Study of Higher Education and Research in Palestine

Authors

Jad Isaac, Hatem Jemmali, Belal Fallah, Ferdoos Al-Issa, Abeer Istanbuli, Mazen Abu Qamar and Ala Al Azzeh

Funded by

August 2019

Acknowledgements

The authors would like to express their gratitude to all those who supported the research team and in particular, the Minister of Education and Higher Education Dr. Sabri Saidam, his deputy, Dr. Basri Saleh for their support in conducting this survey. The authors are also grateful to the Presidents of Universities, Deans of Research and Deans of Graduate studies for their inputs. Special thanks to the Advisory Board namely: Jamil Hilal, Raja Khaldi, Basri Saleh, Ahmad Othman, Fadi Kattan, Nayef Abu Khalaf, Jawad Al-Saleh and Norma Masriya, for their invaluable comments. The authors also acknowledge the work of Lina Nasser, Fadi Dweik, Juliet Bannoura, Fadi Isaac, Nezar Abu Aita, Summer Shaheen, Dania Qawasmi and Hiba Hawwash for their work in data collection and analysis. The authors also would like to thank Megan Swoger, Marina Dias and Barbara Magalhães for the initial drafting of the report and Dr. Paul Parker and Rasha AlYatim for technical editing of the final report.

Table of Contents Executive Summary vi Literature Review xix List of Abbreviations xxiv Preface 1 1. Baseline Study of Higher Education and Research in Palestine 3 1.1 Introduction 3 1.2 Timeline of the Palestinian Higher Education System in Palestine 5 2. Mapping of Higher Education and Research in Palestine 8 2.1 Governmental Actors in Higher Education and Research in Palestine 8 2.2 Higher Education Institutions 10 2.3 Degrees Granted by HEIs 11 2.4 Enrollment and Admission to HEIs 11 2.5 Fees within Palestinian HEIs 12 2.6 Financial Sustainability of Palestinian Universities 12 2.7 Examination Rates 14 2.8 Students in Higher Education Institutions 14 2.9 Unemployment of HEIs Graduates, 2007-2017 16 2.10 Staff in HEIs 17 2.11 Gender Gap in Higher Education 19 2.12 Social Sciences in Higher Education 22 3. Governance and Reform 25 3.1 Governance and autonomy of institutions 25 3.2 Academic Freedom 25 3.3 Code of Ethics in Palestinian Research 28 3.4 Reform 35 4. Status of Scientific Research in Palestine 38 4.1 Overview 38 4.2 Characteristics of Participating Research Centers Institutions 39 4.3 Participating Research Center Results 39 4.4 Breakdown of Research Center Outputs 41 4.5 Research Centers Journals and Periodical Publications 42 4.6 Social Sciences’ Research 42 5. International Cooperation in Higher Education and Research 46

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5.1 International Cooperation in Higher Education 46 5.2 Research Funding 46 6 Research Output in Palestine (Bibliometric Study) 49 6.1 Summary Statistics (1996-2018) 49 6.2 Research Output in Middle East Region (international scale) 55 6.3 Research Output and the Gender Gap 58 7. Ph.D. Training 60 7.1 Layout of Ph.D. Training in Palestinian Universities 60 7.2 Description of current Ph.D. programs in Palestine 61 8. Centers of Excellence and Incubators in Palestine 71 9. Research Infrastructure 74 10. Associations and Unions 76 Epilogue 78 Literature Cited 80

List of Annexes

Annex 1 - Term of Reference (ToR) Annex 2 - Baseline Study Methodology Annex 3 - Higher Education Statistics Annex 4 - Higher Education Governance and Reform Annex 5 - International Cooperation in Higher Education and Existing and Potential Funding Mechanisms Annex 6- Status of the TVET System in Palestine Annex 7 - 2017 Google Scholar Research Findings Annex 8 – High Education Programs in Palestinian Universities Annex 9 - Proposed Ranking Criteria for Palestinian Universities

Executive Summary

The Palestinian people have been subjected to a century of settler colonialism, that has resulted in dispossession and ethnic displacement wherein the majority of the Palestinian people have become refugees. Palestine, defined here as the West Bank including East Jerusalem and the Gaza strip is a State under occupation according to the United Nations General Assembly Resolution No. 19\67 of the year 2012 and has acquired an observer state in the UN General Assembly. Palestine today consists of two physically separated landmasses, namely the West Bank (including East Jerusalem) and Gaza Strip with a total area of 5,843 km2 and 362 km2, respectively.

Palestinians depend on international aid more heavily than most underdeveloped populations. In 2018, aid received was $676m ($516m in budget support, and $160m for development financing resulting in a financial gap of around $400m (World Bank, 2019). The prolonged settler colonial reality impoverishes, controls, and destroys Palestinian society while building a settler state and ethos in Israel (Wolfe 2006; Veracini 2015; Salamanca et al. 2013). For decades Palestinian higher education (HE) has countered and resisted colonial control, and has supported the steadfastness of society. The “peace process” had projected a form of economic and political stability (although a pseudo stability), semi-independent markets (which Israel still controlled), and a less visible (although still oppressive) encounter of most Palestinians with Israel’s military. In 2018, the USA severed its development programs in Palestine following the Palestinian rejection of the American recognition of Jerusalem as the capital of Israel and moving its embassy from Tel Aviv to Jerusalem. Add to that, in February 2019, the Israeli government deducted $148 million from the clearance revenues it collects on behalf of PNA under the pretext that this money goes to the families of prisoners and martyrs. In retaliation, the PNA decided not to accept any amount of its clearance revenues. As a result, the PNA is now facing an economic hardship that impacts all sectors including HE.

Since the Oslo Accords in 1995, the governance of HEIs in Palestine falls under the responsibility of the Ministry of Higher Education and Research, sometimes as a stand-alone ministry, other times as a joint entity with Ministry of Education (Ministry of Education and Higher Education). The Ministry is the official body responsible for running, organizing, and developing the educational sector through direct management or supervision of higher education and research. It is also responsible for drafting and performing the rules and regulations as well as providing partial support and funding to non-governmental higher education institutions (MOEHE, 2018). MOEHE led the efforts of the national strategic planning process for the education sector for 2017-2022 in line with the SDG’s (Education Sector Strategic Plan 2017- 2022). The Accreditation and Quality Assurance Committee (AQAC) was established in 2002 as a semi-autonomous body under the umbrella of the Ministry of Education and Higher Education, responsible for the accreditation and quality assurance of higher education institutions in Palestine. Therefore, it is the only official body authorized to license higher education institutions and accredit their educational programs in Palestine.

The Scientific Research Council (SRC) was activated in 2002 to formulate research policies within the framework of higher education institutions. It was again reestablished in 2013 by a

VI presidential decree restructuring the council's membership. The annual budget allocated for SRC is around USD 5.5 million from the ministry’s budget to support scientific research. However, this governmental support can be irregular in payment system and does not include staff salaries. The budget allocated by the Palestinian National Authority budget towards higher education has increased significantly since 2009: from 20 million USD in 2009, to 90 million USD in 2011. In 2017, the total budget of MOEHE was $ 894,915,530 half of which is from external donors. 7.91 % of this budget is allocated to higher education. According to the administrators in the universities, the allocated budgets are insufficient and irregular. The actual transfer of funds depends on cash availability at the Ministry of Finance where priority is usually given to governmental institutions. In 2017, MOEHE launched an initiative to establish a higher education endowment aimed at promoting financial sustainability of higher education institutions. By 2018, the endowment was estimated at $ 9,917,820.

1. Increasing the number of admitted students and expanding the number of students per class. 2. Creating a parallel education track for students who do not meet the admission requirements to the regular programs where tuition fees are higher. 3. Granting senior academics early retirements and recruiting them on a part-time basis to reduce costs. 4. Opening postgraduate programs where tuition fees are higher and cover the needed operational expenses.

With increasing student loans defaults, faculty are being forced to take on other jobs to support themselves, and class size steadily increasing, these areas are of immediate concern in order to halt what could become a dangerous deterioration of Palestinian HEIs.

Higher Education Law No. 11 defines different types of institutions of HEI governmental, public, private, and provided through UNRWA. The number of licensed and accredited higher education institutions in Palestine comprised a total of 53 institutions. These comprise 14 traditional universities (3 governmental, 8 public and 3 private universities), 19 university colleges (8 governmental, 1 public, 9 private and one UNRWA), 18 community college (2 governmental, 7 public, 6 private and 3 UNRWA ) and two open universities. HEI must be registered and accredited by MOEHE, AQAC, and regulated through the Higher Education Law No. 11. Students are offered their degrees after completing the requirements as determined by their HEI and specialization systems. Under Article (5) of the Higher Education Law No. 11, MOEHE is to formally accredit all certificates issued by HEI after fulfilling all the requirements prescribed.

Palestinian HEI have distinguished themselves from other HEI in neighboring countries with the introduction of public universities, which are neither governmental nor private, but quasi-

VII governmental1. These HEI are not profit-oriented, enjoy independence in their administration, and recruitment, and responsible for their salaries and other operational expenses.

The majority of these HEI are heavily dependent on student fees (about 60% - 80% of their operating costs). The remaining financial needs are covered by fundraising and governmental funding. Each Palestinian HEI has its own regulations in promotions and tenure for all disciplines. Universities have a unified framework for salaries, based on academic degree. Still, low salaries have resulted in staff members taking on other work, leading to an overall decrease in quality of teaching and involvement in research.

Staff in HEIs There are 15,571 persons working in HEIs, of whom 4,188 are females (27%). The academic staff working at traditional universities is 4,172 persons, of whom 919 are females (22%). There are 282 full professors (10 females), 382 associate professors (26 females), 630 lecturers (248 females) and 1,375 instructors (507 females) (MOEHE, 2017). The total number of staff members holding (academic) Ph.D. in Palestine accounts for 3,315. There are currently 866 Ph.D. holders working in HEIs in Gaza, only 57 of them are females. Similar gender disparity is seen in the West Bank, with 2,006 Ph.D. holders working in HEIs, and only 279 of them are females. According to MOEHE, the total number of academic researchers in Palestine for the year 2017/2018 is 653, which translate to almost 150 researcher per million inhabitants.

Students in HEIs

More than 221,000 students are enrolled in local HEIs. The number of students in HE has increased in the past decade, as the youth population continues to swell in addition to the increase in 1948 Palestinians joining the local universities. The overall enrollment rate for young people aged 18-24 is more than 25.8%. This proportion is relatively high in accordance with international standards, especially in comparison with countries in the Middle East and developing countries in general. There is also a high number of Open University students in Palestine (22 %). Initially, Al Quds Open University was conceived to offer distance learning to help non-traditional Palestinian students such as employees, housewives, workers etc. in Palestine and the diaspora and others who could not travel to a university premises. Consequently, it was perceived that older part-time working students will form the bulk of its student body. At present, Al Quds Open University is operating like a traditional university where most, if not all its students are fresh high school graduates who attend daily classes every semester throughout their studies.

The number of female students in HEIs now exceeds the number of males. According to MOEHE, there were 59,318 (34,975 female and 24,343 male) newly enrolled students for the year 2016-2017 across all HEIs. In contrast with student enrollment rates by gender, academic staff employs significantly fewer female than male professors. From the 803 Ph.D. holders working at traditional universities in Gaza, only 54 of which are female. This disparity continues in the West Bank where the total number of Ph.D. holders in traditional universities comprises 1,821 people, with only 255 of them women. In university colleges, there are 169 Ph.D. holders

1 Quasi-governmental-which means nongovernmental institutions registered as charitable (non-profit) societies, have board of trustees and receive partially financial support from the government).

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(20 female), 16 Ph.D. holders at community colleges (4 female), and 443 Ph.D. holders at open education institutions (43 female). This creates a continuous cycle of female educators teaching youth at an elementary level without the opportunities to conduct their own research.

Social Sciences in Higher Education

Social sciences departments were founded at the time of the foundation of Palestinian universities in the mid-1970s. By the early 1980s Palestinian social scientists started to produce scholarly research published predominantly in local journals. The vast majority of research and publications by social scientists in Palestine is Palestine-focused. Scholarly collaboration between Palestinian social scientists and international scholars leans towards more collaborations with North American and European scholars than between Palestinian scholars and those in the Arab world or the South.

A shift took place from theoretically driven social sciences’ research toward technical knowledge in an attempt to produce graduates with skills suitable for the job market. In the discipline of geography, for example, natural geography with very technical skills became dominant over human geography. In the discipline of economics, microeconomics based on neoliberal market ideology became dominant over political economy. At the graduate level, social sciences programs are more specialized, conceptual, and have an epistemological identity.

Unemployment of HEIs Graduates, 2007-2017 In August 2019, PCBS issued its latest report on young graduates in the Palestinian society that the rate of unemployment among Palestinian graduates (15-29 years), holding an intermediate diploma degree or higher was 55.8% in 2017 (37.8% for males and 72.0% for females) compared to 41.5% in 2007. The percentage of youth working in the services sector was 23.0% in 2017 compared to 28.4% in the trade, restaurants and hotels sector, 19.6% in the construction sector, 7.5%, in the agriculture sector, 6.4 % in transportation, storage, and 6.4% in the communications sector.

Governance and Reform Palestinian HEIs are mostly independent governed by a Board of Trustees, supervised by AQAC and MOEHE, and receive partial financial support from the government but must follow the education law stipulated by MOEHE under the jurisdiction of Palestinian laws. In 2019, MOEHE decided to apply the International Standard Classification of Education (ISCED) adopted by the UNESCO General Conference at its 36th session in November 2011 for classifying and monitoring higher education programs in Palestinian universities.

The Palestinian basic law gives much attention to education, academia and related concepts. First, Article 19 states that “freedom of opinion may not be prejudiced. Every person shall have the right to express his opinion and to circulate it orally, in writing or in any form of expression or art, with due consideration to the provisions of the law”. Moreover, Article 24, section 3

IX specifically states “the law … guarantees the freedom of scientific research as well as literary, artistic and cultural creativity.” The rights to freedom of assembly and association, on the other hand, are not explicitly mentioned in the Basic Law. However, Article 18 states, “freedom of belief, worship and the performance of religious functions are guaranteed, provided public order or public morals are not violated.” President Mahmoud Abbas signed a presidential decree on the 27th of March, 2018 for a new Palestinian higher education law. Article 2 of the new law guarantees the right to “higher education” under the condition of meeting admissions’ criteria of the MoE and the institution in question. Article 3 states, “academic and scientific research freedoms are guaranteed by the procedures of law”.

Israel has repeatedly subjected Palestinian academics and academic institutions to various degrees of oppression and constraints of their academic and physical freedom. During the first Intifada, the Israeli occupation forces closed many of the West Bank universities for extended periods of time. Israel has also systematically targeted Palestinian and international scholars with deportations and denials of entry if they support the Boycott, Divestment and Sanctions (BDS) movement. A recent exposé by the Legal Center for Arab Minority Rights in Israel (Adalah) in association with Al Haq and Birzeit University stated that Israel is increasingly refusing to issue work permits for international academics working at Palestinian universities. In addition, it is escalating a harsh visa renewal policy that is forcing them to abandon their students and leave the country. A February 2018 Palestinian Ministry of Education study found that about half of the international lecturers and staff (32 out of 64) at eight universities were detrimentally affected during the previous two years by Israeli rejections of new visa applications, visa extensions, or entry to the West Bank. Other Israeli restrictions on international scholars include: granting visas for short, seemingly, arbitrary periods, sometimes as little as two weeks; permitting entry and exit only via the Allenby Bridge; and requesting large sums of money as insurance against overstaying their visa.

Code of Ethics in Palestinian Research

Despite the absence of written and published codes of ethics in many universities and research centers, most of the values in such codes around the world are part of the Palestinian academic discourse. The results also indicate that the monitoring and auditing mechanism remain in need of reform and empowerment. A major reform that is being steadily introduced into Palestinian HEIs, are safeguards for human subjects involved in primary research and data collection such as the Institutional Review Board (IRB). Palestinian universities have exhibited an awareness of this issue and its importance.

Scientific Research in Palestine Despite the economic and political impediments in decades prior the creation of the PNA, several academic institutions, non-governmental organizations and independent research centers were established (Qumsiyeh & Issac, 2012). Taking the initiative to make up for the scarcity in several developmental fields in an attempt to maintain an economic environment responsive to the needs of the Palestinian society (The Palestinian Academy for Science and Technology, 2002).

The diverse research framework in Palestine includes both public and private universities, along with research centers. Research centers are either university-based, or civil society (registered at

X the Ministry of Information or at the Ministry of Specialization). In recent years, the number of research centers in universities increased to 80 centers and laboratories in total. Public research carried out by them often focus on specific fields: water and environment (5 universities), biotechnology, ICT, and renewable energy (3 universities) (Ministry of National Economy and World Bank, 2014). Currently, there are more than 150 research centers registered at the Ministry of Information, but most of them are not functional. Only four research centers are registered by MOEHE, namely the Applied Research Institute-Jerusalem (ARIJ), the Palestinian Economic Policy Research Institute (MAS), the Palestinian Center for Policy Research and Strategic studies (MASARAT) and a newly established Palestine Institute for National Security Studies. In Annex 3, Table 3.16 includes a list of research centers, Table 3.17 includes social science research centers, and Table 3.18 includes university-based research centers.

While Palestinian universities show favorable environment for research; research productivities is still inefficient. Academic staff can be promoted according to universities’ regulations. The promotion regulations in all universities require academic staff to perform research and publish in acknowledged journals. Although most research done at universities is hence related to academic promotions, research productivity is still weak due to the heavy teaching loads, and the tendency to grant teaching overtimes to teaching staff due to financial constraints, and lack of proper funding for research activities as well. Not to mention the use of part-time contracts has risen in last decade, while in Open University almost most academic staff is on part-time basis. The research production by civil society mostly specialize in development, advocacy, and cooperative efforts. In Palestine the research production is rather marginalized when it comes to university affiliated institutions (constituting 10% of research output), while the majority of organizations conducting research are NGOs. Moreover, 80% of social sciences research is produced through research centers or consultative agencies outside the university settings (Qumsiya and Isaac, 2012).

Social Sciences Research Although Palestinian universities have played a prominent role in producing scientific research, the apparent shortage in research in social sciences is still problematic. University administrations provide lesser support to social sciences research because they are wrongly assume that it has no market value (Kuttab, 2016). Moreover, the dissemination of research results and knowledge output is also ineffective, and the absence of a proper dissemination mechanism weakens the overall societal and economic impact.

