT, Yemen is working of secondary school certiÀcate (between 1 hard to improve and expand it. A large gap to 4 years); and a Ànal score of no less than can be seen between the needs of the labour 70%, and even sometimes 80% and 90% for market and the education output so only a
516 ARAB KNOWLEDGE REPORT 2010/2011 small portion of graduates are embraced, classrooms (average of 23 students). especially those with a specialisation in Thus affecting the quality of learning. communication and maintenance (GTZ, A 4. Expansion of parallel education in study of TVET Sector, 2008, in English). government universities to increase Moreover, the recurring low rate of their Ànancial resources. However, it secondary and university graduates reÁects is offered by the same staff who teach the need for developing education quality the public courses, which impacts and effectiveness to meet the needs of the negatively on improvements to the market. public education system. In higher education, enrolments in 5. Actual learning hours are low due to the humanities and social arts departments high rate of teacher absences. In April outnumber those in applied science 2006, a survey was conducted on a sample departments. This is due to the limited of schools, and approximately 19% number of science programmes offered by of teachers were absent on the survey universities, compared to those offered in day, with 3/4 of them absent without humanities and art departments. University notice. The Ministry of Education has students of humanities and social arts taken serious steps to control teacher have increased from 30% in 2003/2004 to absences, such as publishing information The Ministry of more than 67% in 2007/2008, the highest about the issue and its consequences Education has in the region. Such numbers do not match and taking severe action when needed taken serious the students of science departments (including payment deductions for in secondary schools who exceed the absence without permission). Positive steps to control numbers of students in arts departments. results have been noted, with teacher teacher absences, Many major secondary schools (for attendance at 85%. However, the actual such as publishing males in particular) have closed literature time of learning and education (69%) information about departments due to a lack of popularity is less than government expectations. among the students (Hamoud Al Seyani, It may be much less than this, given the the issue and its background paper for the report). absence of students. consequences and A study has outlined many reasons for 6. The Ministry of TEVT has adopted taking severe action 16 the low quality of education, including: a competency-based policy towards when needed 1. Primary students have weak basic skills the curriculum, but this has not been due to weak teachers. The outcome accompanied by teacher training to apply of student test results in maths and it in classrooms. TEVT’s connection science (TIMSS) indicated that their with the labour market’s needs is low achievement was due to their poor fragile. TEVT does not concentrate on command of reading and writing skills. gaining industrial experience. Practical 2. The extensive accelerated expansion of and life skills do not constitute part of education negatively affects its quality. the students’ educational experience, With limited Ànancial and human and TEVT schools and universities resources, the country attempts to have a severe shortage of libraries and respond to the increasing demand on computers. Currently, the TEVT facilities education, impacting the quality of are being improved and expanded. education. 3. In urban areas, primary and secondary METHODS FOR INSTILLING classrooms have high numbers of SKILLS INTO THE YEMENI students. About 50% of students study in EDUCATIONAL SYSTEM YEMEN
classrooms with more than 50 students. CASE STUDY In rural areas, there is a shortage of THE CURRICULA educational materials and capacity, along with low numbers of students in The curricula for basic and secondary
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 517 schools provide students with a strong English language comes last. Though foundation of skills and information important, this large quantity of theoretical acquisition. In terms of planning, they have and art subjects, when compared to a good level of efÀciency and effectiveness. science classes and languages, does not Curricula documents are available for each serve the need for the student’s acquisition subject separately, including the curriculum of thinking, analysing, and exploration guidelines, learning plans and objectives, skills because the curricula is dominated and listing the content and skills in detail by theory. and in clear order. Most of the curricula As part of the preparation for this are based on learner-centred exploration. report, a Àeld survey was conducted to However, the curricula are not actually survey the teachers’ opinions regarding applied in this way. There is a conÁict the school curriculum that they teach. between the curriculum and its required They did not unanimously agree that interactive teaching methods due to the the current status of the curriculum poor qualiÀcations and training of the prepares students for the future (29.9% teachers. Appropriate education material ‘totally agree’ and 36.4% ‘somewhat Appropriate that helps both the teacher and learner agree’) nor provides students with basic is rare, making the educational content skills (28% ‘totally agree’ and 53.3% education material hard to understand, and forcing some ‘somewhat agree’). Less agreement that helps both the teachers into dictation and encouraging was recorded concerning the questions teacher and learner memorisation-based studying. As for the about the curriculum’s ability to handle is rare, making the curricula of private secondary schools, the scientiÀc advances and address problems theoretical nature is dominant, providing of everyday life. The disagreement varied educational content students with the basics to prepare them from 42.4% (35.8% ‘disagree’ and 6.6% hard to understand, for higher education. Higher education ‘totally disagree’) and 36.4% (30.8% and forcing institutions take in about one third of ‘disagree’ and 5.6% ‘totally disagree’) some teachers secondary graduates. The curricula of respectively (see Table m4-1 in the into dictation secondary schools are blamed for the lack Appendix). Therefore, this percentage of recruitment and lack of social skills, of teachers in the capital Sanaa believes and encouraging information technology skills, and problem that the curriculum does not adequately memorisation- solving skills that qualify graduates to respond to the components of social based studying successfully enter the labour market. As a skills and knowledge aspects required for result, conÀdence in the qualiÀcations and the knowledge society. abilities of secondary school graduates to directly engage with the job market has FOREIGN LANGUAGE AND been reduced (Republic of Yemen and the COMPUTER SKILLS World Bank, 2010). The sector of curriculum and The absence of a high command of orientation centrally develops school foreign languages and computer skills curriculum documents for primary and is a dilemma for both job seekers and secondary education. Analysing the public, private and foreign employers. In number of classes for different primary government schools, the teaching of the and secondary curricula, it is noted that English language starts in the seventh the Arabic language, Islamic subjects grade at the primary stage and before that and maths, in the secondary stage, come in a number of experimental schools. In Àrst in both the departments of science the secondary stage, some schools offer and literature respectively, followed by German and French as well as English, department-speciÀc subjects, i.e. science especially in the major secondary schools classes for the science department, and in urban areas. Private schools tend to social subjects for the department of arts. have English departments for all stages,
518 ARAB KNOWLEDGE REPORT 2010/2011 providing the students with a chance to the traditional approaches are still master English. They also gain computer dominant. 74.1% of the teachers said they skills and have access to IT and more write the lesson on the board in all classes information than their peers who have while 10.7% do that in most classes. Due to less command of the language. Similarly, the long and difÀcult educational content, there is a difference between rural and the short time of classes, and the crowded urban areas regarding the learning of classrooms, teachers have to concentrate foreign languages and computer skills, on keeping order in the classrooms, due to the limited capabilities of teachers explaining theoretical concepts, writing the and schools in rural areas. This gap lesson, and discussing it with the students. in language and IT skills remains up Therefore, maintaining silence in the to the university level, pushing many classroom and controlling troublemakers young people of both genders to use are the most important practices, with the compulsory gap (for one school 80.5% of teachers doing this in all classes year before university enrolment) to join and 13.3% in most of the classes (see private and public institutes to improve Table m4-2 in the Appendix). such skills. The government should work Teachers’ awareness of the importance It is also remarkable hard to make up for the shortage and of the modern approaches has been minimise the gap so that opportunities noted. Practices such as ‘encouraging that teachers of involvement in the knowledge society the students to interact with the teacher’, are reluctant are not restricted to young people from ‘dictating the social principles and to promote cities or wealthy families. The principles values to the students’, ‘training the exploration skills of equal opportunities and expanding students on problem solving’, ‘training the options for the youth should remain the students on analysing information’, and give the uncompromised so as not to limit the and ‘familiarising the student with students the ability of the majority of young people to teamwork’ are top priorities for teachers, freedom and gain knowledge and master its tools. reÁecting their understating of their independence role in providing cognitive and social TEACHING METHODS AND skills to their students, even if this is not to analyse and APPROACHES widely practiced. It is also remarkable criticise ideas that teachers are reluctant to promote Despite training programmes that are exploration skills and give the students carried out in education methods and the freedom and independence to analyse classroom management, the volume of the and criticise ideas. The educational curriculum and the time limit of school practices relating to the teacher’s role as terms affect the performance of many a supervisor over the students’ activities teachers and can force them into traditional and a motivator for independent work, teacher-centred and memorisation-based ability to take the initiative, and the approaches. This does not mean that these development of critical thinking have methods are the only option for teachers. close percentages, with the surveyed The teacher survey, conducted in the teachers conÀrming their necessity course of the preparation for this report, (47.4%, 49.1% and 52.2% respectively), indicates that some of them use modern (see Table m4-3 in the Appendix). teaching approaches. 71.1% of teachers These outcomes may be interpreted as said they discuss the lesson concepts with the limited conÀdence of teachers in the students in all classes and 21.1% do the the abilities of their students, as 95.6% YEMEN
same in most classes. 20% stated that they of teachers (65.2% strongly agree and CASE STUDY participate with the students in learning 30.4% somewhat agree) believe that the activities in all classes and 31.1% follow students’ interest in study is continuously these activities in most classes. However, declining (see Table m4-4 in the
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 519 Appendix). On the other hand, many have said schools play a secondary role in teachers are not familiar with managing providing the students with science and these kinds of activities because of their knowledge. The administrative pressures weak preparation and poor practice imposed by the Ministry of Education of modern teaching approaches and and the educational administrations, the methods. absence of updating of the curriculum What reduces learning opportunities and teaching methods make the teaching outside the classroom is the unavailability process routine and unvarying. The school of sufÀcient additional learning sources turns to the dictation of knowledge in schools, such as libraries, computer and theoretical concepts to the students rooms, activity rooms, playgrounds, and abandons its educational role of and others. This hinders the acquisition cultivating both their thoughts and talents, of self-learning skills and decreases the undermining the school’s role in preparing ability of both teachers and students for the youth for the knowledge society (see scientiÀc research. The situation gets Table m4-4 in the Appendix). Local and worse if school activities, extra-curricular While the initiatives of professional professional ones in particular, are poor, and if the performance development, either self classroom activities centre around the or administration-driven, are stagnant, activities that traditional tasks of the teacher such as making summaries and notes that draw require co- lesson preparation and correction of students’ attention to the main points in authoring and assignments, with little attention given for general exams, particularly for the third co-evaluation are learning-growth activities. The results of secondary grade by individual teachers are the Àeld study prove this trend (see Table popular. These materials are well liked by usually assigned m4-5 in the Appendix). students. They sometimes provide more to the supervisors Local and professional activities that detailed explanations for ambiguous topics of different require co-authoring and co-evaluation and additionally summarise and organise educational stages are usually assigned to the supervisors the information for the students to make it and experienced of different educational stages and easier for memorisation and studying. Thus experienced teachers are rarely chosen. This the students’ acquisition of organisational teachers are is understandable due to the professional skills and devising ways of studying and rarely chosen criteria of choosing the candidates of reviewing are limited.17 these supporting activities. However, Certain teachers may be excused as a professional meetings, gatherings and result of the educational environments educational workshops can partially Àll imposed by the conditions of the society. this wide gap in professional performance Teachers in urban areas, for example, have development, providing more chances to deal with overcrowded classes. Many for teachers to consult and learn about teachers in the countryside encounter low educational performance. On the other numbers of students as well as colleagues hand, the shortage of such opportunities, forcing them to teach multiple grades the absence of incentives for teachers, and (Multi-Grade teaching) with the absence of the pressures of a heavy teaching load may the appropriate environment that enables discourage teachers to act to develop their this type of teaching performance and abilities. Meanwhile, 78% of teachers (33.3% METHODS OF DIVIDING totally agree and 44.7% somewhat agree) EDUCATIONAL ACTIVITIES have recognised that the approved teaching methods and approaches they Learning assessment is divided into two follow do not capture the students interest systems: A school-led evaluation and a for learning. 62.8% of teachers (16.7% Ministry of Education-led evaluation totally agree and 46.1% somewhat agree) through nationwide ofÀcial exams upon
520 ARAB KNOWLEDGE REPORT 2010/2011 the completion of different education think that punctual attendance has large stages. signiÀcance too (see Table m4-6 in the Appendix). THE SCHOOL ASSESSMENT18 However, the use of modern methods has some weaknesses. The Education The school-led evaluation consists Development and Research Centre of evaluating many different student conducted a study, Classroom Evaluation in activities, called ‘the year’s achievements’ Grades 1-3 of Public Education, (Al Masory and the exams of both school terms. The and Al Haj, 2005) in which the teachers, the year’s achievements refer to the continuous principal and the educational supervisor follow-up on the learner through monthly were the respondents. Among the 10 points tests, homework, attendance, discipline, of the student’s prior assessment, the study and any activity that may be required. showed that deÀning the “abilities and The scores are added to the exam marks previous experiences of students” came of the two terms. From the fourth grade, Àrst while being aware of their “learning the student must get the ‘minimum score’ difÀculties and reasons” came last. Among (50) in all subjects in order to move up the eight interests of the teacher, “follow- to the next grade. In grades 1-2, the up on homework” and “ask questions student automatically passes to the next that consider individual differences” are at Since the school is class and the same applies to the third the forefront while “feedback-based the most important grade, providing that the student masters improvement of teaching” and “the social institution the basics of reading, writing and maths. improvement of classroom management” outside the family The assessment measures the students’ come last. acquisition of basic skills by the end of the One researcher concluded (Al in which children Àrst three grades. Mekhlafy, in Arabic, 2010), in a review spend many years, of studies examining the reality of the development THE GENERAL EXAMS the application, that the challenge of of values and application is the most notable element correct behaviour The general exams follow the same 100% in the system of learning assessment benchmark of the evaluation. However, as the means of verifying the quality of is a fundamental passing the exams moves the student to education results. Evaluation tools are pillar of learning the next educational stage. Those who pass not on an equal track with the curriculum the exams at the end of the ninth grade goals that offer great opportunity to reach join secondary education, and by the end the knowledge society. Most assessment of grade 12 the student leaves school for methods focus on the lower learning levels higher education, either at university or a (remembering, understanding), taking technical education institution. The MOE- the learning-teaching process off track led evaluation does not include ‘the year’s from the modern ambition of using and achievements’ nor the periodic exams. It producing knowledge. depends solely upon the Ànal exams, with a weight of 80% of the score, authorising METHODS TO INSTIL VALUES schools to estimate the remaining 20 marks INTO THE EDUCATIONAL for the students. SYSTEM To investigate how teachers view the various evaluation practices, the Àeld study Since the school is the most important prepared for the Arab Knowledge Report social institution outside the family in which YEMEN
2010/2011 has shown a mix between children spend many years, the development CASE STUDY modern and traditional approaches. 87.7% of values and correct behaviour is a of teachers believe in the importance of fundamental pillar of learning. active classroom participation while 85.3% According to the Law of Public
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 521 Education, the goals of the curriculum inclusion in society and their contribution include a number of original values as the to development and entering the bases of education philosophy in Yemen. knowledge society, while maintaining a The Àrst three value principles stress national, Arab and Islamic culture and the belief in Allah and Islam, the love identity (Al Hakeemy, background paper and esteem of the country; belonging to for the report). Islamic and Arab nations; and reasonable openness to world civilisations and cultures ENABLING SYSTEMS to achieve freedom, justice, equality, peace, AVAILABLE FOR THE FUTURE and multi-cultural understanding. The GENERATIONS philosophy of the curriculum is based on the idea of Islam as a comprehensive THE PUBLIC SCHOOL system that honours the man; respects ENVIRONMENT the mind; encourages science, creativity and innovation, and respects human The classroom size policy of the Ministry rights, freedoms and dignity. Emphasising of Education in both primary and the national, Arab, and Islamic identity, secondary education is based on the grade The education interaction with others, the pursuit of the and whether it is in an urban or rural values of the knowledge world, and multi- area. Generally speaking, the student/ curriculum has cultural understanding are not excluded. teacher ratio (STR) is about 30 and 50 been revised to It can be concluded that the educational students for rural and urban classrooms introduce many system provides a value cluster that can respectively. However, urban schools are international be a foundation for the knowledge society very overcrowded, affecting the quality of (Al Mekhlafy, background paper for the teaching and student-teacher interaction. concepts and values report). At the same time, the population dispersion such as human The education curriculum has been in the countryside reduces the student rights, gender revised to introduce many international numbers in the classrooms. Therefore, a equality, and concepts and values such as human rights, recent study recommends the building of gender equality, and children’s rights. small schools in rural areas and expanding children’s rights Nevertheless, some researchers believe urban schools (Republic of Yemen and that the Ministry of Education, since the World Bank, 2010). Nevertheless, the its establishment, has not achieved the small areas of most urban schools, due general goal of this education philosophy to their location within towns and cities, for many reasons. The school has and the high numbers of students, limit abandoned its main role of maintaining the available spaces inside the schools; identity and culture through teaching and hence decreasing the student share of learning. However, the school curriculum, school facilities such as playgrounds, yards, such as Islamic education and the national libraries, etc. In addition, the open spaces education, provide a large group of in many private school premises are too positive social values. A disconnection limited and too close to the classrooms, can be seen between the ethical values stairs, etc., so intentions to use them for a promoted by the school books and those school activity are hindered. acquired by the surrounding environment, confusing the youth in Yemeni society. IT AND COMMUNICATIONS IN Hence, some young people disobey their EDUCATION families, educational organisations, and social norms and values. The educational Integrating both the practical and the system is central in the community and theory, educational technology is essential mainly responsible for educating and in teaching and learning processes as it raising new generations to ensure their helps and motivates the acquisition of
522 ARAB KNOWLEDGE REPORT 2010/2011 skills and methods of scientiÀc thinking; becoming a part of modern teaching in view of its practical side which is methods. It is worth mentioning that compatible with the theoretical side. many schools have launched free training The educational environment requires a on low-cost PCs for teachers as a part of group of tools, equipment, and supplies speciÀc training programmes (Ministry of of learning and knowledge resources Education, 2008). such as computers, libraries, labs, and art rooms. However, the mere availability of GIFTED STUDENTS AND these does not necessary mean that the STUDENTS WITH SPECIAL conditions of the educational settings are NEEDS met. The good educational environment prepares and prompts the students to In 2003, an administration for talented and learn, use and apply new skills and use the creative students was established in the skills of exploration and experimentation. Ministry of Education, and in 2004, the Computer labs equipped with up-to-date Comprehensive Education Administration machines are ineffective if the students was formed to care for students with are unable to explore, use, and apply the special needs. The two administrations computer software. Teaching how to surf seek to support gifted students and those Some major the internet is useless unless the students with special needs through appropriate schools in main can search, organise, analyse, summarise, programmes and activities, despite save the needed information, identify the shortage of human and Ànancial cities, government it and draw results from it. Within the resources that limit the coverage or the or private, available capacities, the Ministry of development of such programmes. In develop their own Education seeks to provide the equipment cooperation with the Arab Council for programmes for and hardware necessary for a motivating the Gifted and Talented, training courses educational setting. Schools are equipped have been organised to prepare teachers gifted students, with labs, school radio, libraries, computer for gifted students, covering all topics arrange training labs and internet access (mostly in towns and issues related to their discovery, programmes, and cities). and their cognitive, social, and conative contests, and The use of educational technology by characteristics, as well as teaching methods teachers depends on two elements: the and strategies to develop their skills of initiatives inside availability of computers and internet thinking and creativity. More attention and outside Yemen access and the teacher’s ability to use should be given to the issue. Some major technology for educational purposes. schools in main cities, government or In the study sample conducted in the private, develop their own programmes context of this report, 71.6% of teachers for gifted students, arrange training said they own personal computers at programmes, contests, and initiatives home. 47% of them use their computers inside and outside Yemen. for educational purposes. Technology is mostly used in lesson preparation TEACHER PREPARATION AND (83.3%), searching for teaching situations TRAINING PROGRAMMES (89.6%) or selecting exercises (78.3%), (see Tables m4-7, m4-8, m4-9 in the Education Colleges in various universities Appendix). are responsible for preparing teachers The high percentage of teachers who for different educational stages through use technology for lesson preparation and training programmes as part of their pre- YEMEN
communication indicates the personal service qualiÀcations. The real issue is CASE STUDY efforts of teachers to improve their that most teachers of the Àrst grades do performance and lessons, so that they not have university degrees.19 The recent can be easily developed, with technology Education Status Report by the World
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 523 Bank shows that 46% of teachers of grades Yemen and the World Bank, 2010). The 1-6 (the stage of providing the student training of graduates is not compatible with with basic skills) do not have secondary the vision of the knowledge society. The certiÀcates. According to the Educational programmes have not been recently reÀned Survey 2005/2006, 18% of teachers have or updated. The practical in-classroom secondary degrees and are spread in rural training of teachers is inadequate. Training and remote areas, worsening the quality programmes focus on teaching philosophy of education (Republic of Yemen and the and history rather than the skills needed for World Bank, 2010). most Yemeni schools such as multi-grade The low standard of teachers’ teaching. Moreover, the graduates have qualiÀcations is a critical issue that needs only an average command of the Arabic special attention if we are serious about and English languages, and computer and The majority of preparing the youth for the knowledge IT skills (Republic of Yemen and the World teachers managed society. Indicators show that 40% of Bank, Education Status Report, 2010). basic and secondary teachers do not As for the teacher’s status, according to define the have enough professional qualiÀcations to the Àeld survey results; about 90% characteristics of according to the law of the Ministry of of teachers (51.7% agree and 38.8% the knowledge Education. Most of them are located ‘somewhat agree’) believe that teachers in society and admit in rural schools (76%), and especially in Yemen no longer have the same respect as primary education (91%). In addition, the they have in the past. 90.4% of teachers the significance of well-qualiÀed educational TEVT teacher is (60% ‘totally agree’ and 30.4% ‘somewhat modern teaching a challenge for Yemen. The qualiÀcation agree’) said the students’ respect for their methods; however, enhancement of academic staff in Yemeni teachers has declined. Since education an examination universities is urgent, with only 58% of arose in Yemen in 1960s, teachers have of their behaviour the staff having PhDs while the remainder enjoyed a high degree of social respect. are under-qualiÀed (Hamoud Al Seyani, This is still the case in many rural areas shows that a high background paper for the report). where the teacher is considered an percentage of To avoid the existing accumulated inÁuential Àgure in the local community. teachers commonly deÀciencies of educators, the Ministry of However in urban areas, the respect shown use traditional Education has executed extended in-service by the students for their teachers has training programmes targeting the primary deteriorated, particularly in boys’ schools methods education stage, and then more specialised (see Table m4-4 in the Appendix). training for the teachers of higher grades The majority of teachers managed to in primary and secondary education. deÀne the characteristics of the knowledge However, being short-term, these courses society and admit the signiÀcance of do not offer an ofÀcial degree or a diploma, modern teaching methods; however, an for example that enables teachers to be examination of their behaviour shows that a promoted or qualify for a salary raise. No high percentage of teachers commonly use adequate attention is paid to the competency traditional methods, such as “focusing on the of teachers. A recent report indicates that improvement of the student’s memorisation no systematic or institutional mechanism is abilities for success in studying”. 86.5% of followed in education colleges to integrate teachers (23.4% ‘totally agree’ and 63.1% teaching requirements into the curriculum. ‘somewhat agree’) admitted to using this Additionally, there is no framework for method (see Table m4-10 in the Appendix). the professional standards of teachers, This indicates that the teachers have some nothing that deÀnes teacher competencies, knowledge of modern teaching methods the subject-speciÀc knowledge, and the and are aware of the attributes of the skill requirements to be used as a reference knowledge society. However, they still mix for the various organisations of teacher modern and traditional teaching methods preparation and training (Republic of and behaviour. The use of traditional
524 ARAB KNOWLEDGE REPORT 2010/2011 approaches is enhanced by the inÁexible EDUCATION REFORM educational system that focuses on quantity EFFORTS and targets the quantitative indicators of planned goals. Post-uniÀcation, the Ministry of Education sought to re-evaluate the curriculum. For TEACHER JOB SATISFACTION the merger of public education in the recently uniÀed country, a new curriculum In Yemen, teaching is not a favoured (for primary and secondary education) profession among the youth, especially was drawn up by selected educators from males. However, it is still a good option various disciplines of science, humanities because the education sector offers many and literature, in order to unify school The National job opportunities annually, and it recruits teaching curricula. The education system Basic Education the majority of employees in the Yemeni was modiÀed from six primary grades, service sector. The Àeld study examined three preparatory grades and three Development the job stratiÀcation and the relationship secondary grades into nine basic grades Strategy aims between teachers and other education and three secondary grades. It has been to increase the stakeholders. Low satisfaction has been recognised that the expansion of schools enrolment rate, observed among most teachers. 91% of and gender equality in education, made teachers (74.8% ‘totally agree’ and 16.2% compulsory and free by the Yemeni particularly of ‘somewhat agree’) said teaching does not Constitution, should be accompanied by girls in rural areas. make them self-sufÀcient while a higher education service enhancement. Over It aims by 2015 percentage, 96.6% (80.9% ‘totally agree’ and the last ten years, efforts have been made to have 95% of 15.7 ‘somewhat agree’) said they felt that to reorganise the education sector and children aged 6-14 they had a mission. Questions investigating shape education policies. Five sector- the Ànancial sufÀciency of teaching may speciÀc strategies have been developed years enrolled explain this contradiction. About 43.9% of and approved for the reform of various in education teachers said they would change their career education stages: the National Basic if a job with a higher salary was available. Education Development Strategy 2003- Hence, Ànancial compensation for teachers 2015, the National Secondary Education is not satisfactory, despite improvements Development Strategy 2007-2015, the introduced by the so called Teachers Law National TEVT Development Strategy and the wage reform of the education 2005-2015, the National Higher Education administration that raised salaries in recent Development Strategy 2006-2015, and the years (to a minimum of $200). Literacy and Adult Education Strategy The majority of the sample (81.4%) 1998-2020. All strategies seek to create a admitted they were dissatisÀed with their balance between quality and quantity. They educational qualiÀcations to meet the emphasise expanding education, decreasing teaching requirements (see Table m4-11 in the failure and leaver rates, narrowing the the Appendix). Being aware of the need gender equality gap, enhancing the quality for professional development paves the of education, and building the institutional way for a teacher capable of producing a competencies of educators. However, generation that can live and interact with they also reÁect the lack of coordination the knowledge society. Since teachers are among the organisations responsible for still the main source of information and the implementation of these strategies, skills for the students, the preparation and which sometimes work independently. improvement of teachers in the terms The National Basic Education YEMEN
of the profession, skills, and knowledge Development Strategy aims to increase CASE STUDY should be fundamental in preparing the the enrolment rate, particularly of girls in next generation in Yemen. rural areas. It aims by 2015 to have 95% of children aged 6-14 years enrolled in
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 525 education (the Ministry of Education, Successive endeavours have been taken, 2003). Due to the shortage of funds either by the implementation of policies that has hindered the achievement of and progress monitoring or by the practical generalising the primary education target expansion of the educational input, especially by 2015, Education for All by 2015 has in the past decade. However, the challenges been adopted. Yemen has been chosen are still critical because the reform focuses among ten countries to be supported on education delivery for all; provision of by the Education for All – Fast Track education input; and attempts to improve Initiative. Experimental government- education quality via on-going training, led procedures to promote basic school enabling environments, technology in enrolment include: schools and support for gifted students. The - Experimental programmes such as challenges pose a serious situation that must cash for families of girls to keep them be addressed, i.e. the current direction of in school, and enhance community reforms has not paid appropriate attention participation and support education. to the knowledge dimension that enhances Yemen has been - The Countryside Female Teacher the creation of the knowledge society. If it Programme in which a large number is decided to introduce youth preparation chosen among ten of female secondary graduates are methods through schools, the real producers countries to be contracted and trained to work as teachers of knowledge, then the reforms should supported by the in rural schools where the presence go hand in hand with the existing patterns, Education for All – of female teachers is a prerequisite for emphasising the innovation of new Fast Track Initiative families to enrol their girls, especially in educational alternatives that give excellent higher grades. educational output and are equipped with the - A number of initiatives have been basics for entering the knowledge society. adopted to enhance and strengthen the educational situation in schools, support GENERAL SPENDING ON the school’s Ànancial independence and EDUCATION promote family involvement in education improvement such as school-based Moving forward towards the knowledge development, child-friendly schools, and society requires the allocation of sufÀcient girl’s education support. resources to improve the quality of
FIGURE 4-2-1 The development of government expenditure on education 1997-2007
300 100 251 222 209 80 187 184 191 200 172 161 60 141 Education expenditure (left axis) 129 111 40 100 19 20 18 19 21 15 17 17 1417 14
Yemeni Riyal in 2007 20 Share of total expenditure (right axis) 0 0 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Source: Republic of Yemen and the World Bank, 2010
526 ARAB KNOWLEDGE REPORT 2010/2011 education, extend the delivery of various resources are totally absent. The spending educational opportunities and prepare on education from foreign Ànance is only the educational infrastructure. However, 4% (Republic of Yemen and the World countries with government-Ànanced Bank, 2010). education often have less ability to balance The Table 4-2-2 illustrates that the the quantitative expansion of education country considers education to be a top Moving forward services with quality enhancement and priority for human development, and at towards the offering numerous educational options. the same time, indicates the challenges While the support offered to Yemen resulting from the limited public resources knowledge by ofÀcial international development aid to meet the growing demand of improving society requires is low ($13 per capita in 2006), education education enrolment and quality. the allocation of receives the largest share (Republic of While examining education spending, sufficient resources Yemen and the World Bank, 2010). Reports it is noted the period 1997-2005 received to improve show a 125% growth in allocated education the largest share, 80-85%, which then spending from 1997-2007. According to decreased in the following years to 78% in the quality of statistics of 2007/2008, the expenditures 2007, as shown in Figure 4-2-1. The major education, extend of public education were 73%, university part of this expenditure goes towards the the delivery of education 19% and TEVT 8% respectively remunerations of teachers and educators, various educational out of the total education allocation with 70% for basic education and 65% for of government spending (Republic of secondary education, rather than direct opportunities Yemen, High Council of Education spending on educational services where and prepare Planning, 2009). Public spending on the administrative costs of primary and the educational education increased from 1997-2007 to secondary education are 25% and 30% infrastructure 5.8% of the GDP, a high percentage when respectively. compared to other countries with largely Less than 6% of the current expenditure government-supported education such as go towards improving the quality of public Egypt, Oman, and Pakistan with 3.8%, education. Similarly, higher education 4%, and 2% respectively. With this high spending has two focuses; the salaries and government spending, private Ànancing scholarship costs that constitute about
TABLE 4-2-2 The distribution of education expenditure 1997-2007
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
Total education expenditure (%)
Primary and secondary education 85 82 84 85 84 82 80 80 80 79 78 TVET 1 2 2 2 4 2 3 3 3 5 6 Higher education and research 14 16 14 12 13 16 17 17 16 16 17 Total 100 100 100 100 100 100 100 100 100 100 100
Recurrent education expenses (%)
Primary and secondary education 89 88 88 89 88 85 83 82 83 82 81 Primary 66 65 62 61 61 61 60 60 Secondary 24 23 22 22 22 22 22 22 TVET 1 1 1 1 1 1 2 2 2 2 2 Higher education and research 10 11 11 10 10 14 15 16 15 16 17 YEMEN CASE STUDY Total 100 100 100 100 100 100 100 100 100 100 100
Source: Republic of Yemen and the World Bank, 2010
YEMEN CASE STUDY: THE EDUCATION SYSTEM AND THE PREPARATION OF FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY 527 80% of the total current expenditure (Al Hawary, Mohammad, in Arabic, 2006). Since it is completely Ànanced by the government, the delivery of high quality education and meeting the increasing demand for higher education has limited resources. Hence, additional resources must be found to cover the required expansion in higher education. Higher education faces immense pressure to enrol more students in government and private universities due to the increased output of secondary education, the growing population rate, and the socially prestigious consideration of university education rather than the TEVT. Public and higher education budgets are still controlled by the Ministry of Finance, the authority with the Ànal decision regarding spending and goals. Government universities, for example, negotiate with the Ministry of Finance every year; however, the allocations are distributed unevenly, giving no Áexibility for higher education to plan and put strategies in place based on the changing opportunities and needs (Al Hawary, Mohammad, in Arabic, 2006).
528 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 4-3 THE UPBRINGING INSTITUTIONS AND PREPARATION OF THE FUTURE GENERATIONS
INTRODUCTION only included in the child’s upbringing and instilling social values, but also in training The upbringing process involves many social them for a lifetime craft or career, usually institutions. These institutions are involved in an extension of the family’s profession preparing youth for their expected roles in the (Abdel Salam Al Hakeemy, background future and in society, including the family, school, paper for the report). place of worship, peer groups, mass media and A study examining the role and youth organisations. effect of social upbringing institutions in The family is the rural areas of Yemen, has reported that first institution THE FAMILY families of high social and economic that educates the levels want a high level of education and child on values, The family is the Àrst institution that prestige for their children in order to educates the child on values, manners and maintain the family’s position. Dialogue manners and principles before encountering outside and understanding usually prevails to principles before inÁuences. Crucial to the formation of achieve the parent’s ambitions for their encountering character, psychologists believe that early children. On the other hand, families of outside influences childhood is of great signiÀcance. Families a low social and economic position often may be classiÀed per their structure have many children. Due to increased (nuclear or extended), economic status, social and economic pressures, parenting social class, education level, religion, and is often based on obedience, punishment other inÁuences that deÀne the child’s and early responsibility (Salem Al Shamsy, personality, social development, and in Arabic, 2005). behaviour towards others and society, it even affect his or her future choices. THE FAMILY AND LEARNING Prior to the revolutions of 1962 and VALUES 1963, Yemenis lived in an environment dominated by traditional values where the While enrolment and staying in school family was responsible for instilling social rates are low, the value of learning is values, customs, and norms, followed high and positive in Yemeni society. The by the mosque and the surrounding better educated the family is, the keener community. This can be attributed to they are to send their children to school. many reasons, including the subsistence Additionally, middle-class families in urban
economy that was prevalent at the time. areas often spend a lot of money enrolling YEMEN Individuals were entirely dependent on their children in private schools due to their CASE STUDY their families in terms of their social and interest in extra-curricular activities, less economic life. The family’s role was not crowded classrooms, and early teaching of
YEMEN CASE STUDY: THE UPBRINGING INSTITUTIONS AND PREPARATION OF THE FUTURE GENERATIONS 529 English. It is noticeable that the education is no room for discussion, objection, level of mothers is reÁected in daughters’ explanation, or reasonable justiÀcation by education level in the family, and increases the members of these institutions - the their opportunity to complete their study child must obey without any discussion. to a higher level (Ministry of Education, Therefore, the child tends to memorise 2009). In Yemen, obtaining and competing and depend on the limited information for a degree or an educational qualiÀcation provided by teachers in school. is greatly respected. Many families put pressure on their children to obtain high FAMILY AND CHARACTER- grades and educational excellence to RELATED VALUES enter university or beneÀt from special advantages, such as getting an internal or Due to the traditional parental structure of external scholarship, or a tuition deduction the Yemeni family, respect, obedience and in institutes and educational institutions. submission to elders are characteristics The situation changes in low-income which control the parent-children families. The investment in educating boys relationship. With the extended pattern of is linked to the opportunity of getting a job. family in the countryside and large parts Under the parental On the other hand, educating girls is seen as of towns, elders guide the young people family structure, a limited investment, because traditionally, who are expected to show obedience in all gender inequality girls marry and move into their husbands’ orders and follow instructions determined homes, giving their families little to no by the father, the grandfather, the mother is common inside return. Therefore the opportunity for or other family members. the family, in terms girls to complete their education is greatly Under the parental family structure, of behaviour or reduced. This is the reason for the low rate gender inequality is common inside the events that are of female education and early marriage. family, in terms of behaviour or events either allowed or Also, the high unemployment rate and that are either allowed or forbidden. The the decline in economic conditions have family show bias towards males and is forbidden. The led to negative trends regarding the much more Àrm with girls. Powers and family show bias feasibility of getting a degree that ensures freedoms are given to males and they towards males jobs. Therefore, poor families push their gain prestige after their maturity, and are and is much more children into labour at an early age to help allowed to voice their opinions and have secure the family’s needs, which affects some authority over the girls. The brother firm with girls their school attendance and eventually does not only limit the actions of his causes them to leave. sisters but can also inÁuence decisions of In many families, children do not have learning and marriage. Thus the pattern a choice but to accept the decisions made of the traditional authoritative culture and by their parents, who claim that they are masculine dominance is reproduced again better at choosing what is best for their in future families formed by those men children. In few cases, where parents are and women. highly educated and with a good income, While common in families with highly options for studying and the future may educated parents, positive communication be discussed with the children. Upbringing methods and developing the child’s methods effect children’s personalities - communication and dialogue, supporting whether they are able to make their own their opinions and respecting the views decisions or not - and children move from of others are absent in the traditional an authoritative family to a school in which family pattern in Yemen. However, no rules and laws are applied and teacher- generalisations can be made. The trend centred traditional methods are followed towards a nuclear family, an increased and the mosque where other rules must education level, and working mothers be respected. In these situations, there in urban areas have helped bring about
530 ARAB KNOWLEDGE REPORT 2010/2011 some transformations within the family. such as decision making, problem solving, In emerging families, many parents use and differentiating between right and dialogue and persuasion with their children, wrong - all fundamentals for the knowledge enhanced by the youth’s openness to mass society. media and technology, positively affecting the formation of the child’s personality MASS MEDIA AND FUTURE to be more challenging, questioning, and GENERATIONS PREPARATION seeking explanation. With advanced communication technology THE FAMILY AND and the huge number of satellite channels INTERPERSONAL VALUES received by televisions and receivers, the role played by these channels, with various Family upbringing is based on emphasising orientations and tendencies, is maximised the values of cooperation, solidarity, and for preparing the Arab youth. It is obvious helping others, but shows caution regarding that most of these channels are dominated the relationships of their children with by consumption patterns and depend on others. A survey study has indicated that entertainment and product marketing. So, Justified on the 73% of families are protective of their they enhance imitation-based behaviours grounds of being children when they are young as they fear and excessive consumption and do culturally, religiously that some friendships and relationships not promote any skills or capabilities or politically could lead to them becoming involved in desired by the society and family. With inappropriate, bad or extremist behaviour (Abdel Salam its uncontrolled, unlimited varieties, Al Hakeemy, background paper for the the mass media has been central in some channels and report). The protective role is present for raising the youth. So, some countries, websites have been both boys and girls, but girls’ relationships such as Yemen, implement procedures banned to protect are much easier to control because of the to control and codify the internet and society and youth, culture. It is preferable for girls to be kept media space. JustiÀed on the grounds of at home and to limit their acquaintances being culturally, religiously or politically in particular, from to a certain number who the family know. inappropriate, some channels and websites the uncontrolled Boys however, have the freedom to have been banned to protect society and openness move so it is more difÀcult for parents to youth, in particular, from the uncontrolled monitor their friendships. The excessive openness. Sometimes, security reasons are fear within the family may be due to the behind a ban. emergence of a number of ideological With political openness accompanying extremist movements that encourage the the uniÀcation of the country, political youth of different social classes in both plurality and the support of freedom of rural and urban areas to join them. Families expression, many political parties of various have become increasingly afraid and seek ideologies have been established, and this has to prevent their children from being coincided with an increase in publications inÁuenced by these radical movements. and papers exceeding 400 ofÀcial, civil, Moreover, the family concerns may be party related and independent publications, increased by the ineffective role of the as well as news websites which have started school and the mosque to complement to attract the youth in particular. Maybe the role of the family and spread values of due to the special nature of the political tolerance, non-aggression, and interpersonal situation in Yemen, the content of these communication. Such extreme precautions sites is remarkably characterised by political YEMEN
in upbringing generates a mentality of controversy, criticising and blaming other CASE STUDY fear and caution, hindering interpersonal parties for the events and developments. communication, and diminishing the The websites neglect the critical informative youth’s ability to improve basic life skills role they should assume, i.e. focusing on
YEMEN CASE STUDY: THE UPBRINGING INSTITUTIONS AND PREPARATION OF THE FUTURE GENERATIONS 531 the development and educational aspects matrix of the traditional values remained and contributing to building the national dominant in the upbringing of the personality, culture and knowledge (Rashad youth, in which the family and the direct Al Yosfy, in Arabic, 2010). environment continued to be the main socialisation sources. Even the scorn THE VALUES SYSTEM AND of some professions and social classes SOCIAL UPBRINGING IN had not changed while some of these YEMEN segments reached leading positions in the country, beneÀting from the post-1960s Prior to the 1960s revolution, traditional modiÀcations (Abdel Salam Al Hakeemy, a Yemeni society experienced the social background paper for the report). hierarchy of the prevailing ruling regime for political reasons. The social hierarchy THE RELIGIOUS UPBRINGING was classiÀed into ranks and categories AND VALUES SYSTEM21 (masters, sheikhs, judges and the common people of tribes, traders, business owners, The family is the Àrst institution of The matrix of the slaves, and servants).20 Based on certain upbringing and religion for children traditional values standards, i.e. genealogy, social origin, until school where they are provided remained dominant profession, religion, and race, it was found with typical uniÀed patterns of acts of in the upbringing of that the masters or the nobles were at the worship and religious issues, mainly in the youth, in which top of the hierarchy while the servants the form of memorisation of desired were last. As a result of this social order, behaviours. Sometimes, families do not the family and the some careers had been scorned, not those encourage their children to ask questions direct environment practising them. In former South Yemen, and have queries; therefore, religious continued to be the a large segment of the population was upbringing is limited in many cases to main socialisation deprived of education, health care, and orders, prohibitions, observing acts of the basics of a good life as the occupation worship, and the practice of reward and sources provided services which were limited to punishment in relation to behaviours. As certain ranks and foreigners. The schools a result, the deep penetration of religious had been a manifest example of this basics may be affected, slowing down the deprivation; no educational institutions mental growth and the development of had been built in the other governorates thought and analysis skills of the youth. except in the major cities and for some Post unity, the partisan plurality and students of the wealthy classes. The the growing freedom of the political system of social class dominated the environment helped some religious governorates controlled by the sheikhs schools and institutes to emerge in a group and sultans. In national liberation of governorates such as SuÀ, SalaÀ and movements against the British occupation other schools. During this period religious and the revolution against the traditional schools of different political orientations regimes in the southern, eastern, and and methodologies also grew in Yemen. northern areas, most of the revolution Many of them were built without a license leaders promised real development in the from the education authorities for several society to gain their legitimacy. However, reasons; the lack of regulation of the political and economic changes were civic and private bodies and the absence faster than social transformations. And of supervision and monitoring of some while the post-revolution independent concerned organisations over these governments chose modern education schools, religious schools and institutes and used advanced technology, no in particular. As a result, some religious signiÀcant changes were noted in the trends used mosques and religious schools social behaviours of individuals. The and institutes to teach their ideology
532 ARAB KNOWLEDGE REPORT 2010/2011 and beliefs to the youth. Some religious CONCLUSION schools, institutes and centres in Yemeni cities are not subject to supervision or The dynamic socio-cultural context in modiÀcation of the concerned bodies Yemen and its changes have affected of the Ministry of Education. Therefore, the direction and content of the youth’s the efforts for education reform have value matrix. Since the division of The reform of the been intensiÀed in Yemen to unify the the country into 2 parts in the 1660s education system paths of the public education, including until the establishment of the uniÀed the inclusion of the educational institutes Yemen in 1990, society has experienced and the unification into the education system, monitored various social, economic, and intellectual of religious and by the Ministry of Education; and the transformations, with one part of Yemen ethical values, in reÀning of the curriculum to exclude any following capitalism while the other the formal sources radicalism or extremism. chose socialism. Post-uniÀcation, the With multiple sources of religious Yemeni society has gone through rapid of upbringing, are and social upbringing formed post-unity and successive alternations in all social, the main paths in 1990, the major institutions affecting economic, and political aspects due to raising and the values of Yemeni youth have been to the combination of two different educating the multiplied and the family has become no ideologies. Such transformations have generations in a longer the sole source. The changes in the resulted in the youth acquiring values social, economic and political conditions of and orientations that have divided them way that helps the society, living standards, the increased due to the cultural duality of the new and them integrate rates of unemployment and poverty, the the traditional methods. Consequently, into society and to associated social issues of the rising school the youth has shaped new values and develop and move dropouts rates in different education orientations due to the multiple sources stages in rural and urban areas, rising youth of socialisation, formed after this period, into the world of deviance, the absent role of the family, and consolidating a number of social norms knowledge, while other problems, all have played a part in the and trends characterised by conservation, maintaining the deterioration of Yemen’s social structure. stagnancy and the rejection of renewal national, Arab, These conditions and other social and development (Abdel Salam Al- issues have helped some ideological Hakeemy, a background paper for the and Islamic culture groups to induct many young people with report). Therefore, the reform of the and identity the aim of educating them on certain education system and the uniÀcation of values and orientations. Additionally, some religious and ethical values, in the formal existing political parties have begun to sources of upbringing, are the main paths attract the youth seeking to inÁuence them to raising and educating the generations intellectually and ideologically. Political in a way that helps them integrate into disputes between the government and the society and to develop and move into the opposition parties, the armed conÁicts world of knowledge, while maintaining and the instability in many areas have also the national, Arab, and Islamic culture contributed to the emergence of some and identity. radical groups. YEMEN CASE STUDY
YEMEN CASE STUDY: THE UPBRINGING INSTITUTIONS AND PREPARATION OF THE FUTURE GENERATIONS 533 534 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 4-4 ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS’ PREPARATION
INTRODUCTION for freedom with laws such as Law No. 25 of 1990 on the press and publications. Enabling environments intersect with the triad of Political plurality has been announced; knowledge, development and freedom in preparing Law No. 66 of 1990 on Political Parties the appropriate setting for knowledge acquisition and Organisations. Article 3 of this The reunification and production. The enabling environments are states, “Freedoms, including the political linked to the reality of a society’s development and and partisan plurality, based on the of 1990 the presence of political management committed Constitutional legitimacy, is one of the constituted to allocating the necessary resources for such crucial pillars in the state’s political and specific environments, and establishing institutions that social system that may not be cancelled, transformations in support and foster knowledge growth to achieve limited or used otherwise to prevent social, economic a comprehensive development. According to the the citizens from practicing this right.” Arab Knowledge Report 2009, the enabling Article 5 reads, “Yemeni citizens have the and political life environments for cognitive performance are the right to form and voluntary join political in Yemen and has weakest points in the Arab world, especially in parties and organisations according to created a new and terms of the freedoms that support knowledge the Constitution and the provisions of good environment growth. The AKR stresses that the enabling this law.” Following the uniÀcation of environments are maximised under the prevalence the country, a democratic atmosphere for freedom with of freedom, however, they also need supporting prevailed in Yemen. The number of laws such as Law institutions that manage knowledge growth, political parties and organisations grew to No. 25 of 1990 production and circulation, and are backed 46, and included various ideologies across on the press and by legal frames to gain the legitimacy of their the political spectrum (Ahmed Al-Asbahi, continuation. in Arabic, 1998). Following the formation publications In Chapter 4, the status of enabling of the Committee for Parties and Political environments in Yemen is examined, with Organisations in 1995, the number of reference to the conditions of freedoms, the related parties decreased to 22, and they have institutions, legislations, laws and the support the constitutional and legal right to do directed to achieve knowledge growth in the society. political work. From this year up to today, Additionally, the obstacles, pressures, and the many rounds of local and parliamentary limitations that hinder building the components of elections have been held which has the knowledge society are also highlighted. been a new experience for the people of Yemen. Regardless of the advantages and POLITICAL FREEDOM disadvantages of this experience, it has added a new dimension for the youth to
The reunification of 1990 constituted understand new concepts of democracy, YEMEN specific transformations in social, local government, people representation CASE STUDY economic and political life in Yemen and in various authorities and the presence of has created a new and good environment the different political trends.