Following the breakout of the first Intifada (1987-1992) scholarly research, which was seen as intellectual effort to support the Intifada, focused on social movements, resistance, and mobilization. Some scholars criticized this type research for being polemic, ideological, and lacking a reflexive distance (Tamari, 1994; Yehia, 2013). After Oslo Agreement and since the mid-1990s the dominant trends in social sciences’ research in Palestine have focused on identity, resistance, political analysis of party politics, institutions (governmental and NGOs), women, human rights, and law. The analytical paradigm that governed these tendencies was based on two premises: politically the two-state solution and sociologically state-society analysis. Recently there has been a growing interest in re-introducing political economy analysis as an analytical

XI tool, and a shift from military occupation analysis to a settler colonial framework (Salamanca, et al. 2013; and Alazzeh and Jawad, unpublished research).

There are several local scholarly journals devoted to the humanities and social sciences. The most prestigious by the Institute of Palestine Studies (Majalt al-Dirissat al-Filistiniya) is published in Arabic, has one section devoted to analytical and opinion essays and another section devoted to scholarly studies, which are peer-reviewed and considered in Palestinian HEIs’ promotion regulations. Another peer-reviewed humanities journal is An-Najah Journal for Research (Majlat An-Najah l-il-Ulum il-Insaniya). Al-Khalil Journal of Research and Al Quds Open University Journal for Humanities and Social Sciences also publish research predominantly in humanities albeit their names. There are three professional associations for social sciences: the Palestinian Geographic Society, the Palestinian Sociological and Anthropological Association, and Insaniyyat.

International Cooperation in Higher Education In an attempt to assess donor funding for HE and research in Palestine, a letter was sent on 14 July 2018 to 51 consulates and representatives offices. Except for one apology, there were no responses. Nevertheless, attempts were made to compile information from a variety of sources including MOEHE and online sources. MOEHE provided a list of scholarships provided to Palestinians from various countries for the year 2018/2019. See Annex 5: International Cooperation in Higher Education and Existing and Potential Funding Mechanisms.

Research Funding According to PCBS, total R&D expenditure 2013 was $61.4 million (56.1% came from the governmental sector, 20.9% from non-governmental organizations, and 23% came from HEIs themselves) (PCBS, 2014). Expenditures included both bilateral and multilateral projects, studies and consultancies. In 2018, MOEHE allocated $5.6 million for funding research projects in Palestinian HEIs. However, the dispersion of the allocated budget has not materialized, especially for Gaza Strip, due to the political conditions and the financial crisis of the PA.

Research funding in Palestine comes from the Palestinian government in addition to bilateral and multilateral sources. There is a great opportunity for Palestinian researchers to benefit from the existing funding opportunities as outlined in Annex 5. Estimating research funding in Palestine is not easy to assess. Only four universities responded to our questionnaire portion questions regarding funding in the questionnaire (3 three of the four of provided details). Despite repeated contacts to get more information, there was reluctance to share information which may be attributed to the rotation of positions of deans of research, unavailability of data and records, absence of transparency in research funding expenditures and the hesitance of researchers to share such information.

Research Output in Palestine (A Bibliometric Study) (1996-2018) According to Scopus database, a total of 5,927 documents and 56,058 citations were retrieved for Palestinian research output with an h-index of 77 and an average of 9.46 citations per document. The majority of the published documents were articles (5,428 published articles) followed by conference papers (723 published papers). Books accounted for only 22 published documents in

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Scopus database, which seems a small number compared to the total number of publications. Other document types include reviews (253), book chapters (196), and editorials (32).

The lion’s share of Palestinian publications, around 1,479, were in Medicine, followed by 1,159 in Engineering, 1,080 in Physics and 932 in Chemistry. Only 731 publications were in social sciences. At the bottom of publications is 463 documents in Mathematics. As for the language of publication, 6,764 published documents used English language, while Arabic was used in only in 43 published documents. French, German, Spanish and Turkish counted for 34, 18, 9, and 2 publications respectively. Italian, Polish and Portuguese counted for one publication for each.

Statistics extracted from Scopus Database show differences in research output amongst Palestinian HEIs. An-Najah University comes in first place (1,600 publications) followed by Birzeit University (1,048 publications), then Islamic University of Gaza (791 publications). At the bottom of the ranking is Arab American University (315 publications), Al-Alqsa University (293 publications) and Polytechnic University (235 publications).

There has been an incremental increase in number of publications from 2001 to 2017 and a notable increase in the number of citations and citable documents during this period. As in neighboring countries, social sciences’ research remain unattractive in Palestine. During the last two decades, the percentage of publications in social sciences ranged between 6.42% - 12.28% of the total published documents.

Scientific cooperation between Palestinian researchers and their counterparts in Arab neighboring countries is relatively weak .For example, cooperation with Jordan and Morocco was in the seventh and tenth levels, accounting for 367 and 302 publications respectively. The highest number of publications are done in cooperation with researchers from USA, Germany, and Israel.

According to the well-known SCImago Institutions Rankings, Countries from the Middle East region are ranked in term of the total number of documents recognized by the Scopus database and published during the period from 1996 to 2017. Palestine is ranked at the bottom part of the two lists in terms of (i) total number of published documents and (ii) number of documents in social sciences, respectively. Turkey, Israel, and Iran have the highest research productivity in the region. In total, 5,927 documents were retrieved from Palestine, 559 documents in the field of social sciences, while nearly 532,000 documents were retrieved from Turkey. This leads to conclude that Palestinian researchers are not encouraged enough or aren't able to produce more academic publications mainly in social sciences.

When data were standardized by population size and Gross Domestic Product (GDP), research output from the region's highest-income countries was approximately more than five documents per one thousand inhabitants, and more than 0.36 in social sciences. A huge gap between the top active countries and Palestine is noticeable. Besides being worst-ranked compared to others countries in term of H-index (global and social sciences). Israel is ranked, as expected, at the top of the H-index's ranking for all subject areas and social sciences.

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Ph.D. Training

Currently, there are 11 Ph.D. programs operating across 6 Palestinian universities, namely the Islamic University in Gaza (Tafseer and Quran, Islamic doctrine, Hadeeth, Arabic, Mathematics and Teaching methods), Al Quds University (Fiqh), Al-Azhar University (Chemistry), Al-Azhar University jointly with the Islamic University (Water technology), An-Najah University (chemistry, physics), Birzeit University (Social sciences) and the Arab American University (Business Administration). Of these accredited programs, four pertain to Islamic studies which are not research-oriented, but teach their graduates to be clerics. The American Arab University in Jenin announced on August 2019 that an agreement was signed with Jacjsonville university to initiate a Ph.D. program in nursing. Section 7 of the report provides an overall assessment of each Ph.D. program including the students evaluation of the programs and the constraints and potentials for development.

Centers of Excellence and Incubators in Palestine

Incubators and centers of excellence have been established throughout the world as a spur to economic development. Almost every HEI has its own center of excellence. These centers share the objective of providing the students and recent graduates with the necessary skills, training and guidance to start their own business or find the right career. These centers also maintain strong linkage and interaction with industry and focus on research of interest to this sector. Moreover, some of these centers provide incubation for business ideas and funding. In 2014, MOEHE launched an initiative to create centers of excellence in Palestinian universities. 20 Seven applications were selected out of 20 applications received and 7 were selected.

Currently there are about twenty institutions such as incubators, accelerators and centers of excellence in Palestine (Sections 8). The main focus of these institutions is mainly on information technology, and this is attributed to the growing need to this sector and the relatively low investment it requires. Accordingly, these initiatives take the form of incubators, accelerators and centers of excellence (Judeh A., 2016).

Research Infrastructure

Palestinian HEIs report the availability of equipment and resources. However, at present, the situation in the West Bank is very different from that in Gaza. As entrance of goods to Gaza is severely controlled by Israel, which prohibits the entry of dual usage items under the pretext of security. As for the Information Communication Technology (ICT) sector in Palestine, its status depends greatly on the political climate between Palestine and Israel. In 1994, the total volume of the network capacity in the West Bank and the Gaza Strip (excluding Jerusalem) was estimated at around 83,000 telephone lines, which were passed to the PA. The Oslo Agreement provided the PA with the authority and freedom to operate its own telecommunication infrastructure, yet Israel has total control over a variety of issues in the available infrastructure.

XIV first Palestinian mobile telephone service in Gaza and the West Bank. The second Palestinian mobile operator Ooredoo (previously Wataynia) was granted its license in 2006, but actual operation started in 2008 after Israel agreed to free frequencies for its operation. At present, Paltel operates 400,000 landlines in the West Bank and Gaza while Jawwal provides more than 2 million mobile lines, and Ooredoo has 700,000 mobile lines.

Public Internet services in Palestine were offered among the first countries in the Arab World. Dialup access was offered as early as 1995 by an NGO - Palestinian Academic Network (Planet) - and by a private company - Palnet. At present, about ten companies compete to provide Internet services in the Palestinian territories. However, prices of services in Palestine is much higher compared to Israel due to several issues such as monopoly, Israeli restrictions and others (Abudaka,2016). Palestine hosts more than 250 companies specialized in the field of information and communication technology (Paltel Group, 2019).

Palestinian operators are not allowed to build infrastructure in Area C, which comprises more than 60 percent of the West Bank area, which leaves the Palestinian residents in area C with no alternative but to use the available Israeli service providers.

Despite all of the restrictions on the ITC sector by Israel, Palestine’s Technology sector in general is strong, dynamic, and poised to grow exponentially over the next decade. As recently as 2018, Israel has permitted the operating of 3G service in Palestine, which does not fully meet the needs for higher bandwidth such 4G/LTE (PITA, 2013). Israel is denying Palestinian mobile companies the right to introduce 4 G technology as a result of which, a number of Palestinians are seeking to get this service from Israeli mobile companies causing an annual loss of 100 million $ annually.

All Palestinian universities now offer ICT related programs, with a total enrolment of over 8,000 students, graduating 2,500 students annually to meet the demand for a qualified workforce able to drive the new ICT industry2. The international community, governments, NGOs, and big international IT corporations such as Cisco and Google have invested in training Palestinian graduates and have, in some cases, provided venture capital for young entrepreneurs to start their own software businesses. Others have outsourced programming and services to Palestinian IT businesses (Abudaka, 2016).

Associations and Unions

Palestinian non-governmental civil society organizations play a central role in the social and economic life of the Palestinian people, far more than is the case of neighboring countries with comparable levels of development. Historically, unions activity in Palestine has have been one of the many important pillars in the struggle of Palestinian against Israel’s colonization project.

After the establishment of the PNA, it was natural that the political and national leadership role of unions would shrink in relationship to the establishment and growth of Palestinian political

2 However, the private sector is not able to absorb a sufficient number of ICT graduates; the unemployment rate among computer science graduates and related disciplines is estimated to be 45.8 percent in Gaza and 17.6 percent in the West Bank.

XV parties and factions. Thus, professional unions and popular federations became subordinate as their functions became restricted to their professional spheres of concern. These syndicates are engineers, journalists, doctors, dentists, pharmacists, agricultural engineers, lawyers, accountants, and teachers. Some individuals and professional societies conduct research, sponsor research conferences and publish important scientific findings. For example, the Engineers Association annually publishes the Engineer magazine which contains some of the research of its members. The engineers syndicate has 11 Palestinian branches, an elected board, and is self- financing through member’s subscriptions and investments. Some of its funds are earmarked for monitoring the training of new engineers. According to an official report by the association, there are 24,744 engineers who are current members of the association, distributed over the twelve governorates of the West Bank. Thus, Engineers Association can be and in the future must become valuable resource for Palestinian higher education finances, research experience, and administrative talent.

There are approximately 6,000 physicians throughout 8 committees affiliated with the medical syndicate across governorates. The syndicate organizes conferences and meetings, and members are able to participate in an international conference held every 2 years. Through these conferences, doctors are invited abroad through international associations to give lectures, participate in research papers, and exchange information.

The Dentistry syndicate includes 3,304 members (2,037 males and 1,314 females) distributed over 10 governorates of the West Bank. Local and Jordanian agricultural engineers comprise 1,693 members. 150 of them are graduates from local institutions, and 220 of them are retired. Scientific societies play a significant role in the advancement of teaching, learning and research in various disciplines. PALAST has undertaken the initiative to catalyze and support the formation of national disciplinary and multidisciplinary scientific societies and clusters in Palestine. This is done in close coordination with Palestinian HEIs and expatriate scientists. Within the first phase of this initiative, the following Palestinian scientific societies were established with Societies in other sectors in the pipeline:  Mathematical Society  Physics Society  Chemical Society  Biological Society  Plant Production and Protection Society

Conclusion and Recommendations

Palestinian universities were established with education as their focus and thus played a major role in dissemination of knowledge in the Palestinian society. Research was conceived to be a secondary issue. As a state in transition, the PNA through MOEHE is promoting the transformation of universities from teaching-focused institutions towards providing their students with key knowledge and skills needed in the labor market. Although Palestinian academics may not be known for cutting-edge research or major publications, yet they understand the direction of scientific progress and can update their education programs to meet the emerging needs of the Palestinian society.

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This study has produced novel evidence, described the state of four fundamental pillars of the research in Palestine, identified each pillars’ gaps, and generated specific useful solutions for the policymakers to tackle these gaps. In addition, this study has established a baseline for future research analysis and strengthening in Palestine. In general, stakeholders’ roles and involvement level and the status of research capacity are unsatisfactory, with imbalance and low involvement of society, private, and local actors, as well as a weak international role in supporting research. The overall research capacity is a central challenge because of resources misallocation, limited funding with a shortage of public and private, donors’ conditionality, and untapped research personnel. In addition to a low-moderate research quality and inappropriate knowledge transfer and translation into policies. The common factors across the whole study’s themes that stand behind the overall weakness of research in Palestine are centered around the low knowledge and political orientation; gaps in governance and policies; deficiencies in technical functions, resources, and capacity; and unstable environmental circumstances.

In summary, the study identified three integrated and interrelated levels at which research capacity can be strengthened; individual (involving the development of researchers and teams via training and scholarships, to design and undertake research, write up and publish research findings, and influence policy makers), organizational (developing the capacity of research departments in universities, research institutes, thinks tanks and others to fund, manage and sustain themselves, and to interact with society) and environmental, in addition to the incentive structures, and the regulatory context and the resource base in which research is undertaken and used by policy makers, service providers, the private sector and wider society.

Based on the finding of this study, the following proposals are submitted for Sida to promote higher education and research in Palestine:

1. Organize a visit for a Swedish delegation to the Palestinian Ministry of Education and Research as well as all stakeholders to develop a long term cooperation framework aimed at developing the capacity of the Palestinian ministry of higher education and research management including: . Restructuring the higher education and research ecosystems clarifying and defining the roles of the ministry, universities and other stakeholders to avoid duplication and redundancy and promote synergy. . Supporting the development of a national policy for research development in a participatory manner with all stakeholders. . Designing a mechanism for coordination among various sectors and stakeholders in scientific research. . Reinforcing the need for social accountability and transparency in the ministries, universities and research institutes. . Establishing a database for Palestinian researchers in and outside the country. . Conducting an overall assessment of the Open University education including its mission and strategy. . Developing a structure and mechanism for assessing research projects from universities and research centers based on professional quality of proposals rather than the current allocation system. . Coordinating the mechanism of external funding, and designing a mechanism to

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benefit from it and adapt it to the national priorities. . Encouraging researchers to publish and improve the quality of their publications in all fields mainly in social sciences by engaging in international research collaboration. There is a wide and varied list of benefits that policy makers and scholars could achieve through the international research collaboration, from which the central theme is the enhancement of quality of research. . Encouraging women to take part in research activities by offering them special grants and training opportunities to mainly female early career researchers. . Encouraging independent Palestinian research centers and think-tanks through including these centers within the allocated research funds. . Developing a training program in research management. . Institutionalizing a working group consisting of deans of scientific research in Palestinian universities that will work through a participatory approach, with all stakeholders, on developing a code of conduct for research inside and outside high education institutions. . Assisting the ministry and higher education institutions to adopt good governance practices at all levels including financial transparency, complaint mechanism, social accountability etc. . Working with the ministry and Palestinian higher education institutions towards involving the private sector in the process of scientific research and development. . Promoting the capacity of the ministry and higher education institutions in monitoring the progress of research projects and their impact. 2. Organize an international conference on higher education and research in Palestine where local and international scientists get to know each other and explore potential cooperation including involving Palestinian researchers in both bilateral and multilateral research projects. 3. Launching and institutionalizing the Palestinian Swedish Science bridge as a bilateral Palestinian Swedish initiative involving all Palestinian stakeholders that will:  Provide opportunities for collaborative research projects between Palestinian and Swedish researchers  Allow Palestinian students to conduct postgraduate studies in Sweden  Encourage sabbatical leaves for academics through research cooperation  Establish. PhD exchange programs with Swedish universities to strengthen the research capacity of existing Ph.D. programs in Palestine.  Expand research networking with existing Ph.D. programs to enhance research quality Solicit funding to upgrade and expand labs at the existing Ph.D. programs.

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Literature Review

A variety of reports provide data on Palestinian higher education institutions, number of students, academic staff, and enrollment policies (PCBS, 2014; RecoNow, 2016; MOEHE, 2017). Analyses of Palestinian higher education and research centers are also widely available (The Palestinian Academy for Science and Technology, 2002; MAS, 2011; Qumsiyeh & Isaac, 2012; Alder, Arvanitis & Hanafi, 2017; AlKhaldi et al., 2018; UNESCO, 2018). Virtually all these studies as well as independent scholars agree that higher education is facing a financial crisis (Altbach & Salmi, 2011; Ismael, 2014; Alder, Arvanitis & Hanafi, 2017). The Palestinian government gives little financial support in its regular budget to universities for research. Universities and private sector research centers alike are dependent on external donors (The Palestinian Academy for Science and Technology, 2002). And the lack of coordination between Palestinian universities and competitiveness between them for limited funds has trammeled research and led to the duplication of many research and educational activities which Palestine can ill afford while under occupation and with such limited resources (The Palestinian Academy for Science and Technology, 2002; AlKhaldi et al., 2018).

Despite the economic and political impediments, in the decades prior the creation of the Palestinian National Authority, several academic institutions, non-governmental organizations and independent research centers were established (Qumsiyeh & Issac, 2012). In part, these institutions compensated for the scarcity of research institutions by responding to the economic and social needs of Palestine (The Palestinian Academy for Science and Technology, 2002).

Although Palestinian universities have played a prominent role in the production of scientific research, the apparent shortage in the fields of the social sciences is still problematic. University administrations are not supporting social scientific research wrongfully assuming that these fields have no market value (Kuttab, 2016). Moreover, Palestinian social scientific publications are often written to obtain a degree or promotion rather than to solve social problems (Salameh, 2016). Additionally, much social scientific research focuses on the donor’s interest in policy studies. This, of course, does not negate the need for policy research which is nor does it negate the legitimate interests of donors, but at times their interests overwhelm Palestinian interests. Such issues discourage scientific research, undermine quality education, and distort the system of incentives (Salameh, 2016).