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 535 INDICATORS OF GOOD Voice and Accountability; Political Stability GOVERNANCE and Absence of Violence; Government Effectiveness; Rule of Law; and Control Since the independence of the former two of Corruption.22 parts of Yemen, the country lives under a Some attribute this decline to the republican presidential system. After the political instability in some areas of Yemen reuniÀcation declaration, the Republic of that have experienced armed conÁicts, Yemen was established as a republican, causing the emigration of numerous democratic, and constitutional regime. The families from these areas. governance is a pillar of the 2025 Vision. As for the control of corruption, the Additionally, the Third Socio-Economic Anti-corruption Law No 36 for 2006 was Development Plan for Poverty Reduction enacted followed by the establishment of (2006-2010) has emphasised the practice the National Supreme Anti-Corruption of good governance with an increase in Authority (NSACA). Article 24 of the the separation of powers, an improved above law clearly reads that anyone who After the judiciary improvement, enhancement of has information about a corruption case reunification the judiciary’s independence, reform and should report the concerned authority upgrading of government management, or body and submit the available declaration, the the development of anti-corruption information to be examined in order Republic of Yemen policies and mechanisms, freedom and to take the necessary action. Moreover, was established human rights protection, the promotion the NSACA investigates the corruption as a republican, of decentralisation and the activation of crimes published in the various mass the local authority. The National Reform media. Under Article 27 of the law, democratic, and Agenda 2006-2008 has focused on many the NSACA is committed to providing constitutional areas including judiciary and administrative legal, career, and personal protection regime reform, updating of the civil service, for witnesses, experts, and reporters of economic and Ànancial improvement, the crimes. The Executive Regulation improvement of the investment and work deÀnes a number of related protection atmosphere, the control of corruption, procedures and measures. and the increase of accountability and The problem can be seen in some transparency. economic, social, and cultural reasons The World Bank Governance Indicator that affect the application of the law (WGI) for Yemen has shown slight provisions, particularly if some social elites improvement in the Regulatory Quality are not aware of the signiÀcance of the indicator and a decline in 5 major indicators: equal application of laws for protecting
TABLE 4-4-1 Yemen Status in WGI*
Yemen MENA Description 2007 2009 2007 2009 Voice and Accountability 16.8 11.8 23.8 23.2 Political Stability 8.2 2.4 37.9 38.6 Government Effectiveness 15.9 11.4 45.3 47.8 Regulatory Quality 26.2 29.5 45.3 48.3 Rule of Law 16.2 13.2 47.5 49.0 Control of Corruption 25.6 15.2 48.3 49.1
Source: World Bank WGI website, on 14 May 2011 http://info.worldbank.org/governance/wgi * The indicator shows the worldwide rank of the country, where 0 is the lowest and 100 is the highest.
536 ARAB KNOWLEDGE REPORT 2010/2011 the public interest and the supreme social GOVERNANCE IN beneÀts. EDUCATION
LOCAL GOVERNMENT AND As for governance in education, “The DECENTRALISATION Road Not Travelled”, a World Bank Report (WBR) 2008, found that the The experience of local councils in Yemen education systems in the MENA region is approaching 9 years, with increased have neglected public accountability in attempts to delegate wider powers for the education despite the focus on education local governments. Over the past few years, reform. In this context, the WBR has a number of democratic activities have conÀrmed a number of procedures for been practised, including some elections successful modiÀcations in education on all levels, staring from the presidential, which generally can be applied to Yemen. local, parliamentary, and Ànally governor These include: Local councils elections. Focusing on the education operations, Local councils are still new experiments with all their input, are still new and have had mixed positive and negative Motivating the concerned parties of experiments results. They need urgent assistance education through follow-up, evaluation, and have had particularly regarding the operational budget supervision and incentives, mixed positive and the reinforcement of accountability Strengthening public accountability and control mechanisms. Despite the short and engaging all stakeholders including and negative length of time, the experience has proved parents, students and teachers in its results. They need a success in achieving various projects and issues. urgent assistance controlling the performance of different In this regard, the endeavours of the particularly executive ofÀces. However, they have not Ministry of Education can be seen in yet accomplished what they were set up to the establishment of central and local regarding the do as those involved have not had enough departments for community engagement operational time to accumulate the expertise and to promote the involvement of local budget and the knowledge required to manage them. The communities to improving the education reinforcement of experiment is characterised by the positive quality in their schools. Tangible results accountability and role of the local councils in broadening the have been achieved in the formation of base of political participation, where the democratically elected parent boards and control mechanisms citizens of both genders have the chance to training them to take up their tasks in choose the members of the local councils schools; those in remote rural communities or stand as candidates. Nevertheless, there is have been more successful than those in still a lot of work to be done. Accountability the cities. The effectiveness of such boards and transparency mechanisms should be varies from one area to another. There are developed for local revenue collection many remarkable stories of success in within the decentralisation system. Effective which the locals along with the boards have coordination must also be achieved among brought about a great move in education the provinces and governorates with the quality, the improvement of educational major ministries. After this, confusion and environments and the provision of the conÁict arising from the short length of education input. Nevertheless, the practice experience should decrease. Further efforts of accountability in education issues should be made for the participation of needs more work. In partnership with NGOs and strong partnerships should be the local selected councils, community YEMEN
formed with the local authorities to push elected boards such as parent boards CASE STUDY forward the development of the local should be motivated to maturely and communities. responsibly employ accountability. With the emergence of the local councils
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 537 and their relatively short life, some new political system is based upon a combination problems and disputes have arisen among of the modern political institutions and the education departments, the provinces the traditional tribal cultural system (Al and the members of the local councils that Shargaby et al, in Arabic, 2009). can disturb the process. The school, through its educational philosophy, curriculum and teaching CITIZENSHIP methods, has a great role in infusing and developing citizenship values since the Citizenship has many deÀnitions. However, objective is to let the youth acquire a group it can be agreed that it includes, under its of values, skills, and orientations that make comprehensive meaning, equality in basic them able to adapt to their community and Nevertheless, the rights such as a decent life and justice; contribute to its improvement and building. socio-cultural equality in duties and responsibilities for Over the last 20 years, new directions structure largely the members of society regardless of in Yemen have led to a combination of dominates the their gender, origin, class and religion; and various conceptual frames of modern the right to decide their representatives citizenship values, including human rights, institutional and ruler. The articles of the Yemeni democracy, the rights of others, freedoms, performance and Constitution underline this comprehensive etc. However, citizenship is restricted the political scene concept of citizenship but the structure to the values and concepts circulated in in Yemen. Tribal of the Yemeni society is very complex and educational institutions, publications, overlapping. As such, Yemen follows a printed media, seminars and conferences, influence and partisan plurality; it has room for political without actually applying the supporting authority prevail and economic freedom; owns the legislative, theoretical orientation. This confuses the and clan loyalty can executive and judiciary authorities; has youth between what the school tries to outweigh loyalty people of all classes who democratically enhance and the actual practice of society. to the country participate in the elective representation of With the participation of selective the parliament, local councils and others professors of Yemeni universities, experts to help build a modern system for the and specialists, the Ministry of Education country. Nevertheless, the socio-cultural conducted a one-year study to review the structure largely dominates the institutional values of national loyalty to consolidate the performance and the political scene in national identity and belongingness into the Yemen. Tribal inÁuence and authority curriculum from the third primary grade prevail and clan loyalty can outweigh loyalty to the third secondary grade, covering 78 to the country. Some analysts go further to school books in the humanities. Following say that tribal law is the applicable law that the study, it was decided to add the subject is really governing in Yemen and that the of national education to secondary
BOX 4-4-1 Platforms for Yemeni Juveniles and future generations
Child Parliament (CP) establishment and activation, the democratic school, in which young activists, two successive rounds of elections have been held. with the participation of the CP, carry out many It performs numerous activities such as following field studies, awareness programmes and trainings up the juvenile conditions and delinquent care in schools and communities. centres and spreading the awareness of child rights. The Youth Radio has been launched in April 2003. The CP holds regular meetings that are broadcast It works 24 hours a day broadcasting programmes on national television. Ministers are invited to for all young people in Yemen, giving the youth of discuss the raised issues. both genders the opportunity to contribute, develop Some NGOs seek to enhance democratic concepts their abilities and talents and find jobs as mass in children and teenagers, with initiatives including media specialists. Source: The website of Attagammua Newspaper http://www.attagammua.net/index.php?action=showDetails&id=1688, accessed on 15 May 2011
538 ARAB KNOWLEDGE REPORT 2010/2011 education to keep the students updated strengthened blind tribalism, revenge, on the latest development and priorities ignorance, legends, self-isolation and the of the country. In this regard, we Ànd that disregard of experiences of other nations the discussion of the values of national and civilisations. Some blame the clan loyalty and civic education are limited and for hindering development (Nezar Al the school assumes it without considering Abady, in Arabic, 2006). Unfortunately, the socio-cultural reality of the society the majority of the youth in such an and the complementary institutions that environment absorb these negative values, contribute to raising youth, especially in and some take them as a way of life. the secondary stage when they are open to Unlike the relationship between power political and community institutions. and wealth in industrial societies where fortune leads to power, authority in Yemen TRIBALISM AND brings wealth. Since the 1960s, some tribal THE ARGUMENT OF leaders have managed to collect huge sums DEVELOPMENT AND by being a part of the bodies of authority POLITICS and decision-making institutions. By the mid 1980s and 1990s, they have started to Tribes in Yemen have a special invest in the market. Being protected and Tribes in Yemen particularity; they are stable and form a supported by leading positions in power, political community power that has some the freedom of economic competition and have a special characteristics of a political party, lobby, or the market has been disturbed due to the particularity; they administration. In Yemen, the clan seeks spread of corruption. In parts of Yemen, are stable and to inÁuence political decisions, and many the tribes’ tendency to use violence to form a political of its sheikhs pursue authority or try to articulate their demands and solve their community power pursue their own interests. In addition, if disputes (either by kidnapping, destroying the ruler loses political legitimacy, the tribe buildings, mugging, imposing compulsory that has some assumes the responsibility to Àll the political charges on entrepreneurs) is a great characteristics vacuum that may be caused by “the moral obstacle for investment and development of a political or functional withdrawal of the state’s projects in some remote and tribal areas party, lobby, or authority” when the individuals feel that the with deteriorating conditions (Adel Al regime neither represents their ambitions Shargaby et al, in Arabic, 2008). This administration nor meets their needs. In this case, tribal poor environment in terms of economy, loyalty precedes loyalty to the state and the development and knowledge prevents the country (Mohammad Al Dhahary, in Arabic, youth from obtaining the minimum rights 2004). Many intellectuals in Yemen criticise of education, health and growth. the politicisation of the clan, believing that Despite the announcement of political this has emptied the tribes of their original and partisan plurality and many clan ethical values and replaced them with individuals receiving membership in political external thoughts, including opportunism, parties, the political and social practices of dominance and a merciless struggle to tribal leaders are still inÁuenced by tribal keep all beneÀts and gains exclusive, even concepts and norms. The dilemma of the through the use of weapons. tribal role in development is still present in Tribes had played a positive role in the cultural scene. Some researchers believe resisting the Ottoman invasion of Yemen tribal inÁuence hinders modernisation, and supporting the revolution of 1962. the development of new institutions and Socially, the tribe has maintained the consolidation of the state’s power. On YEMEN
historical identity and heritage of Yemen, the other hand, some believe that the clan CASE STUDY values of courage, generosity, helping system in Yemen does not contradict the people in need and the morals derived state since it is historical and present part of from religion. On the other hand, it has it (Al Mansoob, in Arabic, 2006).
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 539 Under tribal dominance, it is evident of the Republic of Yemen is based on that loyalties and citizenship rights cannot political and partisan pluralism with the be complete or equal. The discriminatory aim of enhancing the peaceful transfer class and social divisions form the values of power...”. Under Article 7, the national and concepts for youth. They suffer from economy is based on freedom of economic such separation and even impose the same activity. According to Article 10, “the state product of the prejudiced traditional shall sponsor free trade and investment...” inheritance. This is again an obstruction Thus, the constitution states the basics for for shaping the desired positive values political pluralism, freedom of the press for a society in which the characteristics and expression, people involvement and a of the knowledge and science society free economy. Article 4 of the constitution prevail, especially tolerance, openness and states that, “the people of Yemen are the intercommunication. possessors and the sources of power, which they exercise directly through public BASIC FREEDOMS referendums and elections, or indirectly through legislative, executive and judicial Human development is linked to the authorities, as well as through elected local Yemen has a concepts of freedom, the secured provision councils.” relatively open of basic rights and the involvement of people. atmosphere for This necessitates the presence of freedoms SOCIAL AND ECONOMIC political freedoms and the expansion of opportunities for FREEDOMS participation. After reuniÀcation in 1990, a and the freedom democratic approach and political plurality For equality of a decent life for both to express one’s have appeared in Yemen. Transformations genders, the constitution secures economic opinion. have been seen in the political, legal and and social freedom as it does for political economic systems of the former parts of rights and freedom. The constitution Yemen. Therefore, Yemen has a relatively acknowledges the right to practice open atmosphere for political freedoms private economic activity and the right of and the freedom to express one’s opinion. ownership. This is without prejudice to the The Republic of Yemen has been based on interest of society where it states that the political plurality and economic liberalism protection of private ownership cannot be under the provisions of the Constitution. conÀscated unless necessary in the public’s Article 5 states that, “The political system interest, in lieu of fair consideration and in
TABLE 4-4-2 Yemen’s Rank in the Economic Freedom Index 2010/2011 (%) Indicator 2010 2011
Economy Freedom 54.4 54.2 Business Freedom 74.4 73.7 Trade Freedom 76.1 81.6 Tax Freedom 83.2 83.2 Government expenditure 51.3 44.5 Monetary Freedom 65.1 82.3 Investment Freedom 45.0 45.0 Financial Freedom 30.0 30.0 Property Rights 30.0 30.0 Freedom from Corruption 23.0 21.0 Labour Freedom 65.4 50.9 Source: Heritage Website, 22 May 2011 www.heritage.org
540 ARAB KNOWLEDGE REPORT 2010/2011 accordance with the law (Article 7, c). engaged with the issue of development. The Economic Freedom Index23 shows The interest in education and knowledge a decline of 0.2 in 2011 for Yemen, which is not represented in reportage, Àeld ranked 127 among 179 countries and examination and coverage of conferences 13 among 17 Arab countries whose data and workshops. Newspapers dedicate are available, while it was 121 among 179 little space for in-depth discussion and countries in 2010, and rank 13 on the diagnosis of the issues of education and The interest in level of 17 Arab countries with available knowledge infrastructure in Yemen. education and data.24 The Yemeni constitution admits the right of citizens to articulate thoughts INDEX OF OVERALL knowledge is not with all available media and by the means PROSPERITY AND PERSONAL represented in they believe would express their opinions FREEDOM reportage, field and stances, including speech, writing and examination gathering (Article 42). It also guarantees the According to the Legatum Prosperity Index, and coverage protection, freedom and conÀdentiality of personal freedom is limited in Yemen but correspondence, including mail, telegrams there is a space of freedom in the daily of conferences or telephone, which may not be censored, life of Yemenis. The index indicates that and workshops. exposed or delayed except in cases Yemenis do not have limitations to practice Newspapers speciÀed by the law (Article 53). Yemen their religious beliefs or freely express dedicate little has signed international conventions for their opinion without fear of government the protection of innovation, creativity control. Under the indicators of 2010, space for in-depth and intellectual property rights, such as the Yemen, regarding personal freedom, ranks discussion and Paris Convention in 1994 that regulates 107th worldwide, compared to Algeria (101), diagnosis of the intellectual property in all aspects, including Egypt (109), Jordan (105) and Morocco issues of education rights and commercial purposes. Although (100).25 So, personal freedom is close to that an intellectual property law exists, it of some Arab countries; however, the index and knowledge needs to be modiÀed to cover all types of clearly shows the need for the expansion of infrastructure intellectual property, namely the technical freedom and creation of more investment in Yemen aspect, and to develop and facilitate the opportunities in social capital. procedures for registering the various creativities, particularly inventions and to LEGISLATION AND LAWS state the appropriate penalties to control intellectual property violations. The Yemeni constitution emphasises that, ModiÀcations to the Law of Press and “all citizens are equal in rights and duties”. Publication are currently being discussed To this end, “the state shall guarantee equal in the Shura Council with the Syndicate of Journalists arguing that the modiÀcations TABLE 4-4-3 proposed by the government would further restrain the freedom of journalists Yemen’s Rank in the Overall Prosperity Index 2010 more than the existing law. The actual Indicator The rank among 110 countries situation shows politicisation of the formal Overall Prosperity 105 and opposition press that are obsessed Economy 99 with political competition instead of the Entrepreneurship and Opportunity 106 concerns of people, development and Education 102 youth. This can be partially attributed to Health 94 Safety and Security 96 the domination of the political situation Governance 103 YEMEN and instability that has preoccupied Personal Freedom 107 CASE STUDY public opinion. However, a country Social Capital 79 such as Yemen needs its journalists to Source: Legatum Website, 23 May 2011 be more responsibly and effectively
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 541 opportunities for all citizens in the Àelds LOCAL AND INTERNATIONAL of political, economic, social and cultural CHALLENGES FOR HUMAN activities” (Article 24). Every citizen DEVELOPMENT IN YEMEN has the right to participate in political, economic, social and cultural life (Article POLITICAL AND SECURITY 42). The state guarantees education as CHALLENGES a right for all citizens through building educational institutions and providing the Since the establishment of the uniÀed appropriate conditions. Basic education is state, the security and political challenges obligatory (Article 54). facing the young country over 2 decades In an attempt to revise legislation and have affected economic, social, political laws for the beneÀt of the youth, a thorough and cultural development in Yemen revision of some national laws has been (Abdulmalek Al Doraay, in Arabic, 2010). conducted to reconsider and remove Examples include: discrimination, such as the Child Law, The Summer war of 1994 had In an attempt to Juvenile Law, Crime and Punishment Law, excessive economic, social and political Personal Affairs Law, and Prison Regulation consequences on the national economy. revise legislation Law. The laws have been modiÀed to The Saada wars which began in 2004, and laws for the correct some inconsistencies, including with the most furious and Ànal round benefit of the the age of childhood to correspond to the in 2009. Experts estimate losses to youth, a thorough Convention on the Rights of the Child be around $750 million. As a result, revision of some and the legal protection of children living food insecurity indicators increased in harsh conditions. It also addresses issues in the conÁicting areas. Thus, the national laws has relating to violence against children, such reconstruction costs have multiplied to been conducted as female circumcision, early marriage, around 20 billion YER. to reconsider child labour, rights of teenagers as well The impact of the conÁict in Somalia and remove as maximising penalties for violators of has driven large numbers of Somalis, child’s rights. These laws have become a Ethiopians and others to emigrate. The discrimination vital tool for the institutions of the civic number of African refugees in Yemen society and human rights, as well as for is more than 700,000. In addition, the activists advocating youth rights. There are threat of piracy has spread to Yemeni emerging organisations concerned with territorial waters, affecting trade, the issues of children, the youth, public navigation and the life of numerous awareness and mobilisation for violations Àshing-dependent communities along against these age groups. Among the Yemen’s coastal strip on the Gulf of issues most advocated are for juveniles, Aden and off Somalia. child labour, early marriage, violations and The escalation of the activities of violence against children. radical groups and terrorist assaults As for policies and programmes many targeting buildings, service sectors, have been developed such as the National government and foreign interests Children and Youth Strategy and the and security, and affecting local and Supreme Council for Motherhood and international investments. Childhood. General strategies have been Political and security instability in some devised for developing basic, secondary governorates adversely impact the and vocational education. The Child development of these communities. Parliament has been activated to follow juvenile conditions and delinquent care DEMOGRAPHIC CHALLENGES centres, spread awareness of child rights among the youth, and involve children in Continuous population growth in Yemen drafting childhood-related policies. has led to an increase in the average
542 ARAB KNOWLEDGE REPORT 2010/2011 number of family members and a rise conÁicting.27 However, according to a in the sustenance rate. This has affected recent international study of children in a the family’s ability to provide for health, number of governorates, the most recent food and education. As a result of the data in 2005 indicate that more than a population growth, government spending million child in the 6-14 years age group necessary to meet the growing needs work and 80% of these children perform has also increased. This reÁects how the dangerous and hard tasks (Cooperative infrastructure is too poor to afford private Housing Foundation (CHF), in English, investment and the increase in economic 2009). activity to realise the development. In Early marriage is common in Yemen, 2015, the population of those under especially in the countryside, because of 25 years of age is expected to reach 18 traditions that emphasise the practice for million; constituting 63% of the total both genders. It impacts female educational population.26 This poses a great challenge enrolment and completion where they are for the educational system in Yemen usually forced to leave. In such cases, girls to prepare for this excessive number are deprived of their educational rights, for the knowledge society. Among the aside from the health threats due to giving major demographic challenges is the vast birth at this early age. Despite efforts to The variation of population scattering that undermines raise awareness of the health problems the social structure, the state’s ability to reach out to all for both the couple and children, early classism, the control communities and provide basic services, marriage still widely prevails. especially in rural and mountainous of conservative areas. The harsh geographic nature of ECONOMIC CHALLENGES powers and the communities living in the highlands, traditions are major plains and deserts increases the cost of After reuniÀcation in 1990, Yemen has factors that have delivering these services and hinders the faced major economic difÀculties. The provision of a decent life. Additionally, it incorporation of two political systems great influence puts pressure on the limited resources, the has had an enormous impact on the water supply in particular, so the people economy. As a consequence of the First of some mountainous areas leave due to Gulf War (1990/1991), a million Yemeni severe drought and lack of fresh water. emigrants returned from neighbouring countries. The 1994 civil war in Yemen SOCIAL CHALLENGES additionally impacted the economy and initiated a severe economic crisis. In 1995, The variation of the social structure, an economic and administrative reform classism, the control of conservative programme and market-based economy powers and traditions are major factors have been employed. In addition, the role that have great inÁuence. Because of of the private sector has been enhanced such a traditional structure, the youth in the area of economic growth. are not supported by the society to grow independently. They are often marginalised POLICIES OF ECONOMIC AND in both political and social participation ADMINISTRATIVE REFORM in their communities. This has a negative inÁuence on their personality formation, The reform programme, backed by independence and development of social revenues from crude oil, has successfully skills. decreased the macroeconomic imbalances, YEMEN
As a consequence of poverty and created some economic stability and made CASE STUDY economic conditions of many families, progress in the infrastructure and the basic child labour has increased. The ofÀcial services. The government budget has been statistics of child labour in Yemen are improved, moving from a 14.9% deÀcit
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 543 of the GDP in 1994 to a surplus of 7.1% job seekers. Unemployment has evolved to in 2000 (MPIC, 2010 A). A social security be a youth issue that is common among the network has been developed with various graduates with different specialities. The approaches to alleviate the impact of the problem is also evident among students reforms on the poor. of production age that have never worked, With the decline in oil revenue, the global which is 52.9% of young people aged 15-24 economic crisis, the growing population, the years old (MPIC, 2010 A). recent political and security circumstances The number of unemployed graduates in many parts of Yemen, public limited has increased as they don’t meet the labour resources have been reduced and the state’s market needs. In addition, the private ability to provide public services has been sector hardly ever Ànds the skills required lowered. Economic growth is still the in those graduates. TEVT and university biggest challenge. In the coming period, graduates Ànd it more difÀcult to enter into increasing the growth rate should be a top the labour market, due to a weakness in the priority. Variation in economic activities required skills, a poor command of foreign Variation in should be stressed, since relying on limited languages and the use of computers, and economic activities sources of income, such as oil, emigrant decreased job opportunities in the state’s should be stressed, money transfers, foreign aid and others shall administrative authority. Inappropriate not realise the desired growth. The structure education output for the labour market since relying on of the economy can only be changed by a requirements and the diminished role limited sources of wide-scale growth rate of income resource of the private sector to offer new jobs income, such as oil, diversiÀcation (MPIC, 2010 B). are demanding challenges. New national emigrant money Yemen gives priority to economic, programmes of graduate requaliÀcation to Ànancial, and administrative reforms, the meet the market needs should be approved. transfers, foreign implementation of the national agenda TEVT institutions should be restructured aid and others of corrections, enhancing partnerships to be more responsive to current and shall not realise the with the private sector and civic society future requirements, particularly those of desired growth and building development partnerships the knowledge economy. Moreover, the with donors. private sector should play a pivotal role in management and recruitment. UNEMPLOYMENT Non-traditional solutions of unemployment are numerous,29 including the expansion of Unemployment is and shall be a major local heavy-labour developments, self- challenge in Yemen over the next few years employment ventures Ànanced either by the if the educational system is not updated to government through the Social Development reasonably focus on practice and link its Fund, Social Care Fund and Youth Fund, or by output to the requirements of local and lending and Ànancing organisations of micro regional markets and the knowledge society. and small-sized enterprises, such as Bank of Since beginning of the 1990s, the national the Poor and NGOs that are concerned with rate of unemployment has risen to 14.6% funding youth, women, and small enterprisers in 2009 due to the deteriorating economic and the activation of employment services. situation and delayed development of a Two fundamentals should lead to this end. central recruitment strategy. Statistics show a First, an information infrastructure should be recent further decline.28 The unemployment developed and a labour market analysis unit problem in Yemen is structural; it is mainly should be created with a website that allows a product of the incapacity of the national local and international employers to record economy to accommodate the annual new their vacancies and requirements. Second, labour, and structural unemployment results employment ofÀces should be improved in from the incompatibility of skills required terms of human power, infrastructure and for existing job opportunities and those of connection to labour market analysis units.
544 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 4-4-4 Social Gender Indicators for 1990-2008 and Target Indicators for 2015 Indicators 1990 2000 2004 2008 2015 Ratio of females to males in primary education (%) 44.6 55.7 70.6 74.8 100 Ratio of females to males in secondary education (%) 13.7 36.6 44.8 58.8 100 Ratio of females to males in university education (%) 20.5 23.3 35.3 37.5 100 Ratio of educated females to males aged 15-24 (%) 34.1 -- 57.8 -- 100
Source: UNDP and MPIC, in English, 2010
Knowledge society requirements are discriminating against women. There have not only limited to narrowing the supply/ been efforts made to increase the number demand gap in the labour market, but also of feminist and rights organisations, as well to developing the local market economy to as the participation of women in elections be on a par with regional and international as candidates and voters with some leading Radical political knowledge economies. Then, the actual positions occupied by women, such as and religious situation needs to be corrected in multiple ministers, ambassadors, members of movements have directions, such as devising strategic plans parliament and Shura and local councils. played an adverse to move into the knowledge economy and However, many challenges slow the desired deÀning the required skills and abilities to progress, and this is mostly attributed to role in limiting be simultaneously developed. inherited social traditions and customs, the opportunities The modern state of Yemen has faced poverty, the harsh economic situation, to improve the harsh situations that have affected the efforts increased illiteracy and a low community conditions of of structural stability and comprehensive awareness of the signiÀcance of women in Yemeni women development that aim at expanding development. In addition, radical political individuals’ options. Most endeavours have and religious movements have played an and have hindered focused on meeting basic needs, such as adverse role in limiting the opportunities to development spreading education rather than improving improve the conditions of Yemeni women efforts targeting its quality and implementing the planned and have hindered development efforts women visions of preparing the youth for the targeting women. They have successfully knowledge society. Therefore, bridging the misled people about the woman’s situation skills and digital gap and drafting a practical and role as prescribed by our true religion. strategy for human capital investment are Consequently, the enrolment of girls among the most outstanding knowledge in school is low in the countryside with challenges for Yemen. the excuse that the availability of female teachers is a must. Many girls leave school GENDER EQUALITY after the 4th or 5th grade. Early marriage is common in the rural areas. Women are When it comes to preparing the knowledge prevented from participating in public generations, we should not disregard the issues in favour of their traditional role. issues surrounding girls who represents SigniÀcant efforts have been made to raise half of the Arab youth. They experience, girls’ school enrolment in the countryside in many Arab countries, social traditions by building girls’ schools and classrooms, that further restrict their abilities and providing female teachers and offering talents and hinder their involvement in the food and Ànancial incentives within various YEMEN
knowledge society more than males. programmes of the Ministry of Education. CASE STUDY Like other Arab societies, Yemen Nevertheless, there is much more to be is a male-dominated society where done. Local councils and communities are social customs play a primary role in still required to play a more effective role
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 545 TABLE 4-4-5 Women’s Representation in Parliament and Shura and Local Councils Role Women Men Total Ratio of women to men Parliament members 1 300 301 0.3 % Shura members 2 109 111 1.8 % Local council members 38 7,594 7,632 0.5 %
Source: Women National Committee, 2010
to support the girls’ right to complete their about uncompleted achievements. education. According to the Interim Audit Report COMMUNITY AND of the Third Socio-Economic Development PROFESSIONAL Plan for Poverty Reduction, the economic INSTITUTIONS AND activity of women was 8.8% during 2006- FUTURE GENERATIONS’ In an astonishing 2008, with 24.6% of total workers and PREPARATION fact, formal 15.5% of the ofÀcial labour force. In the informal sector, sometimes called The role of the government in providing statistics indicate the unregulated sector, women account and spending on social services has that less than for 92.7%. This sector is less committed declined because of economic, political half of the girls to labour laws and workers’ rights and and social changes, the trend towards the in Yemen enrol in provides lower wages (Women’s National market economy, structural reform policies Committee, 2010). Many achievements are and other reasons. Therefore, other primary education noteworthy; however, there is much to be entities should be involved to complete and the majority done if we want to prepare half of the the state’s role in achieving sustained of them receive youth, namely girls, to actively participate in community development, such as the little education the desired knowledge society. private sector, civic society institutions In an astonishing fact, formal statistics and other community organisations. Being indicate that less than half of the girls in much closer to the different categories of Yemen enrol in primary education and the society, the role of these organisations majority of them receive little education. has become more signiÀcant in building Most of them get married, especially in the knowledge society and preparing the countryside, at an early age before individuals for it. The knowledge society is developing their physical and mental greatly concerned with activating various maturity to Ànd themselves responsible community bodies. for children while they are in great need of care. How can we expect these CONTRIBUTIONS OF THE adolescent mothers to raise, guide and PRIVATE SECTOR develop their children in early childhood, the formative age of personality and The review of the recent progress of cognitive growth? Yemeni girls, the future the Development Plan 2006-2010 has mothers, need real progress away from highlighted the vital role to be played by the misleading ideas spread by radicals and private sector and the appropriate conditions a sincere orientation to improve their to be secured for its development. Private situation and provide basic needs, such as investment has grown during the Àrst years education, health and awareness. Women’s of the plan, from 23.6% of the GDP in development should be a central theme 2006 to 33.6% in 2007, and then it has in development programmes and plans signiÀcantly slowed during 2008 to be 21.1% instead of political parties’ overstatements of the GDP (MPIC, 2010 D). The effective
546 ARAB KNOWLEDGE REPORT 2010/2011 role of the Yemeni private sector has been that manage to implement development undermined by being dynamic and small. and training programmes, in partnership A real desire of cooperation between the with the government and private sector. government and the private sector is clearly Strongly linked to the government sector, seen. Both the government and civic society private sector, or influential political institutions have numerously approached groups are the civil society institutions that this through various corporate social have adequate resources and capacities to responsibility conferences for the private continue their work. sector and developing communication NGO activity in education is almost channels. However, more conÀdence, absent, except for limited supplementary cooperation and integration seem to be events performed by some major NGOs, needed between both parties. The private local ones in particular, which provide sector is still inactive in providing social adult literacy classrooms for rural women NGO activity services except some endeavours by the and school uniforms and bags for poor in education is major commercial entities. However, the students. This does not mean that scope of such services does not cover the Yemeni civil society is unable to make an almost absent, issues of sustainable development. effective contribution to education and except for limited As for the private contribution development. There are some unique supplementary in education and knowledge, it runs experiences of boards of mothers in rural events performed parallel to rather than complementary schools from which development NGOs and uncontrolled in terms of quality have emerged. Due to the continued by some major and quantity. Its role is limited to for- training and raised awareness of such NGOs, local ones proÀt nurseries, schools, universities and boards, young female leaders have appeared in particular, training institutes. Additionally, the small- and some successful NGOs have created which provide scale private sector affects the knowledge and implemented some developmental adult literacy demand and lessens competition in and educational projects, for example in the market. Having joint projects or Yarim, a rural town. classrooms for rural communication among the private sector, Some development-oriented NGOs women and school NGOs and the Ministry of Education is have leading programmes of building uniforms and bags lacking except for the Education for All professional, informative, and administrative for poor students Coalition, an initiative created in 2010 by abilities and supporting small enterprises for the civil society that seeks to include the young people until they can operate them private sector. independently. This shows that the activation of CIVIL SOCIETY INSTITUTIONS civil society is possible if the political will allows it for further involvement in NGOs, sometimes called the ‘third-sector’, educational issues. Additional school are not only integral to the state’s role in social independence, increased support of local development, but are also fundamental to the authorities and enhanced decentralisation state’s system when involved into creating, of decision making, a package that the implementing, and controlling policies. Ministry of Education started in 2006, The number of civil society organisations shall solve many educational issues, create in Yemen is estimated to more than 7,000, leading development patterns and devise varying from developmental, cultural, innovative solutions to the educational or rights institutions, or trade unions.30 challenges in remote rural areas. Due to Nevertheless, most NGOs are limited to the transition to decentralisation and lack YEMEN
charity, with increasingly emerging activity of experience of the executive authorities, CASE STUDY in organisations concerned with rights, the integration of non-educational NGOs political and social, and childhood issues. is still currently not possible. There are few development-oriented NGOs
YEMEN CASE STUDY: ENABLING ENVIRONMENTS AFFECTING FUTURE GENERATIONS PREPARATION 547 MAJOR CHALLENGES FOR PREPARING THE FUTURE GENERATIONS FOR A KNOWLEDGE SOCIETY IN YEMEN
The development situation in Yemen suggests that the vision, foundations and legal frameworks for the knowledge society are available. Moreover, among the most signiÀcant methods for economic growth is the focus on human capital investment. Therefore, it is possible to move into the knowledge society if real opportunities of enhancing political and economic stability become attainable in Yemen. The development The inadequate training and rehabilitation for teachers’ changing needs, and maybe students too, are among the adverse factors. Teacher preparation in educational colleges situation in is not evolving to match the changing learning situations that are inÁuenced by some new Yemen suggests elements, such as the increased use of technology in education, knowledge challenges, an that the vision, information explosion and communication technology. Thus, teachers are not prepared foundations and for today’s students and accordingly do not educate the students for the future society. legal frameworks Poor command of the native and foreign languages of both learners and teachers is evident; both lack the medium of knowledge, i.e. the language. Recent reports on for the knowledge labour market requirements in Yemen conÀrm that job seekers are weak in both foreign society are available languages and computer skills. Although the goals of curricula concentrate on comprehensive knowledge objectives, their practical part does not reÁect this. Analytical and cognitive skills are rarely considered. Mechanisms of turning from education and dictation to learning and building effective self-learning abilities are absent. The status of development, education and enabling environments shows that efforts are centred on the quantitative expansion of basic educational services via providing its input, such as school infrastructure, teachers and curricula. Endeavours to improve the quality and outcomes of education are undermined by geographic and Ànancial challenges and lack of resources. The great difference between the countryside and urban areas, in terms of education environments or input that come in favour of the latter, prevents a high percentage of young people from an equally high quality education, impacting the educational outcome in rural areas. University education evidently shows this difference.