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Research, inventions, and knowledge creation are essential for prosperous nation states. Thus, such endeavors are well funded by governments and the public sector. De Battisti and Salini (2013) have demonstrated that when states fund scholarship adequately and have an appropriate national research policy, scientific advances increases measurably. Bibliometric studies are widely used to measure and analyze academic and scientific performance of individuals, institutions and countries (Pritchard 1969).

Bibliometric analyses are based on: (i) the number of articles published in a given scientific field during a discrete time period; (ii) research quality; and (iii) social and cogitative networks of scientific research collaboration (Zyoud et al., 2014b, 2014c). Although a number of influential studies have used bibliometrics to investigate research in Arab countries (Adejoro et al., 2013; Bramness et al., 2013; Cheng & Zhang, 2013; Gao et al., 2013; Kennedy et al., 2013; Maharana, 2014), the majority of bibliometric studies have focused on specific topics or disciplines such as biomedical research, tobacco, anesthesia or nephrology (Benamer & Bakoush, 2009; Bissar- Tadmouri & Tadmouri, 2009; Mowafi, 2012; Sweileh et al., 2013; Sweileh et al., 2014; Zyoud et al., 2014a; Zyoud et al., 2014d).

Several bibliometric studies have shown the positive impact of collaboration for individuals and for institutional and national research productivity (Adams et al., 2005; Lee & Bozeman, 2005; He et al., 2009). Other bibliometric studies compared the level of research between countries as well as ranked countries against each other in particular fields (Falagas et al., 2006; Feicheng & Qin, 2006; Oelrich et al., 2007; Van Rossum et al., 2007; Junping, 2008). Although little bibliometric research has been conducted for West Asia and North Africa counties, one study found that Iran’s scientific research had increased significantly after the Iran-Iraq war (Moin et al., 2005). Another regional bibliometric study showed a steady increase of research in Palestine after the Oslo peace accords (Sweileh et al., 2014). For more details on the growth of Palestinian scholarship, see the section on Research Output in Palestine.

According to the Association of American Universities (1998), PhD programs are expected to teach students to conduct original research in order to generate new knowledge as well as to prepare scholarly professors to teach the next generation of researchers (Walker, et al., 2008). The literature identifies key features of high quality Ph.D. programs: admission standards, degree requirements, student financial assistance, faculty mentorship, length of time to degree completion, faculty scholarship, institutional financial health, facilities, the number of different Ph.D. programs, and depth within a given field. (Levine, 2007; Luna & Cullen, 1998; and Paglis, Green, & Bauer, 2006). Another indication of the quality of the program is the new Ph.D.’s career. For example, was the new graduate hired immediately upon graduation or did she or he languish in a post doc for years? Number of grants, research projects, and or scholarly publications? If hired in the academy, was the person promoted through the ranks? (Debackere and Rappa 1995; Barnett et al 2017; Shibayama and Kobayashi 2017; and Morisson et al 2011).

International Development Research Center (IDRC) published a comprehensive report on the relationship between scientific research and the breadth of socio-political and economic development in West Asia and North Africa (Rached and Craissati, Editors, 2000). The contributors identified research gaps that need immediate intervention: the role of the state in an era of privatization and economic liberalization; job creation; poverty; education; healthcare;

XX industrial development; information and communication technologies; the management of natural resources; sustainable yet biotechnological agricultural production; water use and waste management; and successful models of democratic governance. A major finding of IDRC is that scientific research in the region is not deeply embedded in educational or research institutions nor are there substantive national or regional research strategies.

Until recently, research for development has not received the attention it deserves. The Independent Evaluation Group (IEG) of the World Bank reports that access to higher education and research for local development will become increasingly significant as less developed countries address issues of poverty, healthcare, education, food security, and economic growth. (Independent Evaluation Group (IEG), 2017). True to form, in the last ten years development agencies such as Sida have emphasized including research for development in their strategies ( Swedish Foundation for Strategic Research, 2016; Swedish Government, 2015; Research Strategy, 2017-2021).

In classical Latin, a university, ūniversitās is the whole, the sum of all things, and when applied to human beings, it is a living community, in modern terms, an ecosystem. Research universities are an ecosystem of learning, invention and the discovery of new knowledge. University ecosystems include people, governance structures, bricks and mortar, knowledge, creativity, athletics, financial capital, and more. Pandey and Pattnaik’s study (2015) explains that a “ecosystem” of a thriving research university must also include trust, cooperation, motivation and collaboration, Bozeman et al. (2015) affirm the importance of interpersonal collaboration.

Knowledge management (or research resource management) is the systematic management of knowledge resources and processes in order to create value for the institution. Effective knowledge management requires a cycle of knowledge creation, sharing, storage, application and protection. It is manifest in strategic planning to carry out newer projects; improve effectiveness; innovation; coherent decision-making; enhance research and a stronger reputation as a research institution. (Wong & Aspinwall, 2004).

Knowledge sharing is one of the most critical factors for knowledge management. It allows individuals and institutions to avoid previous failures and to build upon others’ successes thus accelerating discovery and innovation (Wong & Aspinwall, 2004). Since personal, interpersonal and organizational barriers often thwart knowledge sharing (e.g., distrust, different cultures and languages, lack of motivation, conflict avoidance, burdensome administrative procedures, national politics, and geographic distance), effective knowledge sharing and management require wise leadership, purposeful structures, and administrative flexibility (Nonaka, 1991; Bureš, 2003; Disterer, 2001; and Barson et al., 2000).

Taylor et al. (2008) found that beyond the turbulent socio-political context of West Asia and North Africa, many internal institutional factors make knowledge management difficult and negatively impact research and scholarship. University staff and leadership often lack skills in and commitment to time management and to planning and monitoring projects. Common measures for research quality within an institution and across the region are lacking, and innovative research is not a high priority. Complex and opaque standards for hiring, compensation, promotion, and resource acquisition contribute to institutional difficulty in hiring

XXI and retaining expert researchers. Some researchers trained in foreign universities who return to the region report that they are losing their technical skills and enthusiasm for research under organizational constraints. Most institutions relied too heavily on traditional approaches to higher education and international sources of funding. Institutional financial management is often inefficient and slowed by the requirements of international funders, internal bureaucracy, and inconsistency with institutional strategic plans. Core state funding, international best practices, and flexibility are crucial and will grow in importance as research institutions achieve their missions (Taylor et al., 2008).

Academic freedom is a treasure to every professor, a problem for every regulatory organization, and varies across institutions, states and cultures. According to Human Rights Watch (HRW), “academic freedom gives members of the academic community the right to conduct and participate in educational activities without arbitrary interference from state authorities or private individuals or groups, including popular political, religious, or other social movements.” Members of the academic community include professors, researchers, research aids, and students, inside or outside the institution. According to HRW, academic freedom comes from domestically and internationally recognized laws, rights and norms including the right to education, freedom of conscience, freedom of expression, freedom of association as well as rights granted by the institution. Renowned scholars, Mathew Finkin and Robert Post, believe that “academic freedom is not the freedom to speak or to teach just as one wishes. Rather, it is the freedom to pursue one’s scholarly profession, inside and outside the classroom, according to the norms and standards of the profession” (“For the Common Good: Principles of American Academic Freedom”). And the University of California summarizes academic freedom as “the freedom of teachers, students and academics institutions to pursue knowledge wherever it may lead without undue or unreasonable interference.” In every instance, academic freedom is described as the almost sacred liberty to pursue and promulgate knowledge—within one’s socio- political and cultural context.

According to the Association of American Universities (1998), PhD programs are expected to train students to conduct original research to generate knowledge. Existing research also emphasize the role of PhD education to prepare for high quality educators (Walker, et al., 2008). In this respect, a voluminous literature addresses the issue of what entails high-quality PhD program (Levine, 2007); a key aspect of developing more effective programs. Levine (2007) listed a number of characteristics that identify high quality programs. These include admission standard, degree standard, finance, and assessment. Other studies emphasize the importance of faculty mentorship in doctoral student satisfaction (Luna & Cullen, 1998) and success (Paglis, Green, & Bauer, 2006). A number of studies show that academic career is a key determinant to high standard PhD programs. The quality of academic career, upon completing the PhD program, is largely determined by the prestige of the department awarding the PhD degree (Debackere and Rappa 1995). In terms of the methodology to evaluate PhD programs, a large number of studies resort to subjective evaluation, often done by PhD students. This is in addition to utilize objective measures related to admission criteria, examination, and research publication (Barnett et al 2017). The ease of collecting data from enrolled students and the difficulty to track PhD student after graduation are key factors (Shibayama and Kobayashi 2017). In this respect, our survey is designed such that PhD students are asked to evaluate a list of quality measures,

XXII including academic rigor, career preparation, supervision and feedback, interpersonal skills, and financial support; among many other factors (Marisson et al 2011).

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List of Abbreviations

ACSS Arab Council for the Social Sciences AED Academy for Educational Development AMIDEAST American-Mideast Educational and Training Services, INC. AQAC Accreditation and Quality Assurance Committee ARIJ Applied Research Institute-Jerusalem ASSR First Arab Social Science Report ASSM Arab Social Science Monitor BDS Boycott, Divestment and Sanctions Movement CHE Council for Higher Education COST The European Cooperation in Science and Technology DFG The Deutsche Forschungsgemeinschaft Euraiom European Atomic Energy Community HCIE Higher Council for Innovation and Excellence HE Higher Education HEI Higher Education Institution HESI Higher Education Support Initiative HESPAL Higher Education Scholarship Palestine HRW Human Rights Watch ICT Information and Communication Technologies IDRC International Development Research Center IEG Independent Evaluation Group ILO International Labour Organization IRB Institutional Review Board ISCED International Standard Classification of Education ISP Internet Services Providers MAS Palestinian Economic Policy Research Institute MASARAT Palestinian Center for Policy Research and Strategic Studies MEDRC Middle East Desalination Research Center MENA Middle East and North Africa MERC Middle East Regional Cooperation Program MoE Ministry of Education MOEHE Ministry of Education and Higher Education MoL Ministry of Labor MOPIC Ministry of Planning and International Cooperation MTIT Ministry of Telecommunication and Information Technology NGO Non-Governmental Organization OSF Open Society Foundation PALAST The Palestinian Academy for Science and Technology PARC Palestinian American Research Center PAST Palestine Academy for Science and Technology PCBS Palestinian Central Bureau of Statistics PFDP Palestinian Faculty Development Program PGSB The Palestinian German Science Bridge PLO Palestine Liberation Organization PNA Palestinian National Authority

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PQSB The Palestinian Quebec Science Bridge PRIMA Partnership for Research and Innovation in the Mediterranean Area PSP Presidential Scholarship Program SDGs Sustainable Development Goals SETI Science, Engineering, technology and Innovation SRC Scientific Research Council Sida Swedish International Development Cooperation Agency SPSS Statistical Package for the Social Sciences SSH Social Sciences and Humanities ST Science and Technology STEM Science, Technology, Engineering, & Math STPU Science and Technology Planning Unit Tawjihi General Secondary Education Certificate TOEFL Test of English as a Foreign Language TVET Technical and Vocational Education and Training UNDP United Nations Development Program UNESCO United Nations Educational, Scientific, and Cultural Organization UNRWA United Nation Relief and Works Agency USAID United States Agency for International Development WB West Bank

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Preface

With funding from the Swedish International Development Cooperation Agency (Sida), the Arab Council for the Social Sciences (ACSS) commissioned the Applied Research Institute- Jerusalem (ARIJ) to conduct a ‘Baseline Study of Higher Education and Research in Palestine’ as per the TOR in Annex 1.

One of Sida’s main goals is to strengthen and develop scientific research and knowledge to combat poverty in developing countries. In order to achieve this, Sida works to build research capacity in developing countries and regions, and supports relevant research for developing countries in all academic disciplines. In addition, Sida’s research cooperation department has a long-term commitment to supporting the social sciences and humanities (SSH) in its bilateral research cooperation programs. In general, Sida recognizes that research has been steered by funding agencies/organizations with little space for universities or scholars to define their own research agenda. To address this issue, Sida aims to support research and higher education for a critical mass of independent researchers; enhance research-based higher education; facilitate the ability to transfer and utilize existing knowledge; and increase Palestine’s capacity to produce new and locally-based knowledge.

Toward these ends, Sida and the ACSS will commission a ‘Baseline Study on Higher Education and Research (HE/R)’ that aims to obtain an overview of the current state of higher education and research in Palestine (Gaza, West Bank, East Jerusalem), with a particular focus on the social sciences and humanities. For Sida, the review will constitute a basis for strategic discussions and decision-making on possible future support to strengthen research capacity in Palestine. A main outcome of the Baseline Study will be concrete recommendations regarding programs and interventions that could be suggested in order to enhance research capacity and opportunities for collaborative research in Palestine.

The ACSS is interested in this Baseline Study as part of its current effort to map the state of higher education in the Arab region through its ASSM project with special attention to the social sciences and humanities. The Baseline Study will benefit and build upon the region- wide 2015- 2016 mapping of social sciences in the Arab region which collected publicly available data and presented it in the first Arab Social Science Report (ASSR). The first ASSR and the database associated with it provided a basis for structuring a more expansive and in-depth survey in Palestine. The ACSS will use the findings of this Baseline Study to inform its grants and other offerings to better meet the needs of the Palestinian research community.

Work commenced immediately after receiving information from ACSS. The study team and support staff were contracted. An Advisory Board was established in order to ensure that participation and dissemination were built into the process. A review of literature was conducted. A Cloud account was created at http://cloud.arij.org/index.php/s/KvyRID4hf3rTN3H with the password, acss@2018.

The baseline assessment used both qualitative and quantitative analysis. Various tools for data collection and analysis were designed. The methodology presented here is oriented toward a structured and comprehensive assessment for baseline indicators and to create an accurate and thorough picture of the current state of higher education in Palestine. The assessment methodology used was flexible and adjusted and modified based on earlier

1 experiences. The Ministry of Higher Education was made aware of the assessment objectives in order to facilitate maximum participation.

This will help the Ministry to identify the strengths, weaknesses, opportunities and threats, as well as to determine its potential to solve the remaining transformational development needs. From the very beginning, tasks and responsibilities of every member of the study team were identified and their contributions were integrated in the process of detailing and clarifying baseline assessment objectives, questions and contents. The study team adopted participatory approaches to launch all activities. The “participatory baseline methodology” actively involved the stakeholders in the baseline assessment process.

Data collection started through a set of five different questionnaires administered to Deans of research at universities, research centers, researchers at universities, Ph.D. students and Ph.D. graduates. (Annex 2 includes both the methodology and the questionnaires.) Initially, the aim was to get a comprehensive survey of research in Palestine to build a database using Lime survey. Therefore, a website was created (www.palestineresearch.ps) which included the before mentioned surveys and the Lime survey database.3

Regrettably, responses from stakeholders were below expectations and often incomplete particularly in the sections on ethics and academic freedom. For the data and discussion, see Annex 2, Table 2.1.

Three databases were used to retrieve the data of publications in Palestine (one interdisciplinary database (Scopus), H-index and Google Scholar sources). This study employed a common method of gathering the number of publications and citations (including H index for researchers and universities) using Elsevier’s abstract and citation database - Scopus. Scopus is the world’s largest abstract and citation database of peer-reviewed literature: books, scientific journals, and conference proceedings. In addition to the trust that academic institutions have given to Scopus, the key rankings in the world depend on Scopus’ database to rank international institutions. These rankings include: Times Higher Education and, QS World University Rankings, both of which depend totally on Scopus. Furthermore, the US News and World Report depends on Scopus to rank the best Arab region universities. The leading and high quality Shanghai Ranking also depends on Scopus to rank Chinese universities. For more details on the study’s methodology, see Annex 2.

3 The database can be found in the following web links: http://www.palestineresearch.ps/Deans.php. http://www.palestineresearch.ps/ResearchStaff.php; http://www.palestineresearch.ps/ReseachCenters.php; http://www.palestineresearch.ps/Ph.D.Graduate.php; http://www.palestineresearch.ps/Ph.D.Students.php

1. Baseline Study of Higher Education and Research in Palestine

1.1 Introduction The Palestinian people have been subjected to a century of settler colonialism, that has resulted in dispossession and ethnic displacement wherein the majority of the Palestinian people have become refugees. According to 2018 numbers by Palestinian Central Bureau of Statistics (PCBS), there are more than 13.05 million Palestinians in the world4, 4.91m of whom reside in the West Bank including East Jerusalem and Gaza Strip (2.954m and 1.961m, respectively); 1.57m of Palestinians live in Israel; 5.85m live in Arab countries; and approximately 717,000 live in other countries (PCBS, 2018). Palestine, defined here as the West Bank including East Jerusalem and the Gaza strip is a State under occupation according to the United Nations General Assembly Resolution No. 19\67 of the year 2012 and has acquired an observer state in the UN General Assembly.

Palestine today consists of two physically separated landmasses, namely the West Bank5 (including East Jerusalem) and Gaza Strip with a total area of 5,843 km2 and 362 km2, respectively. The jagged distribution of Palestine has scattered it into isolated cantons, physically separated from each other and from the Gaza Strip (Isaac and Abdel Latif, 2007).

In a historic reconciliation, the Palestinian leadership accepted the Middle East Peace Process with the ultimate goal of ending the Israeli occupation and the creation of a Palestinian State on 1967 borders. What happened on the ground is that Palestinians found themselves subjected to a process of “peace in pieces”6. The Palestinian National Authority (PNA) has no control over its borders, and little control over its economy, infrastructure, security, civil society and natural resources7 which Israel can overrule at will instantly and completely. Palestine is therefore governed by two unequal and contradictory governments: the PA which tries to govern in the best interests of the Palestinian people, and the Israeli government and military which has governed the area since 1967 for the benefit of the State of Israel.