548 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 4-5 READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY
INTRODUCTION data approved by the Ministry of Education, showing the number of students and their This section aims to measure the extent of youth educational disciplines. It included 207 readiness in Yemen to access the knowledge society schools and 21,022 students. For systematic through a Àeld survey conducted to measure purposes, sampling was limited to twelfth student possession of a number of skills, values grade Yemeni students in the capital. and enabling environments that are required for The random sample included students in The survey the knowledge society. The survey also examined government and private schools only. also examined the opinions of students and teachers regarding the the opinions appropriateness of their environments to enable SAMPLE DESCRIPTION of students them to acquire the required skills and values. and teachers The sample included 29 (20 government SAMPLES OF FIELD STUDIES and 9 private) schools in the capital Sana’a.31 regarding the IN YEMEN The student sample was 1,724 (860 males appropriateness of and 864 females) from all departments. their environments Within the general goals of the current The Àeld survey was conducted between to enable them Arab Knowledge Report, three categories 17 and 20th October, 2010. from the society were chosen in order to to acquire the survey their opinion. The Àrst category SAMPLE OF TEACHERS required skills and main sample is the students. The and values teachers of those students in the sample The teachers of the same students were schools are the second category. The third randomly drawn for the sample, with category includes experts, intellectuals disciplined variation considered. The and decision-makers representing Yemeni number of teachers sampled was 117. society and the stakeholders. GROUP OF EXPERTS AND RANDOM SAMPLING OF DECISION-MAKERS STUDENTS To examine the opinions of specialists Similar to the general methodology and other representatives of the Yemeni followed in other case studies, in Chapter society, a brainstorming workshop was 5 of the General Arab Knowledge Report, held in August, 2010, to select experts, YEMEN
stratiÀed random sampling was drawn to intellectuals and educationalists. 48 various CASE STUDY collect a sample of twelfth grade students specialists in the private and public sectors in Sana’a schools. participated in the workshop. They were The sample was taken according to the asked to give their views on major issues
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 549 that need to be addressed to prepare the minimum score) to 64.5 (as a maximum youth for effective involvement in the score) with an average of 27.72. This knowledge society, deÀne the requirements clearly indicates the poor level of students and suggest methods to attain this end.32 in the target skills, as their performance is less than the Àrst 1/3 of the scale and RESULTS OF THE FIELD signiÀcantly below the average score (50 STUDY out of 100) for the minimum level required to possess cognitive skills. An examination of SKILLS An examination of the components of the components of the cognitive skills and the averages shows Three skills were measured: cognitive, that written communication skills are the the cognitive skills conative and social. The results of students’ weakest. and the averages responses are detailed below. Females outperformed males in the shows that written skills of information processing and communication COGNITIVE SKILLS written communication, and males exceeded in use of technology. There skills are the This section measured 4 basic skills: was no signiÀcant difference for problem weakest information search and processing, written solving. When talking about the skills communication, problem solving and use collectively, the difference vanishes, and of technology. The Àndings were analysed the performance of both males and by calculating arithmetic means, standard females is equal. Written communication deviation and difference analysis. and information processing, both needing Generally, it is obvious that the students writing and accuracy, may be attributed who responded have poor cognitive skills, to the fact that females are more patient as illustrated in Table 4-5-1. than males. The above table shows that the The detailed results of the students for students’ scores vary between 3.5 (as a cognitive skills are below:
TABLE 4-5-1 Results of aggregate cognitive skills (measured from 0 to 100) Average (Arithmetic mean)33 Standard deviation34 Statistical Standard35 Lowest Highest differences Males Females Total Males Females deviation score score between males and females 27.91 27.54 27.72 10.35 9.98 10.16 3.57 64.49 No difference
TABLE 4-5-2 Results of detailed cognitive skills (measured from 0 to 25) Standard Statistical Skills Average (Arithmetic mean) deviation Standard Lowest Highest differences deviation score score between males and Males Females Total Males Females females Information searching 8.83 9.91 9.37 3.43 3.71 3.35 0 20.24 In favour of females Written 4.41 5.14 4.79 5.04 5.14 5.11 0 25 In favour of females communication Problem solving 5.87 5.91 5.89 3.64 3.59 3.61 0 19.44 No difference Use of technology 8.79 6.56 7.67 3.67 3.39 3.71 0 20.28 In favour of males
550 ARAB KNOWLEDGE REPORT 2010/2011 Information searching obvious again that the youth are poor in and processing skill this skill, with 18 students receiving 0, no student received the maximum of 25 and Students’ scores varied from 0 to 20.24, 4 students receiving 19.4. The arithmetic and no student received the maximum mean is 5.89 out of 25, with only 4% of score (25). The arithmetic mean is 9.37 students receiving at least the minimum out of 25. This means that the general score (12.5). performance of respondents is less than Two explanations can highlight the expected. Only 312 students, i.e. 18% reasons for the students’ poor command of participants, received the minimum of this skill. First, students are unable score (12.5). to read instructions and link them to Many reasons can explain the evidently the provided map keys, as they do not The practical poor skills of information searching and practice such kinds of questions in content of data and processing, including: the curriculum. Second, most students chart processing School curricula do not focus on such depend on the teacher to explain the and analysis are skills; questions focus on information question (sometimes due to being lazy memorisation and rarely tackle or unconÀdent). Therefore, when the insufficient, and information processing and analysis. teacher repeats the instructions, the the students The practical content of data and chart students become more conÀdent with the lack the ability processing and analysis are insufÀcient, meaning behind the question. The survey to deal with and the students lack the ability to deal does not allow this, so the students had realistic data and with realistic data and examples of to rely on themselves to understand the other resources other than the books instructions. These low results indicate an examples of other used in schools. urgent need for concentrating on problem resources other solving, understanding instructions and than the books Written communication skill enhancing and strengthening the practical used in schools part. The scale for this skill was 0 - 25 score. Respondents’ scores varied from the Use of technology skill minimum to the maximum, with 365 students (21.2%) receiving 0 and only one Although computer labs are available in received 25. The arithmetic mean was 4.79 schools, especially in secondary schools, out of 25, indicating the great lack in this and computer subjects are included in the skill, with a difference of 8 points between curricula of both the basic and secondary the students’ scores and the minimum education, the arithmetic means of this required level (12.5 out of 25). skill (7.67 out of 25) is remarkably low. The written communication skill is the So, the general performance of the sample poorest skill of the Yemeni young people. is 5 points below the expected level. 23 It may be attributed to the students, students received 0, and no one received males in particular, being uninterested the highest score (25), with the highest in questions, even those with few words. score being 20.2. It may also reÁect the fact that teachers These results may be due to the modestly concentrate on enhancing all inadequate number of computers in types of writing skills, as they often focus labs, so students do not practice using on writing essays rather than other kinds them enough. In addition, few students of writing. have personal computers at home due to YEMEN
their high price. The use of the internet CASE STUDY Problem solving skill is primarily limited to entertainment, chatting and games. The internet is The scale of this skill was 0 - 25. It is available in internet cafes for males who
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 551 are allowed to stay outside the house, Analysing differences but not for girls. So, the narrow use of between cognitive skills technology for entertainment outweighs its use in science. No attention is given The differences in the averages of the to research and stimulating students cognitive skills measured are statistically to search for information rather than signiÀcant. This shows the actual variation the school content, thus reducing the in skills, so the general performance of development of these skills. students in all cognitive skills is poor but to
FIGURE 4-5-1 Comparison of average (arithmetic means) for cognitive skills for males and females
25 22.5 No attention is 20 given to research 17.5 15 The minimum required score and stimulating 12.5 students to search 10 7.5 for information 9.37 5 7.67 rather than the 5.89 2.5 4.79 school content, Students' scores out of 25 0 Information Written Problem Use of thus reducing Searching Communication Solving Technology the development of these skills FIGURE 4-5-2 Students’ readiness in terms of cognitive skills
Aggregate cognitive skills
Use of technology
Problem solving
Written communication
Information searching
0% 20% 40% 60% 80% 100%
Information Written Problem Use of Aggregate searching communication solving technology cognitive skills Not ready (less than 25% of total score) 20.4 68.3 63.9 36.9 44.3 At the beginning (25% to 50% of the score) 61.5 22 32 51.9 53 In the process of being ready (50% to 75% of 17.8 7.7 3.9 10.9 2.7 the score) Ready (75% or more of the score) 0.3 2 0.2 0.3 0
552 ARAB KNOWLEDGE REPORT 2010/2011 varying degrees. Written communication skills, while 60% of students are completely skill is the lowest, followed by problem unprepared in terms of the latter skills. For solving skill, then the use of technology more accuracy, we found that 114 students skill, and the highest performance was in were ‘not ready’ in all skills, accounting for the information searching and processing 6.6%, with no one reaching the fourth level skills. in all skills. This clearly shows that cognitive skills are poor and a prompt revision of the Students’ readiness in terms Ministry of Education’s curricula is needed. of cognitive skills CONATIVE SKILLS It is noted that 44% of the responding Written students did not receive the minimum Conative skills include 3 sub-skills: self- communication score that prepares them for the knowledge knowledge and self-esteem, motivation to skill is the lowest, society, while more than the half of the learn and planning for the future. Collectively followed by sample are still on the way. On the upper analysed, the outcome of the conative skills half of the scale, 2.7% of students are better than the cognitive skills. problem solving reached the ‘phase of acquiring readiness Theoretically, the total scores for the 3 skill, then the use elements’, but no one reached the phase of conative skills are collectively calculated, of technology skill, ‘readiness completely.’ with a range of 0-75. The students’ scores and the highest As for the sub-skills, most students are varied from 0 to 63.10, with 107 students performance was in the lower half of the scale, so they do not (6.2%) receiving 0 and only 7 students have the adequate ability to respond to the receiving 60 and above. Measured against in the information cognitive requirements of the knowledge the arithmetic mean (39.99), most of searching and society. When the 4 skills are compared, the respondents obtained the minimum score processing skills skills of information processing and use of for conative skills, with 78.8% receiving technology are in a relatively better position 37.5 or more. than those of problem solving and written Comparing the result with the gender communication. More than 50% of students variable, females outperformed males in the are on the cusp of readiness for the former skills of self-esteem and planning for the
TABLE 4-5-3 Results of aggregate conative skills (measured from 0 to 75)
Standard Standard Statistical differences Average (Arithmetic mean) Lowest Highest deviation deviation between males and degree degree Males Females Total Males Females females
37.81 42.03 39.99 15.57 11.42 13.68 0 63.10 In favour of females
TABLE 4-5-4 Results of detailed conative skills (measured from 0 to 25) Standard Standard Statistical Skills Average (Arithmetic mean) deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females YEMEN Self-esteem 20.22 20.60 20.42 3.63 2.91 3.27 0.89 25 In favour of females CASE STUDY Motivation to learn 18.6 18.56 18.58 3.45 3 3.22 1.39 25 No difference Planning for the future 4.07 4.89 4.48 3.39 3.79 3.62 0 25 In favour of females
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 553 future, while males exceeded in motivation towards learning. A high percentage of to learn. However, these results were not them have some control over their self- statistically signiÀcant. All differences are orientations and strategies (varying from statistically signiÀcant for girls, even with 86% to 76% for those who responded collective skills. The increased level of with ‘totally apply’ and ‘somewhat apply’). self-esteem and planning for the future The high scores for motivation to learn with girls positively indicates how they may be explained by family-related factors, are highly self-conÀdent, contrary to the such as education welfare at home and social and cultural conditions that show parental encouragement. Since the sample a basis for male self-appreciation and included students from the third secondary prestige inside many Yemeni families. In grade, i.e. the Ànal year of secondary addition, this indicates that girls are able education, students were very competitive to to overcome social obstacles for becoming obtain high scores in order to join universities involved in the knowledge society. that raised its enrolment rates (a minimum of The increased level 70%) or receive local or foreign scholarships. of self-esteem Self-knowledge and Self-esteem Therefore, the future options of the young people are highly determined by the marks and planning for Students performance in this skill was of the secondary certiÀcate. the future with high, with 35 students (1.9%) receiving the girls positively maximum score, and arithmetic mean of Planning for the future indicates how they 20.42 out of 25, which is 8 points above are highly self- the theoretical mean (12.5 out of 25). This 287 students received 0, and only one reveals an increased level of self-esteem student received the maximum score (25). confident, contrary for most of the students who responded. The arithmetic mean was less than 4.48 out to the social and They are able to judge the consequences of 25, with 8 points below the theoretical cultural conditions of their actions, are conÀdent in having the mean (12.5 out of 25). This suggests that show a basis necessary abilities for success and are willing respondent students’ poor ability to plan to openly learn their faults from others so for the future. for male self- as to correct them. As positive indicators Teenagers should have the ambition to appreciation and of psychological balance, students highly achieve current and future objectives which prestige inside the appreciate knowledge for future progress. is a sign of self-esteem. The students already family, like many This conÀrms the high value placed on articulated some goals relating to wealth learning and knowledge and the conÀdence and social status. It seems contradictory to Yemeni families of youth in their abilities. the signiÀcant percentage that said they act according to their parents’ planning. A small Motivation to Learn group said they do not have objectives or did not set their goals yet. This reveals that Scores varied from 1.39 to 25, and only some families fail to develop the skills of 3 students (0.2%) received the maximum planning for the future and others restrict score. The arithmetic mean was 18.58, the freedom of their kids to choose their with around 6 points above the theoretical future options. mean (12.5 out of 25). More than half of Weak skills for planning for the future the students received high averages in this is an evident product of the absence skill, with 58.5% of students receiving a of professional and personal guidance score of 18.58 and above. The standard programmes that help secondary graduates deviation indicates that the students’ to deÀne their preferences and choose scores are close. their study or career path. Additionally, Sections covering objective clarity and parents are usually the ones who select the use of self-learning and self-evaluation this path for their children. Therefore, the methods highlight the trend of students absence of the freedom to choose and
554 ARAB KNOWLEDGE REPORT 2010/2011 learning options do not allow the building Students’ readiness in terms of strong and independent personalities of conative skills that enable young people to identify goals, abilities and preferences. Students’ performance in conative skills is better than cognitive skills, collectively Analysing differences in conative skills and in detail. Most of students are in the third level, i.e. the phase of acquiring the Comparing the averages of the conative skills necessary skills. Only 9.9% of the students examined, they are statistically signiÀcant. do not have the minimal conative skills This conÀrms that the levels of the skills needed for the knowledge society. At the vary among the sample, self-esteem was the other side of the scale, few are ready (2.8%). strongest skill and planning for the future As for the conative sub-skills, most was the weakest. students fall in the third and fourth levels
FIGURE 4-5-3 Weak skills for Comparison of average (arithmetic means) in conative skills planning for of males & females the future is an 25 evident product 22.5 20 of the absence of 17.5 20.42 professional and 18.58 15 personal guidance 12.5 10 The minimum required score programmes that 7.5 help secondary 5 graduates to define 2.5 4.48 Students' scores out of 25 0 their preferences Self-esteem Motivation to learn Planning for the future and choose their study or career path FIGURE 4-5-4 Students’ readiness in terms of conative skills
Aggregate conative skills
Planning for future
Motivation to learn
Self-esteem
0% 50% 100%
Motivation Planning Aggregate Self-esteem to learn for future conative skills Not ready (less than 25% of total score) 0.9 1 76 9.9 At the beginning (25% to 50% of the score) 1.8 3.6 19.4 11.6 In the process of being ready 23.8 47.4 4.5 75.7 (50% to 75% of the score) YEMEN CASE STUDY Ready (75% or more of the score) 73.5 48 0.1 2.8
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 555 of the readiness scale, except for planning outperforming boys. for the future. For more accuracy, we Females outperformed males in skills of found that 3 students were ‘not ready’ in communication with others and teamwork, all skills, with no one reaching the fourth while males exceeded in participation in level in all skills at the same time. public life. The difference is statistically We can conclude that the youth have signiÀcant and becomes larger if the skills good self-esteem; however, further support are collectively combined. This conÀrms of educational institutions, such as the again that girls generally exceeded boys in We can conclude school and family, are required for skill this area. that the youth integration. Although the curriculum have good self- objectives include the development of such Communication with others esteem; however, aspects, reality does not reÁect these goals. 22 students (5.3%) received 0, and another further support SOCIAL SKILLS 22 students (5.3%) received the full score. of educational The average (15.86 out of 25) exceeded institutions, such Social skills include 3 sub-skills: the minimum score (12.5) with 3.5 points. as the school communication with others, teamwork More than 61.7% of students attained the and participation in public life. Collectively mean. This indicates that most students and family, are analysed, the outcomes of the social skills have the minimum limit of communication required for skill are better than the cognitive skills as shown with others, although the limited social integration in Table 4-5-5. environment is not motivational, particularly The total scores of the 3 social sub- in the case of girls who face more restrictions skills collectively vary from 0 to 75. 209 on communicating with others. students (12.4%) received 0, and 9% Upbringing methods may have an received 60 or more. The arithmetic mean impact on the students not performing (37.54) corresponds to the theoretical well in the skills of communication and mean (37.5) that can be considered ability to manage dialogue and accept the minimum score for social skills. others’ point of view. Families do not Accordingly, 60% of participants reached often promote discussion and argument, the minimum and above, with girls clearly primarily with elder members. Just like
TABLE 4-5-5 Results of Aggregate social skills (measured from 0 to 75) Statistical differences Average (Arithmetic mean) Standard deviation Standard Lowest Highest between males and Males Females Total Males Females deviation score score females 34.05 41.18 37.54 17.49 17.49 19.93 0 71.10 In favour of females
TABLE 4-5-6 Results of Detailed social skills (measured from 0 to 25)
Average Standard Standard Statistical differences Lowest Highest (Arithmetic mean) deviation deviation between males and score score Males Females Total Males Females females
Communication with others 15.12 16.51 15.86 6.47 5.35 5.94 0 25 In favour of females Teamwork 11.5 14.65 13.05 8.03 6.94 7.68 0 24.12 In favour of females Participation in public life 15.08 13.69 14.33 6.92 6.5 6.73 0 25 In favour of males
556 ARAB KNOWLEDGE REPORT 2010/2011 the pattern of Arab families in many Participation in public life skill conservative societies, the older member dominates, and the younger is instructed Participation in public life is signiÀcant to show respect and silence instead of since it is a major part of the aspiration of communication. Additionally, the school the community and educational institutions does not pay sufÀcient attention in towards preparing the youth. To measure developing the skills of discussion and this skill, many questions were chosen dialogue methods because of the tight to examine the youth’s participation in curriculum and classroom size. voluntary activities, local elections and community work outside school. Teamwork skill 49 students (3.9%) received 0, and 128 students (10.1%) received the full score 289 students received 0, and no one (25). This is a positive indication that the received full marks (25). The arithmetic students who actively take part in public Upbringing mean (13.05) is higher than the required life outnumber those who completely methods may minimum limit for possessing this skill (12.5 refrain. More than 50.4% of students have an impact out of 25). Therefore, the performance of received the arithmetic mean (14.33 out of on the students the students with regards to teamwork is 25), revealing that half of the students has within the required average; it is generally a reasonable degree of this skill, with the not performing moderate. difference in the favour of males. well in the skills of While training on teamwork skills is communication and limited in schools, the youth experience in Analysing differences in social skills ability to manage working in groups shows a great awareness of this skill. This can be explained as a Comparing the arithmetic means of the dialogue and characteristic of Yemeni society that still social skills examined, shows they are accept others’ point has positive qualities, such as helping statistically signiÀcant. This conÀrms that of view. Families others and cooperating in group work, the levels of social skills vary. Students do not often such as weddings, funerals, disasters and show varying performance in the skills, promote discussion charity. This is still a part of the original with teamwork being the weakest, followed heritage, either in rural or urban areas, so by participation in public life, and then and argument, young people spontaneously gain these direct communication with others being primarily with skills. the highest. elder members.
FIGURE 4-5-5 Comparison of average (arithmetic means) in social skills of males and females
25 22.5 20 15.86 17.5 14.33 15 13.05 12.5 10 The minimum required score 7.5 5 2.5 YEMEN 0 CASE STUDY Students' scores out of 25 Communication Teamwork Participation in the with others public life
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 557 Students’ readiness in VIEWS OF WORKSHOP terms of social skills PARTICIPANTS ON THE DESCRIPTION OF THE FUTURE The survey results show that most GENERATIONS’ SKILLS students fall in the third and fourth THAT ARE REQUIRED FOR levels of the readiness scale, and ACCESSING THE KNOWLEDGE about 20% of respondent students SOCIETY do not have sufÀcient social skills, so they fall in the Àrst level for accessing Intellectuals and decision-makers the knowledge society. On the other side concentrated on skills that they believe cannot of the scale, few are ready (17.2%). be covered by traditional memorisation- Focusing on the upper category, at based education. Skills of critical thinking, least 30% of respondents in each skill creativity, information processing and have reached the ‘ready level’, with varying analysis are the most needed for preparing performance between students between the youth in Yemen for the knowledge one skill and the other (teamwork at society. At the same time, experts think these the top and communication with others skills are currently the poorest. coming last). For more accuracy, we Figure 4-5-7 shows the most compelling Specialists agreed found that 91 students (5.3%) are ‘ready’ skills, according to the experts. Cognitive for all social skills, and 8 students are skills, such as analytical thinking, decision- unanimously completely ‘not ready’. making and problem solving, are at the top. that the poorest The survey results have been compared Specialists agreed unanimously that the skills of Yemeni to the views of experts and intellectuals poorest skills of Yemeni youth are those youth are those in a discussion workshop held in Sana’a. relating to critical and analytical thinking, Below are the most remarkable Àndings creativity and planning. Such skills are relating to critical relating to skills and abilities. essential for dealing with the massive Áow of and analytical internet information, satellite channels and thinking, creativity and planning FIGURE 4-5-6 Students’ readiness in terms of social skills
Aggregate social skills
Participation in public life
Teamwork
Communication with others
0% 50% 100%
Communication Participation Aggregate Teamwork with others in public life social skills Not ready (less than 25% of total score) 8.2 23.5 13.4 19.7 At the beginning (25% to 50% of the score) 12.9 12.8 36.2 20.2 In the process of being ready (50% to 75% of the score) 44.4 33.3 20.2 42.9 Ready (75% or more of the score) 34.5 30.4 30.2 17.2
558 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-5-7 Views of workshop participants on the major skills and their availability
Skills to be available Highly existing skills
20 15 10 5 0
future Comparing the solving to learn Pressure Pressure thinking handling Technical Technical Creativity capacities Motivation adaptation
change and expert views Planning for and problem and problem Acceptance of Analytic/critical Self-knowledge and self-control
Decision making to the survey findings, there is newspapers. They represent uncontrolled skills, such as decision-making, planning agreement that the and open resources of knowledge so the for the future, negotiation, dialogue skills of analysis, users should be able to process, reÀne and management and acceptance of others’ thinking, planning use this information stream. views. In the course of curriculum for the future, Comparing the expert views to the revision, these self-learning skills and decision-making survey Àndings, there is agreement that practical exercises should be considered in the skills of analysis, thinking, planning for teaching methods and approaches. and problem the future, decision-making and problem solving are low solving are low. On the other hand, experts VALUES believe that the skills of self-knowledge and motivation to learn are absent, while the AGGREGATE VALUES students show high performance in both. Again, cognitive skills were found to be Analysing the arithmetic means of all the poorest, followed by self-development surveyed values (1-5 scale), the actual
FIGURE 4-5-8 Views of workshop participants on the weak skills in Yemen
16 14 12 10 8 6 4 2 0 future solving to learn thinking diffusion YEMEN Technical Technical Creativity Sympathy capacities CASE STUDY adaptation Motivation change and Negotiation Planning for and problem and problem Acceptance of Analytic/critical Self-knowledge Communication Decision making Thought/opinion Pressure handling Pressure
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 559 scores of the students range between 2.22 CONATIVE VALUES and 4.65, with only one student receiving the minimal mark while the remaining Most students showed high marks for exceeded the theoretical mean (3 out of conative values, with scores ranging 5). This indicates that the great majority of from 2.74 - 5 and averaging 4.03. During students possess the examined values. adolescence, ideals greatly increase. This may partially explain the students’ answers COGNITIVE VALUES concerning such values.
This part focuses on measuring the UNIVERSAL VALUES cognitive values relating to the signiÀcance of knowledge and education, individual Just like other values, students seem to initiatives, renewal, overcoming learning have a high sense of universal values, even difficulties, excellency, success and if relatively less than cognitive and social Just like other appreciation of educational contributions. values. The minimum score is less than the values, students The students’ scores vary from 1.84 to 5, theoretical mean (3), and 96% of students seem to have a and the arithmetic mean is 4.05. This reveals received 3.93 and above. This robust high sense of that most students have a strong sense of understanding of universal values can be cognitive values based on their statements. in part attributed to the inclusion of the universal values, concepts of human rights and demography even if relatively SOCIAL VALUES in curricula. Another positive factor is the less than cognitive political momentum in Yemen during the and social values Students’ scores ranged from 1.67 to 4.72, Àrst decade of the current millennium, such with an arithmetic mean of 3.75. This as the local, parliamentary and presidential indicates that most students have a good elections in which all classes participated. grasp of social values but with lower marks This creates some recognition of concepts than for cognitive values. of democracy and political involvement. The results of the social values are in Girls outperformed males in both line with social skills, including teamwork. social and universal values; however, there This is reÁected by the strong presence of is no statistically signiÀcant difference in the values of community work and helping cognitive and conative values. others. In addition, most society members are characterised by modesty and gentility STUDENTS’ READINESS IN that can be seen for example in the various TERMS OF VALUES social occasions where the elite gather side by side with poorer individuals. As for collective values, most students
TABLE 4-5-7 The results of values (measured from 1 to 5)
Average Standard Statistical differences Standard deviation Lowest Highest (Arithmetic mean) deviation between males and score score Males Females Total Males Females females Collective outcome of values 3.9 3.97 3.94 0.28 0.26 2.22 4.65 In favour of females Detailed outcome of values Cognitive values 4.04 4.06 4.05 0.39 0.87 1.84 5 No difference Conative values 3.96 4.10 4.03 0.37 0.36 2.74 5 In favour of females Social values 3.76 3.74 3.75 0.35 0.32 1.67 4.72 No difference Universal values 3.85 4 3.93 0.39 0.26 2.47 5 In favour for females
560 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-5-9 Comparison of average (arithmetic means) of values (males & females)
5 4.5 4.05 4.03 3.93 4 3.75 3.5 3 The minimum required score 2.5 2 1.5 1 0.5 0 Students' scores out of 25 Cognitive Conative Social Universal values values values values
reached the upper two levels of the course of being ready or are already Girls outperformed readiness scale, with 55.7% in the course ready. Accordingly, the youth’s readiness of being ready and 44% ready. regarding the values is much better than males in both Examining the upper part of the the skills. This again reconfirms that social and scale (the ready), it is remarkable that the component of skills in educational universal values; students are more ready in cognitive and content needs careful revision and however, there conative values, followed by universal attention to the quality and practice of is no statistically values, then social values. Generally, the the skills. Educational objectives clearly situation is better than with collective underline the importance of skills significant skills since students who responded, for the preparation of the youth; difference in except very few, have the minimum however, the curriculum does not cognitive and limit of values that make them in the actually reflect this. conative values. FIGURE 4-5-10 Youth readiness in terms of values
Cognitive values
Conative values
Social values
Universal values
Collective values
0% 50% 100%
Cognitive Conative Social Universal Aggregate values values values values values Not ready (less than 25% of total score) 0.1 0 0.1 0 0 At the beginning (25% to 50% of the score) 1.3 0.8 3.1 1.7 0.3 In the process of being ready 42 45.3 74.5 55.8 55.7
(50% to 75% of the score) YEMEN CASE STUDY Ready (75% or more of total score) 56.6 53.9 22.3 42.5 44
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 561 VIEWS OF WORKSHOP the youth already have. PARTICIPANTS ON THE The participants attributed these REQUIRED VALUES FOR THE values to the family upbringing that FUTURE GENERATIONS TO emphasises the respect and appreciation ACCESS THE KNOWLEDGE of knowledge, and they described the SOCIETY skills as characteristics of Yemenis. Others believe that these are inherent values and It has been agreed that the youth must have nothing to do with upbringing and/ have three values related to learning and or political orientation. On the other hand, an increase in knowledge to enter the there was an evident weakness in personal knowledge society: passion and curiosity values, especially in conÀdence, personal for knowledge, creativity and responsibility. balance, self-honesty, participation in As for personal values, belonging has been public life and independence of thought. emphasised. When talking about dealing This may be justiÀed by the poor attention with others, participants have stressed paid by the educational institutions, such as the value of national, Arab and Islamic the family, schools and social culture that afÀliation. always expect obedience and compliance to The participants agreed that ambition, their instructions and pre-set behaviours, The participants diligence, perseverance, modesty, desire as seen in the traditional families in many agreed that for new information and self-esteem are Arab societies. the most powerful personal values the In addition, the experts blamed ambition, diligence, youth have, as shown in Figure 4-5-12. curricula Áuctuation for not practically perseverance, Such values are good indications that reÁecting these values within the value modesty, desire for the youth are willing to know the latest system that young people should have. new information and develop a curiosity for knowledge Moreover, they have criticised the and information, i.e. the basic values for educational methods that are based on and self-esteem are learning. Comparing this outcome with memorisation and instruction and do the most powerful the expert views regarding the necessary not develop independence of thought. personal values values for the knowledge society, a conÁict Religious strictness and radical groups are the youth have appears between what is needed and what additional elements. In general, there is
FIGURE 4-5-11 Views of workshop participants on the major values and the extent of their availability among the youth
Necessary values for knowledge society Existing values in the youth
12
10
8
6
4
2
0 Passion and Creativity Responsibility Belonging Feeling of Independence curiosity for affiliation of thought knowledge and action
562 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-5-12 Views of workshop participants on the major values available in Yemen
10 9 8 7 6 5 4 3 2 1 0 Ambition Creativity and trusts Belonging
in public life The survey includes Responsibility and tolerance for knowledge Social modesty Self-confidence Personal balance Independence of an examination Scientific modesty thought and action Openness to others Feeling of affiliation Passion and curiosity norms and traditions Solidarity with others Respect of others and of enabling Dignity and self-esteem acceptance of difference Willingness to participate Respect of code ethics, Understanding, sympathy, Understanding, sympathy, Desire for new information Desire Diligence and perseverance Diligence and perseverance
Protection of responsibilities of responsibilities Protection environments, Emotional and family stability Insistence on personal freedom Self-honesty and self-censorship either at home, school or in the decreased sense of group responsibility and technology revolution that have community. It due to tribalism and the absence of good inÁuenced the youths’ values away from covers the social examples for the youth. Poverty and the traditional institutions. and educational great difference in standards of living are situations of the inÁuences that cannot be neglected in this ENABLING ENVIRONMENTS regard. family, home It can be concluded that the youth’s The survey includes an examination of welfare, family assessment of values they have is higher enabling environments, either at home, pattern of than that of the experts and teachers. school or in the community. It covers upbringing and This can be explained in that the youth the social and educational situations of their effect on the somewhat ideally evaluate their values the family, home welfare, family pattern or that the experts are more pessimistic of upbringing and their effect on the level of values and about the values of the society for various level of values and skills acquired. As for skills acquired reasons. Since reunification, Yemeni the school, the survey handles issues of society has experienced a transitional educational welfare in schools, availability period with attempts at harmonisation of facilities such as libraries, science among the various social and ideological labs, extracurricular activities and others, trends. Tribal loyalty, political parties as well as the effect and support of the and religious movements have emerged. local environment on knowledge and All these factors have resulted in alien education. values to Yemeni society.33 Dissimilarity Some issues of the enabling in value concepts among the different environments have been combined into a social classes and educational institutions number of variables. Regression analysis may interpret the view of teachers and has been used to check the most inÁuential YEMEN
specialists. It additionally reveals a gap factors on the acquisition of skills and CASE STUDY between the youth and both teachers values for the knowledge society. Below and experts, especially because of are the variables summarising the enabling media openness and the information environments, according to the student
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 563 questionnaire: and dialogue and the availability of Family structure learning sources and educational welfare at Father’s education level school enhance the youths’ acquisition of Mother’s education level communication skills. Both are crucial in Family’s attention to the student’s study gaining social skills, and other skills. Family Ànancial welfare Regression analysis shows three other Educational welfare at home variables to be signiÀcantly effective in gaining Educational welfare in the local cognitive values. The family upbringing environment pattern is the most inÁuential in developing Educational welfare at school such values, followed by educational welfare Family upbringing pattern in the local environment. Here, it is notable It can be concluded As for cognitive skills, regression that the school settings do not appear to be that the most analysis (see Table 4-16 in the Appendix) as effective in developing cognitive values, influential variables reveals Àve variables that have signiÀcant suggesting the poor role of the school in in the acquisition inÁuence. enhancing this aspect. The most inÁuential factors are As for social values, four variables of skills and values educational welfare at home, such as having have signiÀcant inÁuence. There are are related to the a home library, a computer, access to the two similarities between social skills and family, such as the internet and subscriptions to magazines, values: the family upbringing pattern and family upbringing newspapers or reference books. The educational welfare at school have an attention of the father, mother and family effect. pattern and on the children’s study come in second. As for conative values, there are four parental education Educational welfare at school, including signiÀcantly effective variables. The family- level, followed science, language and computer laboratories, related variable dominates, especially the by school-related libraries, playgrounds and educational aids, family upbringing pattern. For the Àrst variables, then has a much less effect. This suggests the time, family structure appears as a variable. need for more improvement and activation This may be interpreted as the absence those linked to the of school educational settings. Alternatively, of the father (not only by divorce but local environment it indicates that the students do not properly maybe due to death or immigration) which use them or are not allowed to make the allows the mother to take responsibility desired use of them. It should be considered in developing the values of her children that most secondary schools in Sana’a are alone. Findings show that these factors much better equipped than rural or primary may affect the enhancement of these schools. values, perhaps because of the mother’s As for conative skills, regression sense of responsibility. analysis shows four variables that As for universal values, four variables have significant influence. The family are signiÀcant. Noticeably, the variable of upbringing pattern is the most powerful the Ànancial welfare of the family has a element in the acquisition of conative reverse relationship with universal values. skills, followed by educational welfare at This variable includes technology equipment school. This indicates the major role of the and its prevalence at home. It may be family and the importance of the mutual explained that the more luxurious the house efforts of both the family and the school is, the more the consumptive behaviour in developing these skills, instead of each of the individual is. Family members are working independently. often preoccupied with entertainment As for social skills, there are two and lose some interest in interacting with signiÀcantly inÁuential variables, i.e. international or public issues, such as human family upbringing pattern and educational rights violations and the environment. welfare at school. Thus, the orientation of It can be concluded that the most the family, its role in activating discussion inÁuential variables in the acquisition of
564 ARAB KNOWLEDGE REPORT 2010/2011 skills and values are related to the family, particularly in terms of relationships and such as the family upbringing pattern and interaction at school. These are positive parental education level, followed by school- indications that students accept and related variables, then those linked to the feel comfortable towards their school local environment. Therefore, the family and teachers in general. They may also still plays the main role in youth acquisition reÁect the peculiarity of the educational of skills and values. Since school-related phase surveyed (Ànal secondary year), variables come in second, there is clearly a in which both the school and teachers shortage in the family’s role of empowering are more eager for students to achieve the youth to gain the basic skills. The higher marks to keep the good reputation need for activating the coordination and of the school. Therefore, most schools The student-school integration of both family and school roles pay much attention to students of the relationship is is highly emphasised. third secondary grade, extra lessons are generally good. These variables, despite their provided and students are given assistance Most students tend importance, do not explain all differences to overcome their educational difÀculties. among the students. In other words, they As for the evaluation of the health to agree on the are not the sole determinants of the level enabling environments, students’ views positive features of acquisition, with an effect range of 4.8- varied. Almost 50% agreed that the school of their schools, 12.7%. Therefore, there are other elements carries out anti-epidemic campaigns. This particularly in terms that affect student empowerment. may be attributed to the condensed health of relationships awareness in school with the outbreaks of STUDENTS’ VIEWS REGARDING swine inÁuenza. and interaction ENABLING ENVIRONMENTS Students’ responses are positive in at school terms of the availability of basics, such as Students were surveyed regarding some a social advisor to help them solve their school and community environments social problems. to check their contributions to building Teachers were surveyed regarding their skills and values with regard to the support provided to the students by the educational aspects and the school the school to improve performance and environment. Table 4-5-8 shows that educational processes, and overcome paragraphs relating to interrelation among difÀculties. Teachers’ views are different in the students had the most agreement. It this regard. However, it can be considered also reveals that the school environment a positive indication that a quarter of the is motivating and encouraging for most teachers sampled agreed that specialists students. exist and offer guidance and support The student-school relationship is to students. Different views may be generally good. Most students tend to agree attributed to the recent wide activation on the positive features of their schools, of this role in Yemeni schools, after being
TABLE 4-5-8 Students’ views on school and their relation with its components (%) Somewhat Totally Totally agree agree Disagree disagree A. I can easily understand the subjects. 23.7 67.7 7.4 1.3 B. The school enhances my desire to seek knowledge and excellency. 49.4 37.8 8.9 3.9 C. I feel comfortable and secure at school. 58.3 31.2 7.4 3.1 YEMEN CASE STUDY D. I have good relationships with my teachers (mutual respect). 75.1 21 2.2 1.7 E. I have good relationship with my schoolmates. 78.2 19.6 1.2 1 F. The school prepares me well for the future. 53 35.9 7 4.1
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 565 TABLE 4-5-9 Students’ views on health enabling environments (%) Totally Somewhat Totally disagree Disagree agree agree A. The school provides periodic medical examinations for students. 25.8 20 20.3 33.9 B. The school provides free treatment for students. 30.3 19.6 18.4 31.7 C. The school clinic provides all necessary supplies (a bed, medical equipment, 22.3 14.6 22.3 40.8 basic medicines). D. The school organises medical campaigns against incidental pandemics. 17.6 13.2 26.3 42.9 E. The school offers educational programmes against dangerous diseases. 10.8 11 29.1 49.1 F. The school has a social advisor to help students solve their social problems. 13.4 10.8 24.9 50.9 G. The school has an educational advisor/psychologist to help students solve 19.5 14.7 23.1 42.7 their psychological problems. H. We study health-related topics. 18.7 16.9 27.5 36.9
neglected. On the other hand, teachers FUTURE GENERATIONS AND are dissatisÀed with the system for Àlling POLITICAL PARTICIPATION the teacher shortage or other alternatives, particularly in government schools. 46.8% The issues of political participation and of the sample responded that this system freedom of choice given to youth have is not available (see Table m4-12 in the been covered. The Àndings show some Appendix). interaction with political orientations, with As for the support offered to teachers, a more than one third of students expressing dissatisÀed tendency is evident in teachers’ their willingness for political involvement. answers regarding the support provided by The results indicate a low interest Teachers were the school to develop their abilities, skills, in political participation. This might be surveyed regarding Ànancial situations and incentives for attributed to the Ministry of Education excellence. The highest percentage of total and school administrations attempt to keep the support disagreement comes with the sentence, political and partisan issues away from provided to the “There are associations to protect teachers’ schools to avoid their politicisation, contrary students by the rights” with 14.7% (see Table m4-13 in the to universities where various student unions school to improve Appendix). are very active. It is worth mentioning that government Table 4-5-10 shows the students’ more performance schools cannot provide training courses positive responses to the freedoms they and educational unless they are under the supervision of have. processes, the concerned educational departments Personal and intellectual freedom of and overcome with the availability of Ànancial support choice outweigh that of the educational difficulties to cover related expenses. So schools, even choices. This is a positive indicator that private schools, use this for justiÀcation. the school or society does not push However, school administrations do not the youth to adopt a certain political show any interest in holding periodic short orientation. courses or meetings after working hours When it comes to the freedom given to develop professional performance to teachers, the results were less positive. (weekly or monthly). Both teachers and 55.3% state that they have absolute school administrations give excuses that personal options. However, professional the curricula are too condensed to have options come last after both intellectual and either time or effort for other activities. scientiÀc freedom, with only 26.2% saying Therefore, schools are limited to routine they have full freedom for professional courses held by the Ministry of Education choices (see Table m4-14 in the Appendix). (through educational departments). In general, two-thirds of the teachers
566 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-5-13 Students’ views on political participation (%)
Abstention I tend to certain Abstention Willing for political 12% political ideology 13% participation 35% 38%
I do not tend to Unwilling certain political for political ideology participation 53% 49%
TABLE 4-5-10 Students’ views on freedom of choice (%) Good freedom Moderate freedom Poor freedom Absent freedom A. Personal choices 61.1 33.9 3.2 1.7 B. Educational choices 49.2 41.5 7.1 2.2 C. Intellectual choices 57.3 32.1 8 2.6 sampled (66.7%) agreed that the expression However, we are not sure if the Students may link of freedom is absent, while one-third students’ views are based on personal private education, believe there is an expression of freedom content formed due to watching various foreign language (see Table m4-15 in the Appendix). mass media, especially in light of the studies or studying widespread satellite channels that attract STUDENTS’ VIEWS ON LEGAL a massive youth audience. Most of these abroad to nepotism AND SOCIAL ENVIRONMENTS channels are not local. The students’ views or to those who may be partially based on adopting the are wealthy The student’s evaluation of the legal and opinion of their parents or the public. social controls and standards inside and outside school are somewhat positive, as VIEWS OF WORKSHOP most of them either ‘somewhat agree’ or PARTICIPANTS ON ENABLING ‘totally agree’. ENVIRONMENTS REQUIRED It is remarkable that the students’ FOR THE KNOWLEDGE conÀdence in the application of strict SOCIETY rules in the society is less than at school. The connection between money and better In conclusion, the 3 most important education is highlighted. Students may link enabling environments that should be private education, foreign language studies made available for the desired knowledge or studying abroad to nepotism or to those society are: who are wealthy. An environment that provides YEMEN
On the other hand, students show knowledge infrastructure, CASE STUDY some conÀdence in the mass media, either An environment that offers basic government or private, as shown in tables education and prepares for life-long 4-5-12 and 4-5-13. education,
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 567 TABLE 4-5-11 Students’ views on legal and social enabling environments (%)
Don’t Totally Somewhat Totally know disagree Disagree agree agree A. There are strict rules inside school for people to ensure their 4.1 4.1 9.1 33.5 49.2 rights. B. There are strict rules in the whole society for people to ensure 5.3 10.5 18.9 31.3 34 their rights. C. Because of applicable rules at school, the student is reluctant 6 4.6 12.9 37.2 39.3 to violate the norms. D. Because of applicable rules in the whole society, individuals 8.6 7.9 15.9 31.5 36.1 are reluctant to violate the norms. E. Regardless of the capacity or position of the violator, rules are 5.3 8.6 16 28.1 42 strictly applied at school. F. Regardless of the capacity or position of the violator, rules are 8.3 16.1 20.2 22.3 33.1 strictly applied in society. G. Having more money equals better education. 3.9 10 14.3 20.5 51.3 H. Jobs are given based on applicant qualifications rather than 9.2 18.4 20.1 20.8 31.5 other considerations (e.g. cronyism). I. Promotion is based on subjective rather than objective views. 13.9 5.6 13.7 34.8 32 J. Objective considerations are taken into account with recruitment, certification, promotion and other advantage rather 15 12 13.6 28.2 31.2 than cronyism or nepotism.