Palestinians depend on international aid more heavily than most underdeveloped populations. However, as a result of the constraints imposed by the Israeli government in the West Bank, along with the decade long blockade on Gaza8, economic growth is expected to average around 1.0% in the coming years, which implies a decline in real per capital income, increase of unemployment, and deepening poverty (World Bank 2019). The PA’s total deficit amounted to $1.08 billion in 2018 (unless stated otherwise, all dollars are USD) or 7.3% of

4 The World Bank estimates that remittances from Palestinian diaspora in 2018 was 2.6 billion $. 5 The West Bank, under the Oslo Accords, was divided into 3 zones: Area A, B, and C. Area A, which makes up 18 % of the West Bank comprises the Palestinian city centers under Palestinian civil and security control. Area B, 19 % of the West Bank, is under Palestinian civil control and Israeli security control. Area C, 63 % of the West Bank, is under full Israeli control. 88 % of the Palestinian population currently live in Areas A and B. At present, there are 149 settlements with a population of more than 800,000 Israelis in area C (Isaac, 2017). 6 The greatest failure of the Peace Process is that it did not stop Israeli’s unilateral actions aimed at the De- Palestinization of Jerusalem, the expansion of settlements, expropriation of Palestinian land, compartmentalisation of Palestinian communities through bypass roads, and finally the Segregation Plan (Isaac, 2017). 7 Israel’s belligerent occupation has denied the Palestinian people their right to self-determination, which includes the rights to regulate land use and to manage the utilization of their own resources. Area C is especially rich in natural resources but under complete Israeli governance. This patchwork of "isolated islands" and therefore inaccessibility of Area C for Palestinian development cripples the sustainability of the Palestinian economy and questions the viability of any sovereignty for the Palestinian State (Hawari, 2019). 8 Rafah border crossing was open for 36 days in 2017 and in 2018, it was open for 198 days. In 2018, 60,900 persons crossed the border to Egypt of whom 24,000 did not return (The Economist, 2019).

Palestine’s GDP – almost 1.0% lower than in 2017. Aid received was $676m ($516m in budget support, and $160m for development financing) resulting in a financial gap of around $400m (World Bank, 2019).

The prolonged settler colonial reality impoverishes, controls, and destroys Palestinian society while building a settler state and ethos in Israel (Wolfe 2006; Veracini 2015; Salamanca et al. 2013). For decades Palestinian higher education (HE) has countered and resisted colonial control, and has supported the steadfastness of society, but has also become a target of Israel’s colonial domination. Thus, settler colonial realities have become imprinted on Palestinian higher education.

For more than a generation (1967-1993) Israel’s military occupation and settler colonialism strangled Palestinians, but with the formation of the PA in 1993 and the Paris Protocol in 1994, the “peace process” offered hope for Palestinian sovereignty. (Roy, 1999; UNCTAD 2014). Before most Palestinians realized that Oslo had failed (due to Israel’s duplicity), much of Palestinian higher education had shifted from an emancipatory project that had resisted colonialism and began to de-prioritize the anti-colonial struggle to focus on economic development and prosperity of Palestine as well as the individual student’s career and financial success. The “peace process” had projected a form of economic and political stability (although a pseudo stability), semi-independent markets (which Israel still controlled), and a less visible (although still oppressive) encounter of most Palestinians with Israel’s military. One result was that the national vision for higher education was fractured, educational plans went unimplemented, funding dried up, and Israel’s colonial domination continued which weakened higher education even further (Report of the Supreme Committee to review the educational process in Palestine 2015). Thus, Palestinian universities lack financial resources to fulfill their multiple missions of national emancipation, scientific research, national prosperity, and their students’ hopes for professional and financial success.

In fact, all of these purposes are legitimate. The linkage between education9 and economic prosperity is vital for Palestinian society. Education can be a potential vehicle to counterbalance Israel’s military occupation of the West Bank and Gaza. Still, Palestine’s universities operate within Israel’s settler colonial project. In particular, Israel’s laws and policies have made Palestine’s economy chronically dependent upon Israel’s economy. This dependence not only cripples Palestine’s economy but also perverts Palestine’s educational system10.

Crippled by Israeli restrictions, the ability of the Palestinian economy to generate new jobs for new labor market entrants is limited. Data from the Palestine Census Bureau of Statistics (PCBS) show the overall Palestinian unemployment rate at 35% in 2017 (24% in the West Bank and 47% in Gaza strip). Exploring gender differences adds a dramatic dimension to the

9 In spite of their political and economic circumstances, under the Israeli occupation, particularly the unique hardships faced by Palestinians residing in East Jerusalem and Gaza, Palestinians are not hindered to combat illiteracy and make education available to all (Saleh, 2014). In fact, Palestine has a remarkably low illiteracy rate compared to other Arab countries. According to PCBS statistics, the literacy rate for persons aged 15 years and above was 96.9% in 2016. 10 This is most notable in the proliferation of the banking sector (and the resultant growth in business courses in Palestinian universities) which now absorbs many Palestinian graduates. High unemployment and low wages in Palestine vis-a-vis Israel drives many Palestinian graduates from Palestinian into Israeli employment (Farsakh 2008). Israel has also devised policies that distort trade in a manner that favors Israeli firms and limits Palestinian business expansions to low added value activities. All these impediments have created a weak and deeply distorted Palestinian economy (Diwan and Shaban 1999).

4 picture. While education attainment has grown for female students, rising from 17% in 1999 to about 34% in 2017, their unemployment rate has stagnated at 52% (40% in the West Bank and 66% in Gaza strip). Gender disparity arises from many factors, including over-enrollment in college majors (education, health and humanities) which prepare students for jobs that are not in high demand. Additionally, the public sector is the main employer of this cohort although its capacity to generate employment has diminished largely due to fiscal stress (Fallah 2018).

Based on our findings, the vision for Palestinian higher education appears to accept market ideology that sees universities as an assembly line for producing employees. Such a vision that focuses on individual success has been subject to critique by scholars that view the deregulated neoliberal economy as an impoverishment system that increases inequalities and is antithetical to anti-colonial struggle and steadfastness of people under occupation (Haddad 2016; Hanieh 2016; Khalidi and Samour, 2011; Center of Development Studies, 2015). Therefore, higher education institutions should be a site to resist neoliberal ideology and offer alternatives to market ideology (Nida Abu Awad, 2014).

1.2 Timeline of the Palestinian Higher Education System in Palestine Year 1948 marks the transformation of Palestinian society with the Israeli military occupation of Palestinian and Arab lands and the ethnic displacement of the majority of the population. The West Bank was subject to Jordanian administration, laws and regulations, including the educational system, while Egypt took over Gaza Strip, subjecting it to the Egyptian educational system.

The Jordanian task of educating Palestinians in the West Bank was difficult because the British left a weak educational structure, but they tried to provide educational opportunities for all. During Jordanian administration of the West Bank (1950 - 1967) Palestinian education flourished. The number of Palestinian schools and the number of enrolled students increased dramatically (Al-Qadi, 1994). In the Gaza Strip, the Egyptian government was aided by UNRWA due to the large refugee population.

Before 1967, no universities existed in Palestine, only nine teachers’ training colleges offering two-year post-secondary degrees. This compelled many Palestinian students to continue their higher education in the Arab World. West Bank high school graduates, as Jordanian citizens, had direct access to the University of Jordan and to all universities in the Arab World, but mainly attended the universities in Egypt, Iraq, Lebanon and Syria. On the other hand, Gaza students had an easy access to Egyptian universities (Baramki, 1996).

However, travel restrictions imposed by the Israeli occupation forces and denial of travel permits to many Palestinian youth, obliged Palestinians to look for other options once more. The year 1973 witnessed the birth of Bethlehem University, followed by the transformation of Birzeit Community College into a university in 1974, and an-Najah National College to a university in 1977. Gaza Islamic University and Al-Quds University were inaugurated in 1978. These were followed by Hebron University in 1982, and both Al-Azhar and Al-Quds Open universities.

In 1977, the National Guidance Committee11 established The Council of Higher Education (CHE). CHE was hosted and supported by the association of professional unions in Jerusalem with full endorsement of the PLO, located in Lebanon at that time, to act as the official coordinating body between universities. Its members included representatives from universities’ boards of trustees, administrators and elected faculties, representatives of Palestinian professional associations, and elected mayors of the major Palestinian cities. CHE assumed de facto authority over all Palestinian higher education (Electronic Intifada, 2007).

Prior to the Israeli occupation in 1967, scientific research was confined to initiatives by individual professionals who valued the research culture in their professions and sought to share the results of their work worldwide. Following the occupation of 1967, the policy of Israeli authorities was to obstruct any developmental process in Palestine. For example, prior to1967 applied agricultural research was conducted in experimental stations distributed all over Palestine aimed at improving land races and agricultural practices. Following 1967, Israeli authorities converted the experimental stations to productive farms. The 1985 allocation for Palestinian agricultural research in the Israeli civil administration was a mere $1,400 (Kahan, 1987).

In the early years of their establishment, universities focused on the development of their curriculum and human resources12. Most universities employed expatriates to fill the gaps in local academic staff. However, in June 1980, Israeli authorities issued military order number 854, which obliged expatriates to sign a "Loyalty Oath" in order to obtain work permits. All Palestinian universities resisted the order, considering it a violation of international law. International pressure led the Israeli authorities to cancel it, but many universities were already impacted by it (Baramki, 1996). The geopolitical conditions in Palestine obliged Palestinian universities to lead the nation wide political resistance against the continued Israeli occupation, coined as “university nationalism” (Romani, 2009).

Following the outbreak of the first Intifada in the December of 1987, Israeli authorities closed all educational institutions in Palestine, by a military order issued on January 10, 1988. The closure lasted over four years, during which campuses were closed, but the universities managed to conduct some classes wherever possible to continue operating. It was under such adverse conditions that a limited number of Palestinian researchers were able to conduct research.

Palestinian Universities started with schools of arts and sciences, followed by engineering, and later, agriculture, pharmacy, and medicine. However, the main focus was education, while academic and scientific research took a backseat because of lack of funding, limited facilities, and the absence of a positive environment to prosper. In addition, opportunities for faculty development and joint research were rare and irregular, leading to further constraints on scientific research (MOEHE, Green Paper 2002).

In parallel to launching the Peace Process in October 1991, Palestinian academics from local universities were called upon to assist in the negotiation process. Either as members of the official negotiation team, or as members of the technical committees established under the

11 National Guidance Committee was established following the landslide victory of the pro Palestine Liberation Organization municipal elections in 1976 and comprised a wide spectrum of Palestinian national political orientations. 12 AMIDEAST and the British Council offered scholarships aimed at developing the capacities of universities’ staff.

6 auspices of the Orient House to support the negotiation team. Following the Declaration of Principles between PLO and Israel, the Palestinian leadership moved to Palestine, and elections were held for the presidency and the Palestinian Legislative Council in 1996. Since then, the Palestinian National Authority (PNA) assumed the responsibility of running the affairs of approximately five million Palestinians in West Bank and Gaza. Most of the academics who were involved in the negotiations assumed key positions in the newly established PNA institutions. In 1994, the Ministry of Education and Higher Education (MOEHE) was established, and the responsibility of HEI was transferred from CHE to it. In the diaspora, the PLO had institutionalized a scientific committee operating on an international level to develop close scientific ties with and research and science-based institutions worldwide. Consequently, a proper research ecosystem in Palestine became favorable only after 1995, despite the adverse political conditions. The surge in scientific research in Palestine is attributed to:

. The end of isolation imposed on Palestinian scientists by Israel . Growing interest of donors to promote development in Palestine . New funding opportunities aimed at promoting regional cooperation . Creation of post-graduate programs in universities

The Palestinian people have always considered human resources as their most valuable asset. In 2002, MOEHE developed, with the participation of Palestinian professionals, a green paper for SETI development in Palestine, which was supposed to be transformed to a white paper in consultation with all stakeholders. Regrettably, the second Intifada put an end to this initiative.

In 2018, the USA severed its development programs in Palestine following the Palestinian rejection of the American recognition of Jerusalem as the capital of Israel and moving its embassy from Tel Aviv to Jerusalem. Add to that, in February 2019, the Israeli government deducted $148 million from the clearance revenues it collects on behalf of PNA under the pretext that this money goes to the families of prisoners and martyrs. In retaliation, the PNA decided not to accept any amount of its clearance revenues. As a result, the PNA is now facing an economic hardship that impacts all sectors including HE.

The Palestine Prime minister announced on August 2018 that the PNA is planning to establish a vocational university to improve the employability of graduates and meet the needs of the Palestine community for skills.

Based on these findings, the vision for Palestinian higher education appears to have accepted the free market ideology, which understands universities as the means for students to achieve personal wealth and to provide employees for a liberal market economy. Such a vision that focuses on individual success has been subject to critique by scholars that view the deregulated neoliberal economy as an impoverishment system that increases inequalities and is antithetical to anti-colonial struggles (Haddad 2016; Hanieh 2016; Khalidi and Samour, 2011; Center of Development Studies, 2015). Whether Palestinian universities can or should resist this neoliberal ideology and offer an alternative educational purpose is an open question (Nida Abu Awad 2014).

2. Mapping of Higher Education and Research in Palestine

2.1 Governmental Actors in Higher Education and Research in Palestine

The Ministry of Higher Education in Palestine Since the Oslo Accords in 1995, the governance of HEIs in Palestine falls under the responsibility of the Ministry of Higher Education and Research, sometimes as a stand-alone ministry, other times as a joint entity with Ministry of Education (Ministry of Education and Higher Education). The Ministry is the official body responsible for running, organizing, and developing the educational sector through direct management or supervision of higher education and research. It is also responsible for drafting and performing the rules and regulations as well as providing partial support and funding to non-governmental higher education institutions (MOEHE, 2018). MOEHE led the efforts of the national strategic planning process for the education sector for 2017-2022 in line with the SDGs. The Ministry assumed responsibility for improving and developing education by the involvement of stakeholders, urging them to play a role in these improvements. To keep pace with international changes and modern educational methods, it became vital to concentrate the efforts of all concerned bodies and stakeholders in redirecting the educational system and working towards a renewed system. These efforts will in turn advance the Palestinian society through building a generation with skills, knowledge, and good ethics; a generation that is resilient and capable of effectively combating the many obstacles they are presented in life and contributing to research and scientific inventions (MOEHE 2017, Education Sector Strategic Plan 2017-202213).

Although some of declared goals of MOEHE regarding the provision of HE and scientific research are presented in higher education law in relation to regulation functions, still some of these goals broad and unreachable in nature. Moreover, there are concerns regarding the capacity of MOEHE to develop and implement adequate strategies, policies, and regulations. According to the USAID report, MOEHE institutions need to be better organized, structured and institutionalized. Also, they need to develop better coordination and cooperation between the MOEHE institutions and among the institutions themselves. The information system needs to be improved at the central level and the institution level (Hashweh et al. 2003; Report of the Supreme Committee to review the educational process in Palestine, 2015).

The Palestine Academy for Science and Technology (PALAST) The Palestine Academy for Science and Technology (PALAST) is an independent, not-for- profit organization established by a presidential decree No. 114 in 1997 and reconfirmed by the presidential decree No. 13 in 2004. The Basic Bylaw of the Palestinian Academy for Sciences and Technology was translated in 26/1/2005 with a certificate number 294/2005 by the Ministry of Justice. The Academy is mandated as an advisory institute to governmental, parliament and other institutions both as a focal point and an umbrella in issues related to formulating policies and programs in science and technology and innovation.

Additionally, PALAST developed a database to compile such information but the number of entries in their database does not exceed 400. HCIE launched a similar initiative. The

13 Annex 4

Palestinian Ministry of Foreign Affairs and Expatriates is working with Palestinian embassies and consulates to build a database for Palestinian experts to promote the work of the Palestinian International Cooperation agency aimed at fostering development cooperation between Palestine and the world.

Accreditation and Quality Assurance Commission (AQAC) The Accreditation and Quality Assurance Committee (AQAC14) was established in 2002 as a semi-autonomous body under the umbrella of the Ministry of Education and Higher Education, responsible for the accreditation and quality assurance of higher education institutions in Palestine. Therefore, it is the only official body authorized to license higher education institutions and accredit their educational programs in Palestine.

The Scientific Research Council (SRC) The Scientific Research Council (SRC) was activated in 2002 to formulate research policies within the framework of higher education institutions. It was again reestablished in 2013 by a presidential decree restructuring the council's membership to include, the minister of higher education as the head of the council, four deans of research from four Palestinian universities, in addition to five members representing the civil society and the private sector, these members are appointed by the Prime Minister. The Minister of MOEHE heads the SRC, while the head of the scientific research development department15 is the secretary of SRC16. There are seven sectorial committees, consisting of 3-5 members with a specific academic background, the head of each sectorial committee is a member of the scientific committee. The recommendations of the scientific committee shall be submitted to the scientific research council. The SRC helps MOEHE with scientific research policies relating to, among others, the formulation of scientific research policies and priorities, enforcing scientific research ethics, helping build research capacities, supporting the creation of centers of excellence in Palestine, contributing to financial support of scientific research, supporting scientific conferences and peer-reviewed journals in Palestine.

The annual budget allocated for SRC is around USD 5.5 million from the ministry’s budget to support scientific research. However, this governmental support can be irregular in payment system and does not include staff salaries.

14 The AQAC’s council is composed of 15 voluntary members, from different academic backgrounds, with minimum of two-thirds holding a doctorate degree and one third holding a master degree. AQAC enjoys the service of 16 paid staff members who comprise the office of the general directorate of Accreditation and Quality, including: the director (1), administrative assistant (1), legal counsel (1). The department of accreditation and quality assurance includes: the director of accreditation and quality assurance (1), coordinators (4). The department of enhancing the quality includes: director of enhancing the quality (1), facilitators (3). The department of documentation and data include the director of administrative affairs (1), administrative assistant (1), accountant (1), IT facilitator (1), and assistant (1). 15 This department enjoys the services of 13 paid staff: 1) Chairman, 2) Secretary, 3) Administrative Assistant, 4) Sectorial Committees and Scientific Committee; 5) Administrative and Financial Department consisting of Accounting and Auditing, and Coordination and Follow-up; 6) Planning and Cooperation Department consisting of: Planning and Cooperation; and 7) Technical Department consisting of: follow-up and scientific research centers. 16 The SRC is currently composed of 15 unpaid members.

The Higher Council for Innovation and Excellence (HCIE) The Higher Council for Innovation and Excellence is the main governmental umbrella for innovation and excellence in Palestine, established by a Presidential Decree No (7) in 2012. Its purpose is to incubate innovation and inventors, provide an entrepreneurial ecosystem, and solidarity within the Palestinian economy, which is currently dependent and fragile. Its board includes the MOEHE, the National Economic Ministry, the Ministry of Development and Planning, which is now a joint entity with the Ministry of Finance, the Ministry of Agriculture, the head of the office of the President, the Ministry of Communication and Transportation, the Palestinian Federation of Businessmen, Palestinian academics, as well as NGO’s. The strategic goals of the HCIE are available in the Annex 4. Based on the views of many interviewed academics, the government has often attempted to increase its authority in universities. This is reflected in the new law the ministry is currently drafting. The law in question would allow for a system of ranking and classification of universities according to conceptual definitions, and measuring systems that are vague and thus open for subjective interpretation. Such a system could conceivably influence the reputation of the academic institutions, their ability to attain future governmental funding, and may allow for increased influence by the legislator on universities.