TABLE 4-5-12 Students’ views on government mass media (%) Don’t Totally Somewhat Totally Disagree know disagree agree agree A. The audio and video mass media are fair and honest in their coverage. 5.2 7.7 15.6 42.6 28.9 B. The audio and video mass media reflect the various views of society. 6.8 5.4 8.8 41.5 37.5
TABLE 4-5-13 Students’ views on non-government mass media (%) Don’t Totally Somewhat Totally Disagree know disagree agree agree
A. The audio and video mass media are fair 9.4 7.5 14.2 39.2 29.7 and honest in their coverage.
B. The audio and video mass media reflect the 10.1 5.6 10.7 38.9 34.7 various views of society.
An environment that respects the signiÀcant enabling environment available freedom of thought, opinion and belief. provides knowledge infrastructure. It is Figure 4-5-14 compares the enabling preceded in ranking by environments that environments available and those that respect freedom and provide materialistic/ are required. It can be deduced that the moral incentives for the knowledge environment that respects freedom is students. necessary for accessing the knowledge Participants see the reasons for having society. As a good indicator, such an these environments available in Yemeni environment exists in Yemen. society are the religious and family It can be noticed that the most inÁuence that respects the freedom of
568 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 4-5-14 Views of workshop participants on the most remarkable values in Yemen
Necessary environments for knowledge society Highly existing environments
16 14 12 10 8 6 4 2 0 duties freedom students for equal knowledge prepares for prepares that provides that provides that provides that provides infrastructure that dedicates education that social inclusion that offers basic that offers An environment An environment An environment An environment An environment the that spreads An environment An environment An environment An environment
that respects the that respects It can be psychological and lifetime education knowledge culture responsibilities and responsibilities moral incentives for An environment that An environment provides materialistic/ provides deducted that the environment that respects freedom FIGURE 4-5-15 is necessary Views of workshop participants on the weak environments in Yemen for accessing the knowledge 14 society. As a good 12 10 indicator, such 8 an environment 6 4 exists in Yemen 2 0 social inclusion dedicates for equal balanced personality that helps building a An environment that An environment An environment that An environment that An environment that An environment An environment that An environment respects the freedom respects for lifetime education provides the necessary provides incentives for students the knowledge culture representative councils representative knowledge infrastructure responsibilities and duties responsibilities proper family atmosphere family atmosphere proper confidence in officials and provides psychological and provides health care for sound brain health care An environment that offers that offers An environment provides materialistic/moral provides An environment that shows An environment An environment that spreads that spreads An environment basic education that prepares basic education that prepares An environment that provides that provides An environment An environment that provides that provides An environment belief and opinion, in addition to some and a qualitative expansion that usually laws and legislations that protect such outweighs the concern of quality. This environments. Educational support clearly indicates the need for reviewing via school infrastructure plus family the education systems and practices and stability are advantages for spreading the to make them more responsive to the knowledge culture. demand of the knowledge society. An environment offering basic In Figure 4-5-15, the experts identiÀed YEMEN
education that enables life-long education the poor enabling environments in Yemen. CASE STUDY is essential for the knowledge society. An environment that is dedicated to equal However, it is poor in Yemen due to the responsibilities and duties was the most challenges in providing education for all signiÀcant, followed by one that offers
YEMEN CASE STUDY: READINESS OF YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: RESULTS OF THE FIELD STUDY 569 basic education that prepares for life-long education and then one that shows conÀdence It can be said that in ofÀcials and representative councils. Yemeni youth are motivated and CONCLUSION able to enter the From the above analysis of the Àndings of the Àeld studies carried out as part of this knowledge society Arab Knowledge Report, it can be concluded that Yemeni youth suffers from weakness if the appropriate in the cognitive skills which are required to become involved in the knowledge society. conditions and However, they do well in conative skills (self-esteem and motivation to learn) and social capabilities are skills (communication with others, teamwork and participation in public life), except in the skill of planning for the future. As for the values necessary for the knowledge society, provided, with the Àeld research shows that Yemeni youth have such values in general, particularly the supportive, cognitive and conative values. Therefore, it can be said that Yemeni youth are motivated enabling and able to enter the knowledge society if the appropriate conditions and capabilities are environment provided, with the supportive, enabling environment at the top. at the top
570 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 4-6 PREPARING YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: PROPOSED VISION
INTRODUCTION QUATERNARY OF ACTION FOR FUTURE GENERATIONS The ‘Strategic Vision 2025’ for Yemen emphasises PREPARATION the building of the knowledge economy and society. This vision sets out, in detail, the objectives The proposed action towards the desired The spread of and ambitions of becoming a medium human knowledge society can be summarised in education across development country that has economic diversity and an interactive matrix of 4 main pillars: the country social, scientiÀc, cultural, and political development. the willingness to act, the ability to act, has expanded This aspiration needs reconsideration of the youth securing action requirements and how to preparation systems, either educational or societal act. despite huge for those responsible for the development of human Based on the previous chapters, which challenges, such capital to make a multi-skilled generation adaptable reviewed the status, Àndings of Àeld as wide population to social and economic changes brought about by studies, and the vision of the general Arab dispersion and the techno-information revolution. The spread of Knowledge Report, a visualisation of the geographic and education across the country has expanded despite quaternary of action in Yemen is provided huge challenges, such as wide population dispersion below. economic obstacles and geographic and economic obstacles. However, the quality of this vital aspect of human capital THE WILLINGNESS TO ACT development, namely education, is still poor with output failing to meet the requirements of actual Some indicators and evidence can help development. us know Yemen’s willingness for change.
FIGURE 4-6-1 Matrix of Action
How to act Securing action The willingness to act requirements The ability to act
Includes action mechanisms Defining the legislative, Defining human and financial The presence of the desire such as building of financial, administrative capabilities, in addition to to develop and diagnose the competencies, skills and software requirements cultural, legislative, political situation to find imperfections and abilities, developing for moving towards the and societal obstacles and delegate other concerned positive values, finding desired knowledge society. that affect progress parties in the society to alternatives for action and towards consolidating work to change policies
handling the methodology the fundamentals of a hindering development, YEMEN of education, training, knowledge society. beliefs and practices. CASE STUDY and educational reforms.
YEMEN CASE STUDY: PREPARING YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: PROPOSED VISION 571 Below are some of these indicators: has led to a focus on human resources Education spending: Generally speaking, and improvement of educational paths. the increase in education spending for quality The increased enrolment rates, continuing improvement vs. operational expenditures expansion of the educational structure is a main sign of a serious trend towards and the growing number of training developing educational output. Due to programmes are evidence of this. Many challenges facing education in Yemen, strategies are in progress for different educational expenditure is still low when educational stages (see Chapter 2, Yemen compared to the requirements of developing case study). high quality education. In addition, most of Meanwhile, annual plans are followed the resources are spent to improve salaries up and evaluated through the common and other matters. Education spending annual review held every May and attended during 2002-2007 decreased from 21% to by central and local ofÀcials from the 14% (Republic of Yemen and the World Ministry of Education, representatives Bank, 2010). This is not enough to cover from ministries concerned with education the increased demand on education, the and education-supporting development Due to challenges population growth and the requirements partners. The common annual review facing education in for expansion. Schools still complain about includes the progress evaluation of the Yemen, educational the lack of operational budgets and support annual plans and results and the mid-term expenditure are of creative and extracurricular activities. outcomes, development and approval still low when Therefore, the budget for education and its of recommendations and policies that spending items urgently need reconsideration. guarantee the implementation of the compared to the Nationwide reform plans: Public objectives of short, mid, and long-term requirements of acknowledgement of the issue among plans. developing high the ofÀcial authorities, rather than denial, Projects and initiatives: Yemen takes quality education is a further step towards reform, since part in some initiatives, such as Education education modiÀcation requires national for All – Fast Track along with international efforts and institutions for planning, evaluations, such as Trends in International implementation and follow-up. It is Mathematics and Science Study (TIMSS) unacceptable to entirely shift the blame for 2003, 2007 and 2011. This shows a to the Ministry of Education in working sharp trend toward problem identiÀcation separately from the Ministry of Higher and diagnosis. In spite of sever criticisms and Vocational Education. Educational for Yemen’s participation with countries reform should include a deeper and who are economically superior than more comprehensive development vision Yemen, an honest desire for reform is for the current situation and the future. noted what is lacking Yemen is to beneÀt Human cognitive development should be from the results of these evaluations to central to such a vision. Then we should address vulnerability through a systematic move into sector reforms of public, reform of curricula and teaching methods, higher and TEVT education. The details students’ acquisition of mathematical and of the elements and input of education scientiÀc skills thinking and analytical skills and learning, such as learners, teachers, and developing evaluation approaches. structural content, infrastructure as Along with that, evaluation centres well as evaluation methods should be were established for quality assurance. reconsidered. These include measurement and evaluation With the turn of the millennium, centres and educational research and Yemen has experienced some educational development centres to develop and reform. A number of various strategies measure the efÀciency of the educational for different types and stages of education system and identify its problems. have been developed. This momentum Evaluation and follow up of strategic
572 ARAB KNOWLEDGE REPORT 2010/2011 plans for basic and secondary education THE ABILITY TO ACT are included in the medium term frame that has been divided into 2 phases to The identiÀcation of weaknesses and evaluate progress made from 2003-2009. strengths is a step forward in enabling The frame incorporates many issues such the youth to enter the knowledge society. as improvement in educational quality Chapter 2 has covered these points. and appraisal of fulÀlled institutional Nevertheless, many advantages and reforms. The evaluative frame is featured enabling factors should not be disregarded by partnerships with all active educational in Yemen. These include: players, such as Ànancers, donators, Current generations: The current executives and supervision authorities. generations have an insatiable thirst for Some research is conducted and followed knowledge. Results of examinations have up, and annual evaluation reports are made shown the motivation to learn skill to be on achievement progress. signiÀcant. In addition, the Àndings of an The political will: Human resource expert workshop have indicated a high level development and educational issues take of educational ambition in Yemeni youth. priority in the national Àve-year plans and Progress in building enabling reform agendas. The National Strategy for environments: Yemen has expanded Local Government has clearly modiÀed the infrastructure in terms of schools and the roles and process of local executive educational centres built over the past few It can be concluded ofÀces in the governorates and provinces. years, including computer and language that a real desire to It has enhanced the decentralised labs, activity rooms and initiatives to create decisions that are made for individual local motivating educational environments. act towards youth communities. However, further promotion These are positive indications of Yemen’s preparation can of decentralisation is needed, especially in ability to build and improve. However, such be felt, either in terms of allocating Ànancial resources. expansion should include all geographic political or societal The societal will: It includes the areas to offer equal opportunities for contributions of other concerned institutions students nationwide. Since the Ànancing decisions. However, and parties along with the government in resources are too short to cover needs, more effort should preparing the society for action. There are improving the quality of education be made in many many forms of societal participation that should have a large presence in national directions to support the main educational issues, such plans. Partnership with other community visualise this desire as parent boards in schools, NGO coalition parties, i.e. the private sector and local for education, bodies and organisations for communities, are fundamental to further education under the Ministry of Religious enhance the enabling environments. Endowments and legislative councils, i.e. Motivating/hindering legislation, Parliament, Shura Council and local councils. laws and rules: Yemen’s constitution It is necessary to let such participation escape expressly states that basic education is free the institutional bureaucracy for actual and obligatory for all. Many policies have practice, renewal and implementation. been developed to facilitate education for It can be concluded that a real desire all, including exempting male students in to act towards youth preparation can be grades 1-6 and female students in grades felt, either in political or societal decisions. 1-9 from tuition fees. Nevertheless, However, more effort should be made in there are legislative gaps to be bridged. many directions to visualise this desire. Compulsory educational policies should Financial allocations for education should be passed to force families to enrol their YEMEN
be increased and clearer, applicable visions children in schools, with some penalties CASE STUDY should be employed to prepare the Yemeni for violators. Laws for the application of youth for the desired knowledge society. educational quality standards should be enacted.
YEMEN CASE STUDY: PREPARING YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: PROPOSED VISION 573 SECURING ACTION uniÀed reforms for all components of the REQUIREMENTS educational sector, TEVT, pre-school, the university and public education Some political, economic and social elements to attain educational objectives. Such feature in the coming period. The trend corrections are reÁected in the joint toward development and construction is initiative for a uniÀed vision for the among the most prominent characteristics. educational system, sponsored by the Over two decades, Yemen has increasingly government and the World Bank, so its experienced security and political challenges completion and implementation should that have adversely affected the drive of be accelerated. economic, political and social development. Due to low human development indicators HOW TO ACT and huge challenges on all levels, the status of Yemeni youth is poor despite the great A comprehensive development vision of efforts of the government, the sole provider education should be employed. Executive of all basic services, to meet health and plans should be drafted. Mechanisms of educational needs. Certainly, the increase action should be identiÀed. Investments Cognitive capital in this age group and the overall status will in cognitive and human capital should inÁuence the next stage. With escalating be targeted, and enabling environments development is a political tension since 2011, priorities should be created. Mechanism of action group responsibility, are changing according to the situation. can be summarised by creating a uniÀed and all should However, comprehensive reform should be strategic vision for different educational cooperate to the starting point. sectors and paths (public, vocational and To ensure continuous action, some university) to determine the requirements ensure the move requirements should be met by multiple and objectives of both current and future and support parties within the society. Cognitive capital stages. The vision should be Áexible, the enabling development is a group responsibility, and provide equal opportunities for all instead environments all should cooperate to ensure the move of the current selective policies that deprive and support the enabling environments. many from certain curricula (university Below are some strategies for doing so: education for example) or impose different Expand and support civil society courses (such as TEVT) and focus on participation in educational and life-long education. Therefore, stages of cognitive aspects. educational reforms will be simultaneously Promote and activate participation accomplished to cope with the uniÀed of the private sector, either for proÀt strategic vision. (investments in educational institutions or Comprehensive educational reform is offering various training programmes) or an effective tool for society to adapt to voluntarily within its social responsibility. the current changes in Yemen and prepare Support the government sector to reach its members to efÀciently and positively disadvantaged sections. deal with transformations locally and Make the youth a ‘critical mass’, internationally. Four basic components for central to educational, cognitive and educational reform are highlighted: development reforms. Devise effective accountability rules DEVELOPING THE for education. EDUCATIONAL COGNITIVE Involve the society and especially STRUCTURE NGOs in developing performance standards and evaluating training and More attention should be given to teacher qualiÀcation systems. training. The rapid progress of knowledge Adapting new, comprehensive and necessitates continuous education for all
574 ARAB KNOWLEDGE REPORT 2010/2011 without limitation to certain educational institutions with overlapping roles, so they institutions, curricula or age group. should be considered as one integrated Both knowledge and technologies used system when developed. Among these for education are ceaselessly evolving. institutions are the family that should have Therefore, the best educational development effective participation in the cognitive programmes and plans will fail unless preparation of the youth, the mass teachers are always qualiÀed and trained in media that should realise its educational order to reÀne the cognitive skills of the responsibility and mosques that should youth to face life and embrace life-long involve moderate religious trends helping education. The trio of teacher, student and to emphasise the values of tolerance, hard curriculum in Yemen needs reassessment work and an appreciation for learning. and revision to match Yemen’s strategic vision to build a modern knowledge society. DEVELOPMENT AND Below are some remedies: IMPROVEMENT OF New vision for teacher preparation: TECHNOLOGY IN EDUCATION Since teachers have a highly complex role, teacher preparation institutions The infrastructure, information networks in should support their role to primarily particular, must be in place in all educational The best be the guide and manager of institutions. Technology services should educational educational processes instead of their be improved in schools by upgrading development traditional function as the only source computer labs, internet service and making programmes and of knowledge besides school books. up for any shortage. In participation with Bring about a comprehensive change in local communities, science and language plans will fail curricula to be learner-based, motivating labs and libraries should be freely provided unless teachers are for life-long self-learning and skills of in educational and training centres. always qualified critical thinking. Educational technology should be further and trained in Provide educational environments such improved, and the private sector should be order to refine the as libraries and free access to learning involved in this respect, within its social resources. responsibility, to help in facilitating useful cognitive skills of opportunities for educational institutions the youth to face EVALUATION AND and the youth in particular. International life and embrace DEVELOPMENT OF cooperation programmes in education can life-long education THE ORGANISATIONAL effectively provide the technical expertise STRUCTURE OF EDUCATIONAL needed for educational development. INSTITUTIONS DEVELOPING SCIENTIFIC AND To this end, educational institutions should EDUCATIONAL RESEARCH be restructured, decentralisation should be promoted, independence should be Local, regional and international search secured by having operational budgets, networks and units must be established school buildings should be repaired, and supported to be up to new cognitive, recreational and educational spaces should scientiÀc and educational production. It is be provided in schools, some Ànancial and undeniable that Yemen needs to activate administrative independence should be the meaningful search to support the given to schools and competition among knowledge society, i.e. a major shortage in schools should be encouraged for the Yemen’s educational structure. As a starting YEMEN
institution to be a supportive environment point, some mid-term procedures can be CASE STUDY for acquiring knowledge. implemented, such as equipping schools In this context, we should not forget the with modern libraries and promoting importance of supporting the educational simple research at school stages, including
YEMEN CASE STUDY: PREPARING YEMENI FUTURE GENERATIONS FOR THE KNOWLEDGE SOCIETY: PROPOSED VISION 575 basic search methods within computer and science courses. CONCLUSION
The task of preparing the youth for the knowledge society is very urgent; it comes before The task of other development priorities. Having creative and productive cadres that can localise preparing the knowledge will secure sustainable development based on productive human resources. If Yemen is resolved to move into the knowledge society, human and Ànancial resources youth for the and capacities should be mobilised to secure requirements of action to prepare future knowledge society generations for the knowledge society. is very urgent; it comes before other development priorities
576 ARAB KNOWLEDGE REPORT 2010/2011 End Notes
1 Central Statistical Organisation (CSO) website, Annual Statistical Book 2009, on 14 May 2011 http://www.cso-yemen.org 2 UNICEF website, on 15 May 2011 www.unicef.org 3 MPIC, Second Report on Major Indices of the Third Socio-Economic Development Plan for Poverty Reduction, July 2010 4 Nasr Al Dhabhany, Indicators of Knowledge, Information, and Cultural Reality in the Civil Society, http://www.yemen-nic.info/contents/Informatics/ studies/23.pdf on 16 May 2011 5 The World Bank Database, KAM, on 23 May 2011 http://info.worldbank.org/etools/kam2/kam_page5.asp 6 DOI measures the progress of a country in the digital divide. It is based on three sub indicators; opportunity, infrastructure and utilisation, to measure the 12 DOI variables. 7 This section is based upon background papers of specialised educators and official documents of the Ministry of Education. 8 Yemen’s Ministry of Education website, on 23 May, 2011, http://www.yemen.gov.ye/portal/2011 9 The Ministry of Education, the Annual Progress Report, submitted during the Annual Review, 2010. 10 Al Maory, A Vision and a Conception of Secondary Education, 2004 11 Hamoud Al Seyani, op. cit. 12 MPIC, Evaluation of the Third Socio-Economic Development Plan for Poverty Reduction (2006-2010). 13 Recently, some universities are approved to be established but still under construction. 14 The Republic of Yemen and the World Bank, Education Report, 2010. 15 Monitoring and Learning Assessment 16 Hamoud Al Seyani, background paper for the report 17 Feedback of some teachers and parents during the survey. 18 This section is based on a background paper for the report by Tawfeeq Al Mekhlafy. 19 Meaning intermediate and general diplomas. 20 The masters or the nobles in the social hierarchy are the descents of the Prophet Mohammad (PBH). The servants are a group of Yemenis working in the trade who had been marrying for a long time women from nearby African countries, then their descendants moved to Yemen. They are spread in many parts of the country, in the major cities in particular, and tend to live in isolated groups to enjoy the full rights of citizenship. However, they are subject to severe classism. 21 This section is based upon a reference paper prepared for the AKR by Abdel Salam Al Hakeemy: (Value Matrix in the Yemeni Society: Continuation vs. Changing) 22 World Bank WGI website, on 14 May 2011 http://info.worldbank.org/governance/wgi 23 The index indicates how economic freedom prevails in a society, the freedom people feel to work, produce, consume, and invest in any way they desire, with that freedom both protected and unconstrained by the state. The index has 10 indicators, on a scale from 0 to 100, where 100 represents maximum freedom and 0 no freedom. 24 Heritage Website, 22 May, 2011 www.heritage.org 25 Legatum Website, 23 May 2011 www.prosperity.com 26 Population Estimates and Projection Section, UN, 15 May 2011 http://esa.un.org/unpd/wpp/unpp/panel_population.htm 27 A thorough, national survey is currently being conducted by CSO to gather child labour statistics. 28 CSO Website, Annual Statistical Book 2009, accessed on 14 May 2011 http://www.cso-yemen.org 29 Arab Labour Organisation website, Yemen Experience in Labour Market Regulation www.alolabor.org/nArabLabor/images/stories/.../yaman- experience.doc on 30 August 2010 30 CSO Website, Annual Statistical Book 2009, on 14 May 2011 http://www.cso-yemen.org 31 See the Appendix for the survey participants’ schools. 32 See the Appendix for the workshop participants. 33 A measure describing the central value of the sample data (a measure of central tendency). 34 Used for statistical testing 35 Measures the dispersion of data. 36 You can refer to the section of values and upbringing in the Arab Knowledge Report. YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 577 578 ARAB KNOWLEDGE REPORT 2010/2011 REFERENCES AND BACKGROUND PAPERS YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 579 580 ARAB KNOWLEDGE REPORT 2010/2011 References
ARABIC REFERENCES Ministry of Education. 2003. (National Basic Education Development Strategy). Abdulmalek Al Doraay. 2010. (Security Yemen. and Development in Republic of Yemen: Failures and Possibilities). Yemeni Centre Ministry of Education. 2008 A. (Annual for Historical Studies and Future Strategy Report on Training and QualiÀcation (Manarat), Sana’a. Sector). Yemen.