A 2016 report by the European Commission stated, “in accordance with international norms, the Law on Higher Education No. 11 of 1998 combines two approaches: first, central national planning and supervision by MOEHE and the Council for Higher Education, and second, self-management, self-monitoring, and self-control at the institutional level. This means that higher education institutions enjoy autonomy and self-management.” The report continues on to say that the relationship between the Council of Higher Education and the institutions of higher education “should be better organized, structured, and institutionalized. Coordination and cooperation between the MOEHE and the institutions, and among the institutions themselves, need to be strengthened.” The report’s assessment is that “important policies and strategies approved by the MOEHE are not adhered to at an institutional level.” 2.2 Higher Education Institutions Higher Education Law No. 11 defines different types of institutions of HEI governmental, public, private, and provided through UNRWA. The number of licensed and accredited HEIs in Palestine comprised a total of 53 institutions. These comprise 14 traditional universities (3 governmental, 8 public and 3 private universities), 19 university colleges ( 8 governmental, 1 public, 9 private and one UNRWA), 18 community college (2 governmental, 7 public, 6 private and 3 UNRWA ) and two open universities. Table 3.1 in Annex 3 shows a list of HEI with few of their characteristics. Tables 3.3 and 3.4 in Annex 3 illustrates HEI by type and supervision.

Palestinian HEI have distinguished themselves from other HEI in neighboring countries with the introduction of public universities, which are neither governmental nor private, but quasi- governmental17. These HEI are not profit-oriented, enjoy independence in their administration, and recruitment, and responsible for their salaries and other operational expenses. These advantages were unique to most Palestinian universities at their genesis, due to their inception under Israeli occupation and the absence of a Palestinian government.

17 Quasi-governmental-which means nongovernmental institutions registered as charitable (non-profit) societies, have board of trustees and receive partially financial support from the government).

The majority of these HEI are heavily dependent on student fees (about 60% - 80% of their operating costs). The remaining financial needs are covered by fundraising and governmental funding. The budget allocated by PNA towards higher education has increased significantly since 2009, from 20 million USD in 2009, to 90 million USD in 2011. Universities have a unified framework for salaries, based on academic degree. Still, low salaries have resulted in staff members taking on other work, leading to an overall decrease in quality of teaching and involvement in research.

In general, each Palestinian HEI has its own regulations in promotions and tenure for all disciplines18. These regulations are categorized according to four factors: 1) research and scientific production19, 2) scientific effort20, 3) participation in academic conferences, and in editing journals and being a referee), and 4) teaching, supervising graduate theses, and public services21.

2.3 Degrees Granted by HEIs HEI must be registered and accredited by MOEHE, AQAC, and regulated through the Higher Education Law No. 11. Students are offered their degrees after completing the requirements as determined by their HEI and specialization systems. Under Article (5) of the Higher Education Law No. 11, MOEHE is to formally accredit all certificates issued by HEI after fulfilling all the requirements prescribed. Table 3.2 in Annex 3 illustrates degrees, certificates, credit hours, and duration of study. Annex 8 outlines HE programs in Palestinian universities.

2.4 Enrollment and Admission to HEIs The minimum requirement for students to enroll at HEI in Palestine is a General Secondary Education Certificate (Tawjihi Certificate) or its equivalent (i.e. IB, SAT, or GCE certificates awarded to secondary school students according to equivalence to Tawjihi requirements set by MOEHE). Student placement within various HEI’s departments depends on their completed Tawjihi stream of courses (Science or Literary) as indicated in their certificate. Scientific stream students are accepted in all departments. Literary stream students are accepted in all humanities and social sciences departments.

To be accepted into a Palestinian HEI, prospective students must have a composite Tawjihi score22 of 65% at least, except for arts and sports programs, which require a minimum score of 60%. Students of the old towns in Jerusalem and Hebron are granted some exemptions due to their difficult living and movement conditions (MOEHE, 2017).

Nevertheless, first-year admission is competitive and based on student’s composite Tawjihi score23. Each HEI determine the minimum score for admission on a yearly basis depending on the competitiveness of applying students and available spaces. Some HEIs require an English language proficiency exam, some even requiring interviews in certain cases, students then are placed in English language courses based on their scores.

18 The exception is Birzeit University, where in the promotion and tenure regulations, the international ranking of social sciences and humanities’ publications are questioned for their objectivity. 19 Publishing in peer-reviewed scholarly journals and academic presses 20 Publishing studies and reports that are considered academic but are not peer-reviewed journals 21 Joining committees, consultancy work in the university, participating in extra-curricular activities 22 The composite score is the average percentage of the General Secondary Education Certificate (Tawjihi Certificate) or its equivalent. 23 The composite score is the average percentage of the General Secondary Education Certificate (Tawjihi Certificate) or its equivalent.

2.5 Fees within Palestinian HEIs HE fees vary depending on the selected HEI, branch of study, and the number of credit hours for which a student is registered per semester. Private HEIs’ students pay almost the same price as public HEIs ’as they face the same financial difficulties as public HEIs because their students do not pay their tuition fees. Some Palestinian HEIs have a different system, where students pay a lump sum for each semester, regardless of number of credit hours. It is worth stressing that private HEIs in Palestine follow the same regulations stipulated by the MOEHE, and they do not enjoy other privileges (European Commission, 2017). Table 3.5 in Annex 3 shows the average cost of education in both Jordanian Dinars and in Euros.

The difference in admission rates for normal and parallel education systems, in some cases, is only two or three percentage points for some disciplines (i.e. Birzeit University). For others, it is up to a double (i.e. Polytechnic University).

Since parallel education system incurs additional fees, it is up to the HEI’s administration to determine costs and fees. However, it is recommended for these institutions to set a reasonable rate of no more than 20% of the total enrollment rate for parallel education; and it is also recommended not to raise fees more than 20% to allow inclusivity in enrollment. 2.6 Financial Sustainability of Palestinian Universities In 2003, the education sector received 14% of the public budget, of which higher education received only 5.6% of the education budget. In 2018, the total budget of MOEHE was $ 1,041,890,000 (22% of the public budget) distributed as follows:

Item Budget (in thousands) Percentage Salaries and Wages $ 694,494 66.66 % Developmental Expenditures $ 186,612 17.91 % Other Expenditures $ 69,450 6.67 % Transportation Allowances $32,458 3.12 % Goods and Services $25,083 2.41% Capital Expenditures $361 0.03% Total $1,041,890 100.00% Source: MIFTAH. 2018. Citizens’ Budget 2018- Ministry of Education and Higher Education.

Developmental expenditures include building schools, or adding new classrooms, digitization and curricula development. The PA funds less than 40% of its developmental expenditure as shown below: Source of Funding Budget (in thousands) Percentage External Funding $109,500 58.7 % PA Funding $69,744 37.4 % Local Funding $7,368 3.9 % Total $ 186,612 100% Source: MIFTAH. 2018. Citizens’ Budget 2018- Ministry of Education and Higher Education.

Program Operational Developmental Total Percentage Budget Budget (in (in thousands) (in thousands) thousands)

Kindergartens $ 14,470 $ 3,694 $ 18,164 1.74% Primary Education $ 380,153 $ 110,704 $ 490,857 47.11% Secondary $ 330,128 $ 29,178 $ 359,306 34.49% Education Vocational $ 8,800 $ 14,777 $ 23,578 2.26% Education Non-formal $ 43,000 $ 848 $ 891 0.09% Education Governance/ $ 49,337 $ 13,447 $ 62,784 6.03% Management Higher Education $ 72,346 $ 13,964 $ 86,310, 8.28% Total $ 855,278 $ 186,612 $ 1,041,890 100% Source: MIFTAH. 2018. Citizens’ Budget 2018- Ministry of Education and Higher Education.

In the national development plan, the PNA has increased the budget allocated for higher education as shown here: Percentage Year of Allocated Budget 2017 7.91 % 2018 8.28 % 2019 8.56 % 2020 9.25 % 2021 8.94 % Source: MIFTAH. 2018. Citizens’ Budget 2018- Ministry of Education and Higher Education.

The budget allocated by the Palestinian National Authority budget towards higher education has increased significantly since 2009: from 20 million USD in 2009, to 90 million USD in 2011. In 2017, the total budget of MOEHE was $ 894,915,530 half of which is from external donors. 7.91 % of this budget is allocated to higher education. According to the administrators in the universities, the allocated budgets are insufficient and irregular. The actual transfer of funds depends on cash availability at the Ministry of Finance where priority is usually given to governmental institutions. In 2017, MOEHE launched an initiative to establish a higher education endowment aimed at promoting financial sustainability of higher education institutions. By 2018, the endowment is estimated at $ 9,917,820. In February, 2019, the Israeli government decided to cut $148 millions from the taxes it collects on behalf of the PNA under the pretext that this money goes to the families of prisoners and martyrs. As a result, the PNA is now facing an economic hardship that will impact all sectors including higher education.

According to HEIs’ administrators, allocated budgets are insufficient and irregular24. The actual transfer of funds depends on cash availability at the Ministry of Finance where priority is usually given to governmental institutions. In 2017, MOEHE launched a higher education endowment aimed at promoting financial sustainability of HEIs. By 2018, the endowment was estimated at $9,917,820.

24 Only 46% of surveys’ responders indicated that their institutions share their overall budget with their faculty and staff.

Attempts to raise tuition fees have failed due to the resistance of the student bodies. To support students, the Palestine government established the interest free Student Loan Fund in the 2000-2001 academic year, which may cover up to 70% of a student’s tuition fees to be paid back, upon graduation, but the mechanism is faltering and loans are defaulting. Consequently, universities had to implement a number of other options in order to maintain their operations. These included: 1. Increasing the number of admitted students and expanding the number of students per class. 2. Creating a parallel education track for students who do not meet the admission requirements to the regular programs where tuition fees are higher. 3. Granting senior academics early retirements and recruiting them on a part-time basis to reduce costs. 4. Opening postgraduate programs where tuition fees are higher and cover the needed operational expenses.

2.7 Examination Rates Course assessments provided by professors include examinations (written, oral, and/or practical), assignments, projects, and tests. Undergraduates are usually subject to take at least two or three exams per semester along with one final exam. Course work completed throughout the semester holds 60-65% of the weight of the final grade, while the final exam accounts for 35-40%. For graduate courses, the student takes at least one written exam during the semester, while other course assessment may comprise projects, studies, or research. Approximately 70% of undergraduates and 75% of graduates pass all of their courses. In most cases, all HEIs in Palestine follow the same grading system (Table 3.6 in Annex 3), except in special cases such as at Bethlehem University and Birzeit University where another grading scale is used (Table 3.7 in Annex 3). Table 3.8 in Annex 3 shows the grading system used at the Arab American University.

2.8 Students in Higher Education Institutions The number of students in HEIs has been increasing in the past decade. As youth population continues to swell, and graduation rates in elementary and secondary education increases, an intense demand for expanded access to higher education is created. The following table displays the percentage of newly enrolled students across a period of four academic years: Table 1: Percentage of Newly Enrolled Students by Institution and Year, 2012-2016 Institutions 2012/2013 2013/2014 2014/2015 2015/2016 Traditional Universities 53.71 55.32 53.71 57.99 University Colleges 12.06 11.44 12.06 10.68 Community Colleges 10.12 8.57 10.12 9.24 Open University 24.12 24.66 24.12 22.09 Total 100 100 100 100 Source: Authors' calculations from the Annual Education Statistics Books Based on data from previous years, there has been a sizable increase in traditional and open universities enrollment (MOEHE Statistical Yearbook, 2017). This increase may be reflecting

14 a more inclusive environment; as universities diversify programs at BA and MA levels, and enroll students from different backgrounds, classes, political parties and geographic areas.

There is also a high number of open university students in Palestine (22 %). Initially, Al Quds Open University was conceived to offer distance learning to help non-traditional Palestinian students such as employees, housewives, workers etc. in Palestine and the diaspora and others who could not travel to a university premises. Consequently, it was perceived that older part- time working students will form the bulk of its student body. At present, Al Quds Open University is operating like a traditional university where most, if not all its students are fresh high school graduates who attend daily classes every semester throughout their studies. The number of students in higher education has increased in the past decade, as the youth population continues to swell in addition to the increase in 1948 Palestinians joining the local universities.

1948 Palestinians25 There are an increasing numbers of 1948 Palestinians enrolling in HEIs in the West Bank. Year 2017 witnessed 7,573 (5,041 females and 2,532 males) of them in private HEIs (5,097) and public HEIs (2,466), while the rest (10) attended governmental. Majority of them enrolled in the Arab American University of Jenin (5,400 of 7,573) and aimed for specific departments, such as medicine, dentistry26, and para-medical studies, in response to high demand in the Israeli employment market. At Hebron University, the highest enrollment of 1948 Palestinians takes place predominantly in the fields of Education and Islamic Sharia’.

This increase of enrollment may be due to a number of reasons. First, feeling a connection to their Arab-Palestinian identity, and being able to enjoy the Arab-Palestinian community during their time at HEIs. Second, they are exempted from the psychometric examination (a certified university admission exam in Israel) while enrolling in non-Israeli HEIs. Third, high cost of studying abroad has made Palestinian HEIs more appealing. Table 3.9 in Annex 3 shows the enrollment figures of 1948 Palestinian students in Palestinian HEIs.

University Graduates Statistics from MOEHE report that 44,446 graduates (27,035 female and 17,411 male) attended HEIs in the 2016/2017 academic year. Table 3.10 in Annex 3 show distribution of graduate students according to institution type and certificate.

Total number of graduates who had earned their Bachelor’s degree in Education at traditional universities in Gaza Strip comprised of 3,810 students (3,096 of them females). In the West Bank, total number of Bachelor’s students who had earned their degrees in Education was 1,380 (1,127 of them females) (MOEHE Statistical Yearbook, 2017). The below table shows the students/teacher ratio in Palestinian Universities.

25 The term 1948 Palestinians is used to refer to Palestinians who are living in Israel since its establishment. 26 It is worth noting that Israeli Government recognizes and accredits the Arab American University of Jenin’s College of Dentistry.

Table 2: Students Teacher Ratio in Palestinian Universities Number of Staff Staff / Students Institute Number of Students (Master & PhD) (Ratio) Al-Azhar University - 256 12,586 49 Gaza Islamic University - 466 18,037 39 Gaza Al Aqsa University - 366 16,095 44 Gaza Gaza University-Gaza 22 1,049 48 Hebron University 478 10,435 22 Polytechnic University 161 3,792 24 Bethlehem University 236 3,318 14 Al-Quds University 735 11,781 16 Birzeit University 684 12,988 19 An-Najah University 1,084 22,672 21 The Arab American 371 9,356 25 University Palestine Technical 176 5,353 30 University- Khadoorie University of Palestine 101 4,980 49

Palestinian Academic Security College (Al- 86 1,057 12 Istiqlal University) Total 5,222 133,499 26

It is clear that there is a great difference between universities. Bethlehem, Al-Najah, Birzeit and Al-Quds universities rank among the lowest student/teacher ratio compared to Al-Azhar, Islamic and Gaza universities showing the highest ratio.

2.9 Unemployment of HEIs Graduates, 2007-2017 In August 2019, PCBS issued its latest report on young graduates in the Palestinian society that highlighted the following:  The percentage of individuals (15-29 years) in Palestine increased from about 28% in 2007 to about 29% of the total population in 2017, which is equivalent to about 1.37 million individuals, and a gender ratio of 104.5 males per 100 females in 2017.

 The rate of unemployment among Palestinian graduates (15-29 years), holding an intermediate diploma degree or higher was 55.8% in 2017 (37.8% for males and 72.0% for females) compared to 41.5% in 2007.  Year 2017 graduates in educational sciences and teacher training specialization recorded the highest unemployment rate at 69.6% (47.5% for males and 76.2% for females).  Graduates of law specialization recorded the lowest unemployment rate at 25.7% (25.5% for males and 26% for females).  The percentage of youth participation in the labor force in Palestine reached 41.1% in 2017 (63% among males and 18.9% among females) compared with 33.8% in 2007. In the West Bank, the percentage of youth participation in the labor force increased from 35.6% in 2007 to 41.1% in 2017. In Gaza Strip it increased from 30.8% to 42.0% during the same period.  The unemployment rate among Palestinian youth in 2017 reached 41.0% (33.7% among males and 66.7% among females) compared to 2007 when it was 30.5%.  Youth unemployment rate in the West Bank increased from 25.6% in 2007 to 27.2% in 2017. In Gaza, it increased from 39.8% to 61.2% during the same period.  The percentage of youth working in the services sector was 23.0% in 2017 compared to 28.4% in the trade, restaurants and hotels sector, 19.6% in the construction sector, 7.5%, in the agriculture sector, 6.4 % in transportation, storage, and 6.4%.in the communications sector.  In 2017, the percentage of households headed by youths (15-29 years) in Palestine was 14.9% (13.9% in the West Bank and 16.5% in Gaza Strip), while in 2007 this percentage was 9.2%.  Poverty rate among Palestinian youth according to the monthly consumption patterns was 29.5% and extreme poverty rate was 17.1% (PCBS 2019).

2.10 Staff in HEIs There are 15,571 persons working in HEIs, of whom 4,188 are females (27 %). The academic staff working at traditional universities is 4,172 persons, of whom 919 are females (22%). There are 282 full professors (10 females), 382 associate professors (26 females), 630 lecturers (248 females) and 1,375 instructors (507 females) (MOEHE, 2017).

Table 3.: Distribution of Masters and Ph.D. Holders in Palestinian HEIs Traditional Ph.D. MA Universities Female Total Female Total Al-Azhar University 12 198 11 58 Islamic University 16 316 26 149 Al-Aqsa University 22 226 28 140 Gaza University 2 13 3 9 Palestine University 2 50 15 51 Gaza Total 54 803 83 407 Hebron University 17 189 89 288 Palestine Polytechnic 6 80 22 81

Bethlehem University 23 89 66 147 Al-Quds University 54 355 161 379 Birzeit University 77 334 158 350 An-Najah University 55 553 169 530 Arab American University 17 184 69 181 Palestine Technical 0 0 47 176 University (Khadoorie) Al-Istiqlal University 6 37 16 49 West Bank Total 255 1821 797 2181 University Colleges Gaza 1 34 28 96 West Bank 20 169 142 439 Community Colleges Gaza 2 29 28 176 West Bank 4 16 39 121 Al-Quds Open University 43 443 287 1054 Gaza & West Bank 379 3,315 1,404 4,474

The total number of staff members holding (academic) Ph.D. in Palestine accounts for 3,315. There are currently 866 Ph.D. holders working in HEIs in Gaza, only 57 of them are females. Similar gender disparity is seen in the West Bank, with 2,006 Ph.D. holders working in HEIs, and only 279 of them are females.

Academic staff at HEIs must have a Master’s or Ph.D. degree. Those holding a Ph.D. are contracted by the university as assistant professors, and, after meeting the designated promotion requirements, have the potential to be promoted to associate professors, onward to full professors based upon the HEI’s rules and requirements. According to data for the 2016/2017 academic year, there are 282 full professors, 382 associate professors, 1,503 assistant professors, 630 lecturers, and 1,375 instructors in the traditional universities (Table 3.11b in Annex 3). These staff members are either on full-time or part-time contracts.

84.4 % of the 122 Palestinian academic staff 27who participated in our survey hold a Ph.D. degree while 15.6% hold a Master’s degree. 54% of them received their Bachelor’s degrees from local Palestinian HEIs, 32.8% of them received it from regional HEIs in Jordan, Iraq, and the Gulf, 9% from international HEIs (Europe and USA), whereas the remaining 4.2% got it from other countries. Their fields of study at this level were natural sciences (25%), IT (11.5%), arts (10.7%), social sciences (8%), and health (9.8 %). The highest percentage graduated between the years of 1991 and 2000 (41.8%), and the lowest percentage graduated between 1961 and 1970 (1.6 %).

As for postgraduate studies, results showed that 34.4% of academic staff earned their Master’s from local HEIs, 29.5% from regional HEIs, 30.3% from international HEIs, and 5.8% from other countries. As for Master’s specialization; natural sciences (27.8%), engineering (4.1%), social sciences (12%), health (9.8%), arts (9%), business

27 The figures outlined here cover the Palestinian academics in Palestine and do not include the Palestinian diaspora where there are no estimates of their numbers.

18 administration (4.9%), environmental sciences (2.5%), development studies (2.5%), IT (9%), religious studies (8.2%), and other fields (8.6%).

As for Ph.D. holders, 25.4% of them earned it in Europe, 21.3% in Egypt, 5.7% in Jordan, 4.1% in the USA, 2.5% in Palestine, and 1.6% in Israel. Our results showed that 14.8% chose chemistry, 7.4% chose engineering, 3.3% chose biology, 2.5% chose physics, 4.9% chose mathematics, 5.7% chose psychology, 1.6% chose sociology, 1.6% chose history, 2.5% chose geography, 2.5% chose economics, 6.6% chose health, 5.7% chose arts, 2.5% chose business administration, 2.5% chose development, 7.4% chose IT, 7.4% chose religious studies, 1.6% chose political sciences, and 19.5% chose other fields.

These results match the trends in fields of study for research output in Palestine, as a majority of Ph.D. holders (those most likely to be publishing research) are predominantly earning their degrees in Science, Technology, Engineering, & Math (STEM) fields. Also, 37.7 % of Ph.D. holders who teach at universities graduated between the years 2001-2010, 20.5% graduated between 2011-2018, 17.2% between 1991-2000, 3.3% graduated between 1981-1990, 1.6% between 1971-1980 and the remaining 20.5% hold Master’s degree or have not yet finished their Ph.D.. This displays a promising upward slope in the number of academic staff actively seeking to earn their Ph.Ds. within the last decade according to our survey results.

2.11 Gender Gap in Higher Education When speaking of student enrollment, it is important to recognize a significant gender gap is taking place within the Palestinian education system, and how this gap has not translated to research output results. In Palestine, female labor force participation rate is one of the lowest worldwide, a mere 19.3% in 2016 (ILO, 2018). Since educated women are increasingly confined to governmental employment, whose growth has been recently falling, and there has been evidence that a decline in household incomes has forced women to assist in informal activities (such as working as unpaid family members), women’s employment in certain fields has become increasingly restricted (ILO, 2018). This comes in addition to the continuous effect of prohibitive patriarchal structures and norms that already exist in Palestinian society, and the growing problems arising from lack of attention to policies that could address the linkages between supply and demand in the labor market.

Figure 1: Gender Distribution in Palestinian University Students

Taking these factors into account, the number of female students in HEIs now exceeds the number of males. According to MOEHE, there were 59,318 (34,975 female and 24,343 male) newly enrolled students for the year 2016-2017 across all HEIs.28 The following figure provides a view of the evolving trends that took place over the course of nine years:

Number of Students by institution for the academic years from 2009/2010-2018/201929:

Figure 2: Evolution of Number of Female Students 2009/2017

Besides enrollment, it is critical to evaluate subject areas from a gender perspective as well. The following chart provides a breakdown of fields of study at Palestinian HEIs by gender

Table 4: Distribution of Total Registered Students (at all levels) for the Year 2016/2017 by Program (ISCED classification) and Gender for the Year 2016/2017

Traditional University Community Open Program Total University College College Education F T F T F T F T F T Education 20,092 26,104 1,002 1,352 947 1,125 1,4198 17,592 36,239 46,173

Arts & Humanities 11,680 16,164 1,306 2,115 305 547 1,727 2,104 15,018 20,930

Social 7,312 11,580 826 1,540 152 476 3,071 4,460 11,361 18,056 Sciences/Journalism

Business, Administration & 14,661 31,889 2,021 4,413 2374 4,628 15,089 25,636 34,145 66,566 Law Natural Sciences, Mathematics & 4,722 6,430 0 0 94 128 680 961 5,496 7,519 Statistics

28 Table of the Distribution of Newly Enrolled Students by Institute, Program (ISCED Classification), Certificate, and Gender 2016-2017: http://www.mohe.pna.ps/Portals/0/MOHEResources/Statistics/dalil%202017final.pdf?ver=2017-09-26-094330- 960

29 Ministry of Education and Higher Education (2019)

Information Communication & 2,051 4,603 169 788 152 571 1,002 1,830 3,374 7,792 Technologies Engineering, Manufacturing & 6,922 17,299 75 941 266 1,512 0 0 7,236 19,752 Construction Agriculture, Forestry, Fishery & 366 1,109 26 33 0 0 68 207 460 1,349 Veterinary Health & Welfare 14,217 20,513 2,160 3,605 1,347 1,982 0 0 17,724 26,100 Services 194 768 56 89 25 84 0 0 275 941 General 0 0 0 0 0 0 1,677 3,237 1,677 3,237 Total 82,217 136,459 7,641 14,876 5,662 11,053 37,512 56,027 133,032 218,415

Percentage of 60% 51.4% 51.2% 67% 60% females

When looking at STEM in this chart, of 35,063 students, only 36% are females. Most strikingly amongst students enrolled in Engineering, Manufacturing, and Construction, female students account for 27% of them. According to statistical data, there is also an indication that the number of females approximately equals the number of males in Business and Law programs. This may be due to societal views as part of a wider system of disadvantages in which women are affected by stereotyped thinking, portraying them to work only in specific areas. It is also worth noting that in open education, the total number of females exceeds the number of males, mostly in all programs. This may be due to the mandate of the open education system to provide education to all segments of society, like women who are generally stay-at-home caretakers.

Figure 3: Distribution of Female and Male Undergraduates Students in Palestinian Universities

14000 12000 10000 8000 6000 4000 2000 0

Undergraduates -M Undergraduates - F

Figure 4 shows the huge gender gap in the teaching staff in Palestinian universities

Figure 4: Gender Gap in Teaching Staff in Palestinian Universities

In contrast with student enrollment rates by gender, academic staff employs significantly fewer female than male professors. Table 3.11a in Annex 3 illustrates this difference.

It is important to notice that based on the previously shown Table 3 that from the 803 Ph.D. holders working at traditional universities in Gaza, only 54 of which are female. This disparity continues in the West Bank where the total number of Ph.D. holders in traditional universities comprises 1,821 people, with only 255 of them women. In university colleges, there are 169 Ph.D. holders (20 female), 16 Ph.D. holders at community colleges (4 female), and 443 Ph.D. holders at open education institutions (43 female). Similar to the issues seen with the gender gap in regards to research publication rates in Palestine, it appears that women are being encouraged to study fields that lead to careers in education, but not higher education. This creates a continuous cycle of female educators teaching youth at an elementary level without the opportunities to conduct their own research.

2.12 Social Sciences in Higher Education The undergraduate curricula of BA in social sciences’ programs lack an epistemological identity. Curricula include a majority of courses that are introductory, and generic (such as the sociology of religion, sociology of family, economic sociology) in place of conceptualized courses. Additionally, Courses use Arabic language in teaching and learning, and rely on outdated texts. Many courses take normative approaches to society30, or place social sciences in a pedagogical role to society rather than understanding and analyzing role for the complexity of ‘the social’. Social sciences’ programs focus on technical skills rather

30 For example, characterizing social issues as problems to be solved

22 than critical approaches, and the lack of degrees in certain fields such as Anthropology. Overall, the programs tend to be very similar as if being influenced by one another.

Another tendency of social sciences’ programs is the emergence of applied social sciences. A shift took place from theoretically driven social sciences’ research toward technical knowledge in an attempt to produce graduates with skills suitable for the job market. In the discipline of geography, for example, natural geography with very technical skills became dominant over human geography. In the discipline of economics, microeconomics based on neoliberal market ideology became dominant over political economy.

At the graduate level, social sciences’ programs are more specialized, conceptual, and have an epistemological identity. Nevertheless, three trends can be identified: the normative and moralistic tendency31 in some programs, policy-oriented programs32, and programs adopting a critical tradition and intersectional understanding of different dynamics 33.

There are a growing number of inter-disciplinary programs, yet they are those of social sciences and humanities, not social sciences and natural and applied sciences. In the 1990s, there was an emergence of inter-disciplinary programs34 whose dominated faculty were social sciences scholars. The inter-disciplinary Ph.D. program at Birzeit University is the only Ph.D. in social sciences in Palestinian HEIs. Its curricula is very rigorous with a high load of coursework, has a clear theoretical identity that addresses a gap in Palestine studies: the scarcity of scholarly work on political economy and the repercussions of social and cultural transformations in Palestine. The program claims an anti-colonial south-south identity in its epistemological foundation. It also has a rigorous standard for accepting students into the program. Nevertheless the notion of inter-disciplinarity remains a challenge.

Research in HEIs rarely focuses on social sciences disciplines. University administrations provide lesser support to social sciences research because they mistakenly assume that it has no market value (Kuttab, 2016). Furthermore, typical research in Palestine is widely produced either to obtain a degree or promotion, leading universities to look at research and knowledge production as more of a step to upgrade one’s rank (Salameh, 2016). Moreover, 80% of social sciences research is produced through research centers or consultative agencies outside HEIs’ settings (Qumsiya and Isaac, 2012).

Conclusion Palestinian universities were established with education as their focus and thus played a major role in disseminating knowledge in the Palestinian society. Research was conceived to be a secondary issue. As a state in transition, the PNA through MOEHE is promoting the transformation of universities from teaching-focused institutions towards providing their students with key knowledge and skills needed in the labor market. Although Palestinian academics may not be known for cutting-edge research or major publications, yet they understand the direction of scientific progress and can update their education programs to meet the emerging needs of the Palestinian society.

Recommendations:

31 Such as the MA in Women Studies program at An-Najah University. 32 Such as the Development Studies and Planning at Birzeit University. 33 Such as the MA in Gender and Development Studies at Birzeit University. 34 Including development studies, women and gender studies, democracy and human rights, Arab studies, and urban studies

. Establishing a database for Palestinian researchers in and outside the country. . Establishing independent professional committees in various disciplines to evaluate research projects, impacts and promotion of academic staff. . Developing MOEHE homepage to easily identify open calls for researchers in particular disciplines. . Outsourcing to local universities and research centers studies needed by the PNA. . Assuming ownership of the research hub and maintaining its development. . Promoting critical thinking and research culture in the educational system in Palestine. . Assessing the impact of the dual educational system in job creation. . Conducting an overall assessment of the Open University education including its mission and strategy. . Conducting studies aimed at measuring the global competitiveness index and the human index for Palestine to be included in the world reports. . Setting clear policies to regulate licensing of independent research centers and their operations. . Updating the green paper and transferring it a white paper for development of SETI in Palestine. . Developing criteria for assessing research projects from universities and research centers based on the quality of the proposal rather than the current allocation system. . Encouraging Palestinian researchers to join international editorial boards, networks and associations. . Encouraging independent Palestinian research centers and think-tanks with allocated research funds. . Preparing Palestinian higher education for the fourth industrial revolution, which can be described as the advent of “cyber-physical systems” involving entirely new capabilities for people and machines such as genome editing, new forms of machine intelligence, breakthrough materials and approaches to governance that rely on cryptographic methods such as the blockchain (World economic forum,2016).

3. Governance and Reform

3.1 Governance and autonomy of institutions

Palestinian HEIs are mostly independent governed by a Board of Trustees, supervised by AQAC and MOEHE, and receive partial financial support from the government but must follow the education law stipulated by MOEHE under the jurisdiction of Palestinian laws.

The Palestinian Basic Law lacks any explicit mention of the governance of academic institutions. Nonetheless, Article 24, Section 2 states “[t]he National Authority shall supervise all levels of education and its institutions, and shall strive to upgrade the educational system.” Section 3 of the same Article states, “The law shall guarantee the independence of universities, institutes of higher education, and scientific research centers in a manner that guarantees the freedom of scientific research as well as literary, artistic, and cultural creativity.”

A few of its articles could prove to be problematic for the autonomy of academic institutions. For example, Article 5, paragraph 4, states that part of the Ministry’s jurisdictions is to “monitor institutions, their programs, their academic regulations, the services offered by it, and the quality of its performance and outputs”. While it may be of importance to monitor the performance of accredited institutions, there is no clear definition of what the law means by “quality of performance”, a concept that could be abused. In 2019, MOEHE decided to apply the International Standard Classification of Education (ISCED) adopted by the UNESCO General Conference at its 36th session in November 2011 for classifying and monitoring higher education programs in Palestinian universities.

Other relevant sections of the 2018 higher education law are Articles 26, 27, 29, and 30, which are available in full in the Annex 4. Each one of these articles carries potential ramifications on the autonomy and government of academic institutions. While Article 26 seems to be designed to protect the assets of the institutions, other articles could carry serious harm to institutions. Article 27 effectively limits the institution’s ability to legislate its own regulations and bylaws. At the same time, Article 29 offers possible punishment for any violations of the law in question. Perhaps most troubling is that Article 30 gives the Minister of Education the right to create boards of trustees for academic institutions where none existent. While this may be well intentioned, it opens the door for serious infringement on the institutions’ ability to regulate themselves. It could also give the MOEHE extraordinary leverage over the institutions’ decision-making ability, especially through financial pressure, as stipulated in Article 29.

3.2 Academic Freedom In order to gauge the importance of academic freedom in the Palestinian basic law and the law’s attitude towards the concept, the research team opted to list and examine articles in the Palestinian basic law that relate to the rights and freedoms from whence academic freedom sprung. Surprisingly, the Palestinian basic law gives much attention to education, academia and related concepts. First, Article 19 states that “freedom of opinion may not be prejudiced. Every person shall have the right to express his opinion and to circulate it orally, in writing or in any form of expression or art, with due consideration to the provisions of the law”. Moreover, Article 24, section 3 specifically states “the law … guarantees the freedom of scientific research as well as literary, artistic and cultural creativity.”

The rights to freedom of assembly and association, on the other hand, are not explicitly mentioned in the Basic Law. However, Article 18 states, “freedom of belief, worship and the performance of religious functions are guaranteed, provided public order or public morals are not violated.” While this is not a clear endorsement of the right to associate, it can be interpreted as an allusion to it.

President Mahmoud Abbas signed a presidential decree on the 27th of March, 2018 for a new Palestinian higher education law. Article 2 of the new law guarantees the right to “higher education” under the condition of meeting admissions’ criteria of the MOEHE and the institution in question. Article 3 states, “academic and scientific research freedoms are guaranteed by the procedures of law”. This is the clearest and most encouraging indicator of the awareness of the PA and its ministries of the concept of academic freedom. Nonetheless, the law does not; as of yet, specify the procedures in its text.

Violations of academic freedoms in the Palestinian context While formal restrictions on certain contentious subjects do not always exist explicitly, Palestinian culture and political climate place implicit restrictions on certain taboo topics. The ASSR report (2016) states that terms, ergo topics, such as “political Islamism,” “liberalism,” “revolution.” and “nation” are seldom examined. “This is either because they are considered self-evident and thus a property of a common public, or because certain restrictions restrain the university from introducing sciences relating to widely.”35 Israel has repeatedly subjected Palestinian academics and academic institutions to various degrees of oppression and constraints of their academic and physical freedom. During the first Intifada, the Israeli occupation forces closed many of the West Bank universities for extended periods of time. Israel has also systematically targeted Palestinian and international scholars with deportations and denials of entry if they support the Boycott, Divestment and Sanctions (BDS) movement. A recent exposé by the Legal Center for Arab Minority Rights in Israel (Adalah) in association with Al Haq and Birzeit University stated that Israel is increasingly refusing to issue work permits for international academics working at Palestinian universities. In addition, it is escalating a harsh visa renewal policy that is forcing them to abandon their students and leave the country. A February 2018 Palestinian Ministry of Education study found that about half of the international lecturers and staff (32 out of 64) at eight universities were detrimentally affected during the previous two years by Israeli rejections of new visa applications, visa extensions, or entry to the West Bank.

The Israeli policy toward international academics violates universities’ freedom to expand the areas of research and studies. As such, Israel is blocking the occupied Palestinian population from determining for themselves what kind of education they want to provide.36 As for the PA’s violations of academic freedom, the chief modern example is Presidential decree No. 16 of 2017 on cybercrime. The law’s 61 articles are general, subject to conflicting interpretations and applications in different ways that may therefore constitute a violation of academic freedom. For example, the law uses terms such as "public morals," "state safety," "racial prejudices," "national security," "civil peace," "public order" and "harming national unity". In the original Arabic language, these terms are broad and wide-ranging. One can

35 http://www.theacss.org/uploads/English-ASSR-2016.pdf 36 https://www.adalah.org/en/content/view/9767

26 conceive a manner in which they can be used to quite voices that the government finds objectionable. Furthermore, the provisions of this law oblige internet service providers to keep personal information of their costumers for at least 3 years, which constitutes a breach of privacy. As a result, this law has been the subject of objections from many human rights organizations including the Bar Association and the Independent Commission for Human Rights.

Similarly, Article 40 in the law provides for censoring certain websites. Accordingly, it can be used to prohibit the posting of academic material under the pretext that it may jeopardize civil peace and national security thus constraining academic freedom.