Adel Al Shargaby et al. 2008. (Deliverables Ministry of Education. 2008 B. (Study of of the Political Role of Tribes in teachers’ absenteism). Paper submitted Yemen seminar). Yemeni Observatory during the annual revision strategy for for Human Rights and Canadian the development of basic education. International Development Research Centre. Ministry of Education. 2009. (Experiences of Girl’s Education in Yemen). In Ahmed Al-Asbahi. 1998. (Partisan cooperation with GTZ and UNICEF. Plurality in Yemen during 8 Years). Al Thawbet Quarterly, issue 13, Sana’a. Ministry of Education. 2010. (Annual progress report during the annual Ahmed Ali Al Haj Mohammad. 2009. revision activities). May 2010. (Knowledge Economy and its Obstacles in Yemen). Yemeni Studies, Issue 93. Mohammad Al Dhahary. 2004. (The Community and the State in Yemen: Anees Ahmed Tayea. 2006. (Specific A Study of the Relationship between Development of University Education). Tribalism and Political and Parisian www.mpicyemen.org/2006/nhdr/ Plurality). arabic/nhdr_rp/...re/gender.doc, 10 September 2010. Mohammad Al Hawary. 2006. (Education in Yemen: Finance Limitations and Badr Al Akgabary. 2010. (TEVT in Yemen Development Requirements). High between the Reality and Ambition). Council of Education Planning, Sana’a.
ESCWA. 2005. (Regional ProÀle for MPIC. 2010 A. (Economic Status: Towards Information Society in Western Asia). Development Partnership to Enhance UN, New York. the State’s Building). Sana’a.
Hassan Sharaf Eldin. 2007. (Information ---. 2010 B. (Second Report on Major Society in Republic of Yemen). A paper Indices of the Third Socio-Economic YEMEN
for ESCWA Conference. (Regional Development Plan for Poverty Reduction). CASE STUDY Profile for Information Society in Sana’a. Western Asia, 2007).
YEMEN CASE STUDY: REFERENCES 581 ---. 2010 C. (The Product of 20 Years Tarek Al Maory. 2004. (A Vision and a of Development and Modernisation). Conception of the Secondary Education). Sana’a. Paper submitted to the Higher Council for educational planning. ---. 2010 D. (Mid-Stage Review of the Third Socio-Economic Development UNDP. 2002. (Arab Human Development Plan for Poverty Reduction 2006-2010, Report 2002). Amman, Jordan. Final Draft). Sana’a. ---. 2003. (The Second Arab Human Naser Al Thabahany. 2010. (Indicators Development Report). Amman, Jordan. of the state of knowledge, media and culture in the civil society). ---. 2007. (Results of Arab Countries www.yemen-nic.info/contents/informatics/ Participating in TIMSS). Al Knol studies/23.pdf on 30 May 2010. International for Advertising, Amman.
Nezar Al Abady. 2006. (The Tribe and UNDP and Mohammed bin Rashid Al the State in Yemen: Clash of Progress). Maktoum Foundation. 2009. (Arab Online Naba news, 6 May 2006, on Knowledge Report 2009: Towards 2 Jan, 2011, http://www.nabanews. Productive Intercommunication for net/2009/3041.html Knowledge). Al Ghurair Printing and Publishing House, Dubai. Rashad Al Yosfy. 2010. (Freedoms and the Press). Al Gomhoriah newspaper, UNDP and MPIC. 2004. (The third 19 May 2010. National Human Development Report). Sana’a. Republic of Yemen, High Council of Women National Committee. 2010. Education Planning. 2009. (Educational (National Report for Republic of Indicators in Republic of Yemen: Various Yemen: Beijing +15). Sana’a. Types and Stages 2007-2008). The World Bank. 2007. (Development Saleh Al Salamy. 2010. (The Government’s in MENA and North Africa. The road Trends and Priorities for Poverty not travelled. Education reform in Reduction and Unemployment Remedy). MENA and North Africa). Executive A paper for (Poverty & Unemployment Summary, Washington, D.C. and Remedy Challenges) workshop, organised by Yemeni Centre for The World Bank and the Republic of Historical Studies and Future Strategy, Yemen. 2010. (Republic of Yemen: 15 July 2010. Education Status Report: Challenges and Opportunities). World Bank, Salem Mohammad Said Al Shamsy. Washington, D.C. 2005. (Role and Impact of Socialisation Institutions in Yemeni Countryside). Yemeni Shura Council, Committee of An unpublished Ph.D. thesis. Education and ScientiÀc Research. 2010. (Reality of ScientiÀc Research Tarek Al Mansob. 2006. (Social Determinant and Methods of Development in for Political Modernisation). An article in Yemen). Sana-a. Al Gomhoriah, 12 Nov. 2006, 4 Jan 2011. http://www.algomhoriah.net/articles. php?lng=arabic&print=1740
582 ARAB KNOWLEDGE REPORT 2010/2011 ENGLISH REFERENCES BACKGROUND PAPER LIST (AUTHOR NAME; PAPERLIST): CHF International Yemen. 2009. (Access- Plus Baseline Report 2009: A Report on TawÀk MikhlaÀ. (The extent to which Child Labour and Education in Aden, Yemeni school curriculum include Hajjah, Hudeidah and Tai’z Governorates knowledge necessary tools for the in Yemen). An electronic version is knowledge society). available on http://www.chÀnternational. org/publications/YemenACCESS-Plus- Hamoud Al-seyani. (Knowledge society Baseline_2009.pdf in Yemen: Are we on track?).
GTZ. 2008. (Findings of Technical Abdulsalam Alhakimi. Manthoumat al Educational and Vocational Training keyam À al mojtama’ al Yaman: bayn (TEVT) Sector Mission in the Republic al estemrar wal taqhayour (System of of Yemen). http://geip-yemen.org/ values and educating young people in Àles/2318.pdf Yemen: society).
United Nations Development Program. 2003. (Human Development Report 2003). New York.
United Nations Development Program. 2007/2008. (Human Development Report 2007/2008). New York.
United Nations Development Programme and Ministry of Planning and International Cooperation. 2010. (The Second National Millennium Development Goals Report). Sanaa.
UNCTAD and International Tele- communication Union. 2007. (World Information Society Report 2007: Beyond WSIS). ITU, Geneva. YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 583 584 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX OF YEMEN YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 585 586 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 1 LIST OF WORKSHOP PARTICIPANTS IN YEMEN
His Excellency Dr Abdel Salam Al Gofy Dr Badr Al Aghbary Mr Abdel Karim Algandary Mrs Nagla’ Hassan Mr Mohammad Zebarah Mr Mohammad Najy Khomash Dr Hamoud Al Seyani Mr Mahdy Al Badjy Dr Ibrahim Mohammad Al Hoty Mrs Intesar Al Ady Dr Ra’ofa Hassan Hana’ Al Motawakel Mrs Jalila Shoga’ El Din Mr Amar Abu Ghanem Dr Afkar Al Shamy Dr Mohammad Abdulmalek Al Motawakel Mr Abdulmullah Mohiy El Din Mr Za’fran Al Mohana Dr Abdurrahman Al Shargaby Mr Kasem Al Shawsh Dr Abdul Salam Al Dar Mrs Anisa Al Bared Mrs Sohir Atef Sheikh Abdullah Al Khodhamy Dr Tawfeeq Al Mekhlafy Mohammad Nageb Dr Ahmed Awad bin Mubarak Abdul Aziz Badran Mrs Amal Al Kasby Yahia Ahmed Al Dhaify Dr Hussnia Al Kadery Mr Anwar Al Roken Mr Majed Abdul Rahman Al Aliy Mr Muin Al Aryany Mr Abdul Bary Taher Mr Mohammad Hamoud Al Feniany Mr Morshed Abdullah Morshed Mr Ramy Shafiq Al Qbaty Dr Entlak Al Motawakel Mr Hesham Al Absey Mrs Arwa Al Dram Mrs Boshra Abdel Salam Mr Alwan Al Shaybany Mrs Nada Taha Mohammad Dr Soad Al Saba’ Mrs Fatima Ibrahim Al Deais Mrs Fawzya Noa’man Mr Abdul Rahman Ahmed Abdu Al Salahy YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 587 588 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 2 LIST OF SCHOOLS PARTICIPATING IN THE SURVEY IN YEMEN
Sonaa Al Hayat Hussein Al Ahmar Al Forsan Al Ahylia Aisha Al Nahda Schools Asmaa for girls Al Shoruq Balkis Primary School Zaid Shcools Arwa Al Rashed Al Haditha Sakina Modern Zal, Hyda branch Khadijah bint Khuwaylid Al ‘Olom w Al Teqniah Um Salamah Al Ajial Mogama Al Thaorah Khalid bin Al Waled Al Kuwait Secondary School Nashwan Al Homairy Bilal bin Rabah Al Sha’b Al Horesh Martyr Mohammad Yahia Salman Al Faresy Ibn Majed Hayel Saeed Al Hamzah YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 589 590 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 3 YEMEN SURVEY RESULTS
Table m4-1: Teachers’ views of curricula (%)
Totally Somewhat Totally Disagree agree agree disagree
A. Educational curricula and programmes prepare students to face future 29.9 36.4 30.9 2.8 challenges.
B. Educational curricula and programmes help students acquire necessary skills. 28 53.3 16.8 1.9
C. Educational curricula and programmes help to prepare competencies that are 26.4 34.9 34 4.7 able to compete internationally.
D. Educational curricula and programmes contribute to consolidating the values of 31.8 57 10.3 0.9 citizenship and civilised behaviour.
E. Educational curricula and programmes prepare students to deal with life’s daily 23.4 40.2 30.8 5.6 problems.
F. Educational curricula and programmes provide a composition of cognitive, 22.6 43.4 27.4 6.6 emotional and social dimensions.
G. Educational curricula and programmes are in line with scientific and 26.4 31.2 35.8 6.6 technological advances.
Table m4-2: Practice of following educational methods and activities (%)
In all In most In some Do not classes classes classes practice
A. Participate with students in learning/educational activities. 20 31.3 47 1.7 B. Train students on problem solving. 10.4 36.5 47.8 5.3 C. Explain theoretical concepts. 48.2 34.8 13.4 3.6 D. Write lessons on the board. 74.1 10.7 8 7.2 E. Discuss the concepts of the lesson with students. 71.1 21.1 7.8 0 F. Discuss presentations made by the students on the concepts of the lesson. 9.8 35.7 42 12.5 G. Evaluate student achievement (tests, quizzes and examinations). 22.3 36.6 36.6 4.5 H. Help students to perform scientific/practical experiments. 4.6 13 56.5 25.9 YEMEN I. Organise student work into small groups. 11.6 20.5 50.9 17 CASE STUDY J. Connect the subject to the requirements of daily life. 41.8 30.9 24.5 2.8
K. Maintain silence in the classroom and control troublemakers. 80.5 13.3 5.3 0.9
YEMEN CASE STUDY: APPENDIX 591 Table m4-3: Teachers’ views on the following educational practices (%)
Somewhat Very Do not Unnecessary necessary necessary know
A. Train students to analyse various sources of 3.5 19.1 77.4 0 information.
B. Train students to think critically. 7 33.8 52.2 7
C. Motivate students to work independently and 7 41.3 49.1 2.6 take initiatives.
D. Help students to do research. 1.8 40.3 55.3 2.6 E. Train students to solve problems. 2.6 15.7 80 1.7
F. Help students memorise the rules and laws of the 2.6 20.4 77 0 subject.
G. Encourage students to interact with the teacher. 1.7 7 90.4 0.9
H. Participate with students in all activities assigned 7 43.9 47.4 1.7 step by step.
I. Acquaint students with self-evaluation practices. 2.6 35.1 60.5 1.8 J. Familiarise students with teamwork. 2.7 27.4 69 0.9 K. Dictate social principles and values to students. 2.6 11.3 85.2 0.9
L. Obligate students to memorise the lesson. 15.8 50.9 30.7 2.6
Table m4-4: Teachers’ views on education, students and the school (%)
Totally Somewhat Totally Disagree agree agree disagree
A. Education in the Arab world has improved when compared to the past. 18.3 48.7 21.7 11.3 B. Teachers no longer enjoy the same level of social respect. 51.7 38.8 6.9 2.6 C. Students’ respect for teachers has generally declined when compared to the past. 60 30.4 7 2.6 D. Students’ interest in studying decreases day by day. 65.2 30.4 1.8 2.6 E. The current generation of students is characterised by a strong personality. 13 37.4 38.3 11.3 F. The current generation of students is better prepared than previous ones. 6.1 21.1 36 36.8 G. For most students, materialistic values dominate over cognitive values. 59.6 31.6 7.9 0.9
H. The school’s role as a knowledge and information source for students has become 16.7 46.1 25.4 11.8 secondary.
I. Educational methods followed in school do not create a student’s interest for 33.3 44.7 16.7 5.3 knowledge.
592 ARAB KNOWLEDGE REPORT 2010/2011 Table m4-5: The weekly time allocated for the following activities (%)
Less than More than None 1-2 hours 3-4 hours an hour 5 hours
A. Lesson planning and preparation 1.8 35.7 37.5 11.6 13.4 B. Grading students’ assignments 4.5 19.6 40.2 22.3 13.4 C. Attending administrative meetings 11.6 58.9 25.9 1.8 1.8 D. Meetings with parents 44.6 43.8 8.9 1.8 0.9 E. Student activities (in clubs, extracurricular, ...) 55.8 30.1 10.6 2.6 0.9
F. Activities to increase professional performance (attending 20 27.8 35.7 13 3.5 lectures, reading specialised magazines, ...)
G. Participation in educational products (writing books, setting 54.8 22.1 13.3 7.1 2.7 programmes, participating in an evaluation, ...)
Table m4-6: SigniÀcance of the following evaluation practices (%)
Low Moderate High Insignificant significance significance significance
A. Regular school attendance (presence) 0 1.7 13 85.3 B. Effort exerted for school assignments 2.6 0.9 25.2 71.3 C. Steadily improved results 0 2.7 27 70.3 D. Good behaviour inside and outside the classroom 0 1.8 7 91.2 E. Active participation in the classroom 1.8 0.9 9.6 87.7 F. Creativity and innovation 0 5.3 38.9 55.8 G. Thinking and questioning 0 2.7 51.7 45.6 H. Taking initiatives 0 5.3 49.1 45.6 I. Giving correct answers on exams 2.6 0.9 24.8 71.7 YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 593 Table m4-7: Educational means available for teachers at home (%)
Yes No
A. Computer 71.6 28.4 B. Internet access 27.6 72.4 C. Scientific encyclopaedia 55.4 44.6 D. Subscription to educational magazine 20.4 79.6 E. Dictionary 70.3 29.7
F. Library 74.1 25.9
Table m4-8: Use of technology for educational purposes (%)
Yes No
47 53
Table m4-9: Teachers’ use of technology (%)
Yes No
Search for educational situations 89.6 10.4 Prepare lessons 83.3 16.7 Select exercises and activities 78.3 21.7 Consult other colleagues 70.5 29.5
Communicate with students 60 40
594 ARAB KNOWLEDGE REPORT 2010/2011 Table m4-10: Educational trends of teachers (%)
Totally Somewhat Totally Disagree agree agree disagree
A. Focus on improving students’ memorisation for success in studying 23.4 63.1 11.7 1.8 B. All students are able to learn and succeed if handled by efficient teachers. 54.1 38.7 5.4 1.8 C. Successful teachers are those who manage to finish the curriculum timely and properly. 63.1 36 0.9 0 D. Giving opportunities to teachers for pro-action or creation harm the educational system. 11.7 15.4 45.9 27
E. Teachers are not required to know various educational methods; perfect command of 1.8 24.8 47.7 25.7 only one is enough.
F. Intensive tests and exams are the best way to push students to learn and concentrate. 12.1 50.5 31.8 5.7
G. The best approach for evaluating student learning is the use of a specific assessment of 14.8 60.2 20.4 4.6 their performance (without assigning grades).
H. Discussion and coordination with parents are among the teacher’s responsibilities. 36.4 43.9 14 5.6 I. Educational reforms exhaust teachers and reduce their product. 17.8 29 42.1 11.2 J. To be a successful teacher, it is sufficient to be experienced in your subject. 29 24.3 40.2 6.5 K. The teacher’s role is to instil passion for knowledge and science in youth. 83.3 13.9 1.9 0.9 L. Information transfer is the major characteristic of a successful teacher. 50.9 38 9.3 1.8
M. Teachers must be familiar with other subjects in order to teach their disciplines well. 40.4 46.8 11 1.8
Table m4-11: Teachers’ relationship to their career, its requirements and education stakeholders (%)
Totally Somewhat Do not Exactly the apply apply apply opposite
A. I will leave teaching if I find another job with the same salary and conditions. 22.4 19.6 37.5 20.5 B. I will leave teaching if I find another job with a higher salary. 43.9 21.9 26.3 7.9 C. Teaching income does not allow me to be self-sufficient. 74.8 16.2 9 0 D. Teaching allows me to feel as if I have a mission. 80.9 15.7 2.5 0.9 E. My relationship with students is based on mutual respect. 80.7 18.4 0.9 0 F. My relationship with my colleagues is based on mutual respect. 91.1 8 0.9 0 G. My relationship with parents is based on mutual respect. 81.4 15.9 2.7 0 H. My relationship with the administration staff is based on mutual respect. 82.1 15.2 1.8 0.9 I. I regularly meet with parents to discuss student-related matters. 7.9 41.2 42.1 8.8 J. I feel that the preparation I received does not correspond to teaching requirements. 81.4 15.9 2.7 0
K. I feel I need professional qualifications to be able to teach for the future generation. 32.1 43.8 18.7 5.4 YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 595 Table m4-12: Teachers’ views on the support offered to students (%)
Always Sometimes Rarely Never
A. The school assists students who have difficulties studying. 27.4 31 20.4 21.2 B. The school offers promotional incentives for excellent students. 28.9 30.7 21.1 19.3 C. The school has a system to replace absent teachers. 20.8 18 14.4 46.8
D. The school has specialists to help teachers handle students’ difficulties, be they 24.6 28.1 19.2 28.1 financial, psychological or social.
Table m4-13: Teachers’ views on enabling environments (%)
Totally agree Somewhat agree Disagree Totally disagree
A. The educational system provides facilities for teachers to 13.7 25.5 37.3 23.5 continue their in-service learning.
B. There are teacher training centres near the school that I 12.3 12.2 33.7 41.8 can join when necessary.
C. The state provides incentives for highly competent 8.1 14.1 30.3 47.5 teachers.
D. The state offers many in-service training opportunities to 9402823 improve teaching.
E. The state provides training for beginning teachers. 8.3 36.5 29.2 26
F. Teacher candidates are selected according to strict 6.2 16.5 33 44.3 standards.
G. There is a gap between teacher preparation and the actual 48 29.6 16.3 6.1 requirements of teaching.
H. The state pays teachers to secure a good living for them. 12 10 18 60
I. There are rules and organisations in place that protect 14.7 24.2 21.1 40 teacher’s rights.
J. The state provides customised in-service training. 11.7 18.1 31.9 38.3
596 ARAB KNOWLEDGE REPORT 2010/2011 Table m4-14: Teachers’ freedom of choice (%)
Absolute Good Limited Absent freedom freedom freedom freedom
A. Personal choices 55.3 24.3 19.4 1 B. Scientific choices 35 40.8 23.3 1 C. Intellectual choices 41.7 29.2 23.3 5.8
D. Professional freedom 26.2 33 34 6.8
Table m4-15: Ability of teachers to express their opinions (%)
Yes No
66.7 33.3
Table m4-16: Effect of available enabling environments on students’ skills and values
Enabling environments home school
Skills and values pattern student’s study Family structure local environment Family upbringing Welfare of the family Educational welfare in Educational welfare in Educational welfare at Father’s education level Family’s attention to the Mother’s education level
Standard averages of cognitive skills 0.104 0.1 0.186 0.109 0.072 Standard averages of conative skill 0.117 0.067 0.077 0.083 Standard averages of social skills 0.169 0.129 Standard averages of cognitive values 0.234 0.102 0.104 Standard averages of social values 0.134 0.086 0.114 0.077 Standard averages of conative values 0.235 0.111 0.068 0.063
Standard averages of universal values 0.197 0.080 0.156 0.071 YEMEN CASE STUDY
YEMEN CASE STUDY: APPENDIX 597 598 ARAB KNOWLEDGE REPORT 2010/2011