Qualitative Analysis of Public Statements

This section discusses the concept of academic freedom within public statements of the universities. Most of the universities lack an official public statement on academic freedom. It is difficult to speculate the reason behind this apparent negligence, but it could demonstrate a lack of institutional concern or awareness of the topic. However, some universities allude to the concept and even tackle it outright. In some cases, the concept of academic freedom is treated as a part of another, larger conglomerate of concepts, such as ethics or legal rights and vision. The institutions that mentioned academic freedom in their public statements are:

● Palestine Technical University - Kadoorie has a clear statement on academic freedom mentioned as part of the university values. ● Palestine Ahliya University has a newly adapted statement on academic freedom that mentions the concept as part of the university’s “core values" which are transparency, accountability and academic freedom. The statement also places emphasis on the respecting others’ opinions, profession ethics and the rights and freedoms of the individual. ● Bethlehem University states that it protects freedom of inquiry and independence of mind in pursuit of knowledge. ● Birzeit University has a clear statement on academic freedom as part of the university’s values. “Freedom of expression: to safeguard academic freedom and the right to research and publish openly, foster knowledge exchange and dialogue with mutual tolerance and acceptance of opposing opinions and divergent beliefs.” ● Al-Quds University has no official or written document on academic freedom. There were only hints as to the university’s stance on academic freedom from the President of the university: “the university is committed to providing space for freedom and innovations.” The other hint “we provide the chance for innovative research” is found on the university’s website. ● Islamic University considers that the following items relates to research ethics: the right to choose the topic of research, to receive funds for this research, and the freedom to access information related to the research. The university also conditions that research must not threaten national security.

Many universities indicated the presence of an official policy to protect academic freedom within its bylaws. Nonetheless, university deans of research indicated a clear understanding of the concepts comprising academic freedom. The responding universities stated that while they may lack a written policy on academic freedom, the researchers, within their confines, have the freedom to express their academic views in research publications, select their

27 research topics and methods, express their views in public forums, express their views while teaching, and independently determine the topics of research.

The following table presents the results of the questionnaire for the deans of academic research, as well as academic and research staff:

Table 5: Compilation of Deans Questionnaire Results Academic freedom Deans of Academic and Research Research Staff There is an official policy for the university that protects academic 85.7% 68.1% freedom Your university has a code of conduct that guides the decisions, 85.7% 61.9% procedures, and systems that contribute to the welfare of its key stakeholders Researchers are free to express their academic views in research 85.7% 92.5% publications Researchers are free to select research topics and methods 78.6% 98.6% Researchers are free to express their views in public forums 85.7% 95.4% Researchers are free to express their views in teaching 92.8% 92.6% Research topics are determined independently by the researcher 78.6% 95.4% Your university shares its overall budget with the staff 71.4% 45.9%

Six of the deans of research in Palestinian universities filled out the questionnaires. The high percentage of absent answers may indicate that academic freedom does not occupy a prominent position within the Palestinian academic discourse. Nonetheless, 5 of 6 deans answered affirmatively that they possess an official policy for the university that protects academic freedom. Between 79% and 93% answered affirmatively when asked if researchers possess the freedom to express their academic views in research publications, in public forums, in their teaching, and maintain the ability to select their own research topics and methods.

Surveys’ findings indicated the following: 1) Academic freedom remains tangential in national academic discourse. 2) Responders are not aware of academic freedom policies when they do exist. 3) HEIs do not stress or encourage the dissemination of knowledge regarding academic freedom policies with their faculty and staff. 4) Responders affirmed that researchers have academic freedom to select their own research topics and methods, and express their views in research publications, public forums, and teaching.

3.3 Code of Ethics in Palestinian Research The Palestinian Basic Law does not use the terms “ethic,” “ethics,” or “ethical” in any of its articles. The word “moral” appears numerous times, including in Article 18. The article states, “freedom of belief, worship, and the performance of religious functions are guaranteed, provided public order or public morals are not violated [emphasis added].” The usage of the term “morals” seems to project a normative meaning of the word, but leaves it loose and undefined, widely open for interpretation. Lower laws and regulations do not reference the ethics of academic research in their texts. The following table provides an overview of the presence of key phrases in the published statements of each of the Palestinian universities. A majority of Palestinian universities are aware of most ethical issues, especially

incentives. Two universities have a unique verification code system (American Arab University and Polytechnic University) through which they register and check the research for originality and plagiarism. However, some universities, especially governmental institutions, demonstrated discouraging results in this measurement.

Table 6: Summary of High Institutions Governance and Academic Ethics Incentives Confidential Informe Code of Discriminati NO Incentives to Content on University to ity and d Conduct on Policy Participants Plagiarism Safety Researchers Privacy Consent

American University NO YES YES YES YES NO NO NO - Jenin Bethlehem YES NO YES YES YES YES YES YES University Al-Quds YES Yes YES YES YES YES YES YES University Al-Najah YES Yes YES YES YES YES YES YES University Al-Istiqlal NO NO NO NO NO NO NO NO University Khadoorie NO NO YES YES NO NO NO NO Palestine Ahliya NO NO YES YES NO NO NO NO University Polytechni NO NO NO NO NO NO NO NO c Hebron NO yes YES YES YES NO NO NO University Birzeit YES Yes YES YES Yes Yes Yes Yes University Al-Quds open YES NO YES YES YES YES YES YES University Al-Azhar University NO NO YES YES NO NO YES YES Gaza Islamic University YES NO NO NO NO YES YES NO of Gaza Al-Aqsa YES NO NO NO YES NO NO NO University Islamic YES YES YES YES YES YES YES NO University Gaza NO NO NO NO YES NO NO NO University

The following figure demonstrates the awareness of each one of the key ethical issues by university:

Arab American University - Jenin 15 Bethlehem University Alquds University 10 Al Najah University Al istiqlal University 5 Khadoori Palestine Alarabia University Polytechnic 0 Hebron University Birzeit University Alquds Open University Al- Azhar University Gaza Islamic University of Gaza Al- Aqsa University Islamic University Gaza University

Figure 5: Universities Ethic Awareness

The university with the best performance in this regard was the Islamic University. It maintained a clear and published code of ethics. Regarding the issue of plagiarism, for example, the university uses film, leaflets, and posters as tools to demonstrate research ethics. These demonstrations include different types of plagiarism, intentional and accidental, different motives for why students might attempt to engage in plagiarism, and then explained why it is unethical. The university also demonstrates how to help students prevent plagiarism, and how to avoid it in research. Additionally, the university also emphasizes key ethical values such as honesty, objectivity, respect for other researchers, ownership of the research, safety and “do not harm,” benefiting the community, privacy, confidentiality, and charity.

Table 7: Questionnaire Summary: Ethical Considerations Related to Research Issues Ethical research consideration Gaza West Strip Bank Yes % Yes %

Does the university have a research ethics policy? 75% 70% Are there regulations and policies that ensure the integrity and quality of the 66.7% 70% research? Are participants being asked to give informed consent in writing, and will they be 75% 70% asked to confirm that they have received and read the information about the study? Do you consider the mechanisms in place to ensure confidentiality? 75% 80% Privacy, and data protection? Do the research participants join in a voluntary way, and free from any coercion? 91.7% 80% Is the independence of research clear and explicit any conflicts of interest? 66.7% 80% Are there any real or perceived conflicts of interest which could compromise the 58.3% 30% integrity and/or independence of the research due to the nature of the funding body? Will the results of the study be offered to those participants or other affected parties 75% 60% who wish to receive them?

Are there mechanisms and policies that guarantee the absence of harm to the 66.7% 60% research participants? Are there legal requirements for governing the research? 75% 60% Are there requirements that research complies with any monitoring and audit 83.3% 60% requirements? Mean 73.4% 65%

The questions revealed a few discrepancies in ethical considerations between the West Bank and Gaza Strip. The greatest points of divergence in the results are found in questions regarding the implementation of legislation and instances of coercion. For example, questions regarding the voluntary nature of participation in research (Q5: 91.7% in GS to 80% in WB), a lack of conflicts of interest (Q6: 66.7% in GS to 80% in WB), and the effects of the funding party on this conflict of interest (Q7: 58.3% in GS to 30 % in WB),. Interestingly, in research governance (Q10 and Q11) the GS compared quite favorably to the WB (Q10: 75% to 60% and in Q11: 83.3% to 60 %). This may indicate an absence of monitoring mechanisms in the West Bank.

Deep insight into the structure of universities’ and research centers’ codes of ethics is also found in the survey. The results, shown in detail in the table below, indicated that all of the universities have a research ethics policy, rules and regulations that ensure the integrity and quality of the research, and mechanisms and policies that guarantee the absence of harm to the research participants. Moreover, all responders indicated that the universities consider that they have the mechanisms in place to ensure confidentiality, privacy and data protection, and require that research participants sign a consent form without coercion.

Table 8: Research Ethics Results Research Ethics Yes No Sometimes

Does the university have a research ethics policy? 5 0 0

Are there regulations and policies that ensure the integrity 5 0 0 and quality of the research?

Are participants being asked to give informed consent in writing, and will they be asked to confirm that they have 4 1 0 received and read the information about the study?

Do you consider the mechanisms in place to ensure 5 0 0 confidentiality, privacy, and data protection?

Do the research participants join in a voluntary way, free 5 0 0 from any coercion?

Is the independence of research being clear, and explicit 5 0 0 of any conflicts of interest?

Are there any real or perceived conflicts of interest which could compromise the integrity and/or independence of 0 3 2 the research due to the nature of the funding body?

Will the results of the study be offered to those participants or other affected parties who wish to receive 3 0 2 them?

Are there mechanisms and policies that guarantee the 5 0 0 absence of harm to the research participants? Are there legal requirements for governing the research? 2 1 2 Are there requirements that the research comply with any 2 0 2 monitoring and audit requirements?

One the other hand, the most alarming answers were to the questions on legality and procedure. In answering the question, “are there legal requirements for governing the research?” two universities answered “sometimes,” while another university answered negatively. Similarly, two universities answered that only “sometimes” research complies with monitoring and audit requirements. Research centers reflected similar attitudes. 75% percent of all responders answered in the affirmative to all the relative questions (see table and graph) with two notable exceptions: over half of the responders indicated that there are real or perceived conflicts of interest which could compromise the integrity and/or independence of the research due to the nature of the funding body. This result is alarming as it may suggest a lack of independent research and a lack of trust in conditionally funded research.

The second notable exception came in response to questions regarding the legal requirement for governing the research. Only 72% of responders answered this question in the affirmative, the lowest percentage of any question excluding the aforementioned.

Yes

No conflicts of interest conflicts of Sometime coercion any from s monitoring and audit requirementsmonitoring and audit the information about the study the information confidentiality, privacy and data protection data and confidentiality, privacy Does the university have a research ethics a university policy research have Does the absence of harm to the research participants to ofabsence harm Do you consider the mechanisms in place to in place ensure consider the Do mechanisms you Are there mechanisms and policies that guarantee the mechanisms there policies and Are or other affected parties who wish to receive them receive who wish affected to other or parties Are there requirements that research complies with any complies research that requirements there Are Are there policies that ensure the quality of research the quality the ensure that policies there Are Are there legal requirements for governing the research for legal there governing requirements Are the integrity and/or independencethe research of due to… Will the results of the study be offered to offered participants those of thebe results study Will Are there any conflicts of interest which could compromise of anyinterest there which Are conflicts Is the independence of research beingexplicit and any clear, ofresearch Is the independence Are participants given informed consent in writing and read writing and consent given in participants Are informed Do the research participants join in a voluntary way, and free way, and voluntary in join a participants Do research the Figure 6: Staff Survey on University Ethics 1 As may be common in staff surveys, almost half of all staff members did not provide answers to the questionnaire. Even so, since the sample size of the staff is much larger than the other survey pools, the resulting outcomes are likely closer to being indicative of the attitudes of the Palestinian academic community. As indicated in the figure below, the most notable result is that 50% of responders indicated that there are real or perceived conflicts of interest which could compromise the integrity and/or independence of the research due to the nature of the funding body. This is consistent with the results of the other two legs of the survey.

Yes 0 No interest the research the The university have a policy research ethics have The university audit requirements privacy and data and privacy protection to the research participants to affected parties who wish to receive them to receive wish who parties affected There are legal requirements for governing the research for legal governing requirements There are The participants being asked to give informed consent in writing to consent informed asked give being The participants There are a real or perceived conflicts of interest which could ofinterest a perceived conflicts or There are real The mechanisms are considered in place to ensure confidentiality, to in place ensure are The considered mechanisms The participants join in a voluntary way, and free and any afrom coercion way, joinvoluntary The in participants The results of the studyhaveThe of results those be participants or offered to other The independence ofresearch being and clear, explicit conflicts any of compromise the integrity and/or independence ofthe research to… due There are mechanisms and policies that guarantee the absence of harm that guarantee of the absence mechanisms policies and There are There are requirements that research complies with any monitoring and monitoring with any complies research that requirements are There There are regulations and policies that ensure the integrity of quality policies and and that ensure regulations There are Figure 7: Staff Survey on University Ethics 2

The results of the code of ethics section indicate that despite the absence of written and published codes of ethics in many universities and research centers, most of the values in such codes around the world are part of the Palestinian academic discourse. The results also indicate that the monitoring and auditing mechanism remain in need of reform and empowerment.

Perhaps most notably, is the expression of concerned by many respondents that real or perceived conflicts of interest could compromise the integrity and/or independence of the research due to the nature of the funding body. While it is difficult to definitively conclude the source of this concern, one could attribute it to a lack of trust in the funding parties. This has created a sense of loss in independent decision-making, and consequently for some, a decline of their research.

3.4 Reform According to the UNESCO 199937 methodology, the concept of reform refers to a global tendency to move towards efficiency and lower cost (primarily economic in nature that later encompassed other sectors). In education, this is expressed as the “knowledge-based economy that became the motor of economic growth and competitiveness.”38 Furthermore, the pressure to reform transpired from three sets of actors: the state and the corporate sector for improving economic growth and competitiveness, employers looking for relevant skills, and households willing to pay for their higher education. Therefore, reforms have targeted improving the quality of education in comparison with the global standards of higher education, the realignment of higher education to labor market requirements, and a general expansion of higher education.

A major reform that is being steadily introduced into Palestinian HEIs, are safeguards for human subjects involved in primary research and data collection such as the Institutional Review Board (IRB). Palestinian universities have exhibited an awareness of this issue and its importance. For example, when founding its IRB, An-Najah University cites the influence of the two aforementioned international covenants and their importance. This is also reflected in the jurisdictional responsibility of the IRB as stated by the university. Similarly, Birzeit University has also a public statement on the subject of the importance of respecting the ethical codes when doing research and has also established its own review board in order to ensure the application of these principles.

Another example of reform is present in the PNA’s “National Policy Agenda: 2017-2022.” One of its pillars is titled “sustainable development,” which includes economic independence, social justice and rule of law, quality education for all, quality healthcare for all, and resilient communities. The education-related priority ranks 8th on a list of ten national priorities. The NPA states “[l] looking ahead, with near universal education provided, the Government will increasingly shift the focus to quality and relevance”, and “our Technical and Vocational Education and Training (TVET) and higher education institutions need to be more aligned with labor [sic] market needs.” In relation to higher education, the text asserts that moving “from education to employment” will be the key goal of national policy that can be achieved by: aligning TVET and higher education with development and labor market needs with equitable access to these opportunities; upgrading and expanding TVET infrastructure and

37 UNESCO. 1999. Globalization and Educational reform: what planner need to know. unesco.amu.edu.pl/pdf/Carnoy.pdf

38 Ibid

35 facilities; and strengthening Palestine’s scientific research capacity. Annex 6 outlines the status of TVET system in Palestine.

It is also important to mention another issue that poses a dilemma for improving the quality of scientific research in Palestinian higher education: the antiquated staff rotation systems. Heads of many Palestinian academic institutions serve far beyond international norms. These figures wield much influence on education, academic spending and direction of research, as well as recruitment policies. The lack of turnover in leadership, especially administratively, greatly hinders change and innovation. It also undermines the independence of educational institutions and corruption control methods. The change of administrations and the renewal of a democratic method in the selection of management contribute significantly to the development of academic policies and policies of scientific research. This should be a reform done in an integrated way with the government to assure the transparency but also to safeguard the quality of the research. Additionally, since Presidents of Boards of trustees in quasi-governmental universities are not periodically changed, reform to allow for fresh blood in these institutions is unlikely.

In 2018, AQAC developed a new ranking policy for Palestinian universities (See Annex 9 for Proposed Ranking Criteria for Palestinian Universities). It includes standards and procedures that each university should follow in order to achieve high rank. It gives different standards for different universities such as the quality of education environment (200 points) for all universities except Al-Istiqlal (300 points), while community engagement (300 points) for all universities except Al-Istiqlal (200 points). These policies created negative competition among universities instead of improving the quality of education.

Finally, to improve quality control of the research produced in Palestinian institutions, the AQAC has been implementing a new reform insisting that every teacher create a profile connected to Google Scholar and Research Gate by uploading their CVs and new publications to those platforms. This allows for quality control of their productions based on an international standard, and makes their work more connected and accessible to researchers around the world to improve the visibility of knowledge produced by Palestinian institutions and connect partner researchers from the region and from around the world. Recommendations: . Restructuring the official research support hierarchy in MOEHE clarifying and defining the roles of the ministry, universities and other stakeholders to avoid duplication and redundancy. In this context, SIDA can sponsor the creation of a handbook for the hierarchies within the governmental and civil society bodies that deal with academic research. This work could also introduce best global practices to be followed within the context in order to increase efficiency and effectiveness. . Supporting the development of a national policy for research development in a participatory manner with all stakeholders. The establishment of a national plan for scientific research contributes to the consolidation of efforts, non-dispersion, and the elimination of destructive competition over resources. In this context SIDA can host, coordinate, and act in a secretarial role to support the drafting of a specific and goals-oriented plan. . Contributing to formulating a clear definition for the concept and priorities of scientific research. It is important to note that many concepts are imported or derived from non-Arab and non-localized sources. This means that there is a need to produce local concepts that take into account the specificity of the Palestinian reality under colonial military occupation for more than 71 years. Hence, we can

recommend SIDA’s cooperation with local and global partners that believe in the uniqueness of the Palestinian context to amass a glossary of academic concepts and best practices adjusted and defined within said context. . Designing a mechanism for coordination among various sectors and stakeholders in scientific research: SIDA, as an international, independent, neutral and non- governmental institution can help a higher scientific research council that brings together Palestinian Israeli academics with Palestinians from the West Bank, the Gaza Strip and East Jerusalem. Therefore, SIDA can play a role in establishing this body and in formulating its policies and vision as well as developing mechanisms to ensure its continuity. . Reinforcing the need for social accountability and transparency in the ministries, universities and research institutes: SIDA can sponsor the establishment of a catalog or digital platform that allows grant seekers access to funding in a transparent manner. SIDA could also sponsor the digitalization of Palestinian academic research in order to ensure its originality and to protect it against plagiarism. . Developing a training program in research management: SIDA could follow up its efforts in the previous recommendation by designing a digital training course, or granting Palestinian researchers access to pre-existing such courses, that identify key troublesome ethical questions in academia and educate researchers on resolving these issues and that reinforce their academic ethical code. . Developing a code of conduct for research inside and outside higher education institutions: As mentioned in previous recommendations, the need has risen for the establishment of a unified academic ethical code in Palestine in compliance with international standard and binding Palestinian governmental and nongovernmental institutions to it. It is important to take into account the experiences and previous attempts that have made in this vein, some of which have been successful and a good example over the last 30 years. For example, the attempts to establish a localized code of conduct in the practice of social work and psychology, including the ethics of practical research. Such an attempt can act as the catalyst of this project. SIDA can form a working group consisting of deans of scientific research in universities entrusted with the task of developing a moral charter, and then integrate feedback from other members of the academic ecosystem. . Adopting good governance practices at all levels including financial transparency, complaint mechanism, social accountability etc. . Encouraging youth and especially women to join the boards of trustees in universities. . Working towards involving the private sector in the process of scientific research and development. . Monitoring the progress of research projects and their impact. . Coordinating with concerned parties to create a mechanism supportive of national innovations and protecting intellectual property rights. . Elaborating and reinforcing definitions of academic freedom and research ethics in Palestinian education law and internal regulations, and requiring Palestinian universities to publish written internal bylaws that explicitly deals with these matters. . Reinforcing academic freedom including the right to conduct and participate in educational activities without arbitrary interference from state authorities or other official or non-official bodies.

4. Status of Scientific Research in Palestine 4.1 Overview The diverse research framework in Palestine includes both public and private universities, along with research centers. Research centers are either university-based, or civil society (registered at the Ministry of Information or at the Ministry of Specialization). In recent years, the number of research centers in universities increased to 80 centers and laboratories in total. Public research carried out by them often focus on specific fields: water and environment (5 universities), biotechnology, ICT, and renewable energy (3 universities) (Ministry of National Economy and World Bank, 2014).

In particular, while Palestinian universities show favorable environment for research; research productivities is still inefficient. Academic staff can be promoted according to universities’ regulations. The promotion regulations in all universities require academic staff to perform research and publish in acknowledged journals. Although most research done at universities is hence related to academic promotions, research productivity is still weak due to the heavy teaching loads, and the tendency to grant teaching overtimes to teaching staff due to financial constraints, and lack of proper funding for research activities as well. Not to mention the use of part-time contracts has risen in last decade, while in Open University almost most academic staff is on part-time basis. Although Palestinian universities have played a prominent role in producing scientific research, the apparent shortage in research in social sciences is still problematic. University administrations provide lesser support to social sciences research because they are wrongly assume that it has no market value (Kuttab, 2016). Furthermore, typical research in Palestine is widely produced either to obtain a degree or promotion, leading universities to look at research and knowledge production as more of a step to upgrade one’s rank (Salameh, 2016). Furthermore, another problem concerning the priorities of Palestinian research, in particular social sciences research is the prevalence of policy studies that are not based on serious research. It is discouraging scientific research, even undermining the quality of teaching, and distorts the system of incentives39 (Salameh, 2016). This, of course, does not negate the need for policy research, which is a real need of the Palestinian society and its development.

There were 4,533 full time equivalent researchers in Palestine in 2013 of whom 1,023 were females, which translates to 655 researchers per million inhabitants (PCBS, 2014). Recent MOEHE numbers indicate the total number of academic researchers in Palestine for the year 2017/2018 is 653, which translate to almost 150 researcher per million inhabitants.

In North America and Europe there are 3,500 and 2,500 researchers per million inhabitants respectively, while this figure in the Arab world ranges between 200–250 researchers per million inhabitants. According to MOEHE, the total number of academic researchers in Palestine for the year 2017/2018 is 653, which translate to almost 150 researcher per million inhabitants.

Despite the economic and political impediments in decades prior the creation of the PNA, several academic institutions, non-governmental organizations and independent research centers were established (Qumsiyeh & Issac, 2012). Taking the initiative to make up for the scarcity in several developmental fields in an attempt to maintain an economic environment

39 Such as financial support, reduction of teaching hours, or the possibility of hiring research assistance.

38 responsive to the needs of the Palestinian society (The Palestinian Academy for Science and Technology, 2002).

Currently, there are more than 150 research centers registered at the Ministry of Information, but most of them are not functional. Only four research centers are registered by MOEHE, namely the Applied Research Institute-Jerusalem (ARIJ), the Palestinian Economic Policy Research Institute (MAS), the Palestinian Center for Policy Research and Strategic studies (MASARAT) and a newly established Palestine Institute for National Security Studies. In Annex 3, Table 3.16 includes a list of research centers, Table 3.17 includes social science research centers, and Table 3.18 includes university-based research centers.

The research production by civil society mostly specialize in development, advocacy, and cooperative efforts. In Palestine the research production is rather marginalized when it comes to university affiliated institutions (constituting 10% of research output), while the majority of organizations conducting research are NGOs. Moreover, 80% of social sciences research is produced through research centers or consultative agencies outside the university settings (Qumsiya and Isaac, 2012).

4.2 Characteristics of Participating Research Centers Institutions

Our data collection covered HEIs and research centers, governmental and non-governmental, throughout the West Bank, East Jerusalem, and Gaza. This data showed more research centers in Palestine than originally estimated, classified into four sectors: HEIs, governmental, non-profit, and private. In terms of institution type, 30.8% of participant institutions were HEIs, 11.5% governmental, 38.5% non-profit, and 19.2% private.

Governmental institutions, which constitute very few of the overall centers, receive full or partial financial support, as long as they are under continued governmental supervision. Non- profit institutions are supported by local or foreign non-governmental organizations mostly focusing on developmental issues.

Research in HEIs, mostly universities and their affiliated centers, focuses on many disciplines, but rarely relating to social sciences, except for Birzeit University. There is a distinction between research institute (that may obtain research grants /financial support from external donors) and a faculty department (that rarely have research cooperation with international donors). Consequently, academic staff working at research institutes have the opportunity to publish their research quickly, and have less teaching credit hours as their research projects are funded.

4.3 Participating Research Center Results

Figure 8 illustrates the distribution of participating research centers in the West Bank and Gaza Strip according to type of institution. Due to extreme economic hardship the Gaza Strip, the non-profit and private sectors dominate the scene of available research centers. The West Bank and Gaza have nearly identical percentages of governmental support for these centers (10% & 8.33% respectively), suggesting that government involvement in research center development is not as active as it could be.

Gaza Strip West Bank Figure 8: Affiliation/type of research centers in the West Bank and Gaza Strip 2018

The following table contains a breakdown of the number of people within the different areas of research currently being conducted, along with their qualifications:

Table 9: Number of People Conducting Research – Based on Field of Research Average Members Items Total WB GS Number in Basic Research 7 14.5 11.25 Number in Applied Research 6.50 6 6.25 Number in experimental development research 4 0 2 Total number of research personnel: Full-time 7 6 6.5 Total number of research personnel: Part-time 2 11 6.5 Total number of research personnel with secondary education 0 .5 0.25 as their highest level of education Total number of research personnel with a high school 0 1.5 .75 diploma as their highest level of education Total number of research personnel with a Bachelor’s degree 3.50 5 2 as their highest level of education Total number of research personnel with a Master’s degree as 2.50 5 4 their highest level of education Total number of research personnel with a Ph.D. as their 2 5.5 4 highest level of education

It appears that the West Bank is falling behind in terms of qualified candidates leading research project in comparison to Gaza. On the other hand, as Gaza needs innovative solutions to bring economic stability and rebuild key infrastructures, it is concerning that there are no researchers currently working in the area of experimental development.40

40 The research centers (50% in WB and 50% in GS) showed that there are explicit disparities of labor forces related to gender, in which the approximate ratio of M: F is 5:2. This appears to be consistent with what has been documented throughout the previous segments of Palestinian research trends within this report. See table 3.14 in Annex 3 for labor forces in Gaza and West Bank with Gender Display.

Regarding the funding of these institutions, the majority of research centers for both the West Bank and Gaza are self-funding (51%).41 Direct international funding and governmental bodies are also main sources of funds in the WB (36% and 21%, respectively). These findings are consistent with the percentage of research institution types listed previously, with the notable difference in governmental expenditure (due to the drastic differences seen in governmental systems and capabilities) in the WB and Gaza: where both areas have government-run research centers accounting for approximately 10% of the total types, governmental institutions account for 21.33% of overall funding in the WB, and only 2.08% in Gaza.

The table below shows the expenditures based on the questionnaire’s findings.

Table 10: Expenditures of Research Centers Items GS $ WB $ Total Expenditure 19,300 85,000 Running Expenditure 5,500 45,881.5 Salaries and Worker Compensation 15,900 37,500 Utilities and Facilities Rent 7,000 7,000 Research Equipment, Lab Equipment, Stationary, 3,500 19,852.50 Educational Equipment, Research Consumables Maintenance Costs and Capital Expenditure 2,000 5,000 Average 8,867 33,372

4.4 Breakdown of Research Center Outputs

Table 11 below gives a breakdown of the research output in Palestine produced by the various different research centers:

Table 11: Breakdown of Research Output (Publications) in Palestinian research centers

# Item The average of Publications 1 Local publications over the last 5 years 8 2 International publications over the last 5 years 4.0 3 Global (regional) publications over the last 5 years 3 4 Other publications over the last 5 years 5

# The average of research Item output over the last five years 1 Number of Publications in national journals 10 2 Number of Publications in peer-reviewed journals 7 3 Number of conferences held by the center 6 4 Number of local conference participations over last 5 7 years 5 Number of international conference participations over 3 last 5 years

41 See Table 3.15 in Annex 3 for description of ranking of sources of funding.

6 Number of workshops attended by centers 82 7 Number of grants provided over last five years 14 8 Fellowships 10 9 Number of studies & consultancies 34 10 Number of local awards 2 11 Number of international awards 1 12 Patents 0 13 International standard book number (ISBN) 0 14 Citation index 12

4.5 Research Centers Journals and Periodical Publications According to our survey data, only ten research centers also publish their own journals: 58.3% publish quarterly, 25% monthly, and 16.7% yearly. Many journals displayed a dedication to producing an array of content (19.2%), with smaller clusters focusing on specific topic areas: 7.7% in humanities, 3.8% in social sciences and another 3.8% in environmental sciences. Such a small percentage of journals focused on STEM topics come as a surprise considering the overall inclination of universities and research centers towards these topics. In terms of accessibility, most of the journals are printed in Arabic (50%), 33.3% published in English, and 16.7% in both languages.

As for the nature of periodical publications, the results showed that 33% of publications from this type of print were work papers, 22.2% were studies, and 44.4% contained a multitude of publications (work papers, studies, and other research). The results also showed that 38.5% of participants stated that their organizations reviewed and evaluated these periodicals, 15.4 % do not tend to take part in review or evaluation, while 46% stated that they do not have periodical publications.

4.6 Social Sciences’42 Research Social sciences departments were found at the time of the foundation of Palestinian universities in the mid-1970s. By the early 1980s, Palestinian social scientists started to produce scholarly published predominantly in local journals (Majalt Abhath Jame’at An- Najah / An-Najah University Journal, Majalt Jame’at Beitlahem/ Bethlehem University Journal, Afaq al-Filstanyia/ Palestinian Horizons –Birzeit University, Atturath wa Almjtama’/ Folklore and society-Jamaeat Inash Alausra). Under a regime of settler colonialism and ongoing dispossession, Palestinian social scientists responded to multiple challenges by confronting colonial history primarily via oral history research on the Nakba (Davis, 2011), documenting the consequences of Israeli occupation in 1967, focusing on Palestinian development in response to colonial de-development practices, and salvaging anthropology mainly in folklore studies.

42 The Social Sciences include Anthropology, Archaeology, Communication Studies, Economics, Education, Geography, History, Law, Linguistics, Political Science, Psychology and Sociology.

42 based on two premises: politically the two-state solution and sociologically state-society analysis. Recently there has been a growing interest in re-introducing political economy analysis as an analytical tool, and a shift from military occupation analysis to a settler colonial framework (Salamanca, et al. 2013; and Alazzeh and Jawad, unpublished research).

Social Sciences and the World The vast majority of research and publications by social scientists in Palestine is Palestine- focused (Salameh, unpublished paper). This is the norm in social sciences outside Europe and North America, as national concerns dominate research interests (UNESCO, 2010). Palestinian scholars attribute this tendency to their own patriotism, specifically in terms of the needs for Palestinian knowledge production, to analyze critically transformations on the ground, and the significance of serving Palestinian society. Additional factors include lack of funding, and travel restrictions placed on Palestinians to conduct research outside of Palestine.

Scholarly collaboration between Palestinian and international social scientists can be characterized by: 1) more collaborations with North American and European scholars than with Arab world or South scholars, 2) funding for collaborations is predominantly North American and/or European, 3) tendency toward commissioned research, and 4) intellectual labor imbalance within collaboration projects.

A large number of Palestinian diaspora scholars contribute to Palestinian knowledge production either through their own research or through collaborative work with local Palestinian scholars. One of the main obstacles facing Palestinian diaspora scholars to support their colleagues in Palestinian HEIs are travel restrictions imposed by Israel, Israeli denials of short-term or long-term residencies in Palestine, and scarcity of funding to invite them as visiting research fellows.

Scholarly Publications There are several local scholarly journals devoted to the humanities and social sciences. The most prestigious by the Institute of Palestine Studies (Majalt al-Dirissat al-Filistiniya) is published in Arabic, has one section devoted to analytical and opinion essays and another section devoted to scholarly studies, which are peer-reviewed and considered in Palestinian HEIs’ promotion regulations. The journal covers a wide range of topics: history, literary studies, sociology, economics, and development. Another peer-reviewed humanities journal is An-Najah Journal for Research43 (Majlat An-Najah l-il-Ulum il-Insaniya). Its dominated topics are linguistics, history, and education, with minor presence of the social sciences. Al- Khalil Journal of Research and Al Quds Open University Journal for Humanities and Social Sciences also publish research predominantly in humanities albeit their names.

In addition to these scholarly publications, many Palestinian social scientists also write for local newspapers and websites, and are visible on Arabic media channels. There is a strong presence of Palestinian academics in public engagements giving lectures to general audiences and offering commentary on societal and political issues.

43 Considered in An-Najah University promotion regulations only.

Professional Associations There are three professional associations for social sciences: the Palestinian Geographic Society, the Palestinian Sociological and Anthropological Association, and Insaniyyat. The Palestinian Geographic Society held two conferences in the last 6 years and is limited to scholars and graduate students based in West Bank, East Jerusalem, and Gaza Strip. The Palestinian Sociological and Anthropological Association has a wider pool of members, including diasporic Palestinians. Its goals are to promote social science research in Palestine, and to create a space for intellectual debate. Insaniyyat is an anthropology group that promotes anthropological tools to understand and conduct research in Palestine. It is comprised of Palestinian anthropologists from all over the world.

Departments in Social Sciences Sample This section is based on a review of individual scholars and their career path, the research produced44, and social sciences’ departments’ profiles.

Table 12: Ranking and Positions in Social Sciences Departments Teaching Associate Assistant Lecturer (double MA Teacher (MA Professor assistant Professor or promoted teachers) degree) Professor (BA)

4% 26% 40% 3% 27% NA %

* Percentages calculated from the departments’ webpages based on full time faculty statistics (November 2018). Number of part-time faculty varied and not available.

Gender In all social sciences’ disciplines, the vast majority of scholars are males. In a sample of economics, geography, and sociology/social work disciplines in three West Bank universities, female faculty members represent less than 17%. The highest terminal degree of the majority of male and female scholars is an MA. However, it is important to note that Birzeit University has a visible presence of female scholars, the majority holding a Ph.D. degree in social sciences.

Career Trajectory The majority of Ph.D.-holder social sciences’ scholars occupy an Assistant Professor academic rank despite their years of service. The main reason behind this, according to the scholars themselves, is the high teaching load, which consists of a minimum of 24 credit hours (8 courses) per academic year, in addition to supervising MA theses, and other institutional responsibilities (development, administration, and various committees’ membership).

Education

44 A detailed review of the Curriculum Vitae of 25 scholars in three disciplinary departments in social sciences (economics, sociology/social work, and geography) in three universities (Al-Quds, Birzeit, and An-Najah Universities) in addition to short interviews conducted with scholars as they reflected on their academic career.

Majority of scholars received their undergraduate and MA degrees in Palestinian HEIs and their Ph.D. from European and US HEIs, and to a lesser extent Arab HEIs. It is notable that scholars holding degrees from Western HEIs have better academic promotion chances, as some scholars explained, because Palestinian HEIs give more weight to Western HEIs and academic publishing in English-language publications. Recommendations

. Supporting Research that responds to local challenges while in tune with global connections. . Promoting research that avoids hegemonic knowledge and offers critical interventions in areas of politics, culture and economy. . Supporting scholarly associations to identify the gaps in research topics and areas of research in addition to paradigms in analyzing Palestinian contexts. . Encouraging scholarly associations to develop analytical paradigms based on their disciplinary history and compatible with local needs and issues. . Ensuring that collaborative research is designed jointly between Palestinian scholars and their international colleagues and avoiding commissioned research projects. . Encouraging Interdisciplinary approaches in research and include dialogue between social sciences and applied sciences. . Reducing the teaching load of junior researchers to be able to engage in research. . Building an infrastructure for research by including support for Ph.D. programs in the social sciences and by building up professional associations.

5. International Cooperation in Higher Education and Research

5.1 International Cooperation in Higher Education

In an attempt to assess donor funding for HE and research in Palestine, a letter was sent on 14 July 2018 to 51 consulates and representatives offices45. Except for one apology, there were no responses. Nevertheless, attempts were made to compile information from a variety of sources including MOEHE and online sources. MOEHE provided a list of scholarships provided to Palestinians from various countries for the year 2018/2019. See Annex 5: International Cooperation in Higher Education and Existing and Potential Funding Mechanisms.

5.2 Research Funding

According to PCBS, total R&D expenditure in 2013 was $61.4 million (56.1% came from the governmental sector, 20.9% from non-governmental organizations, and 23% came from HEIs themselves) (PCBS, 2014). Expenditures included both bilateral and multilateral projects, studies and consultancies. In 2018, MOEHE allocated $5.6 million for funding research projects in Palestinian HEIs. However, the dispersion of the allocated budget has not materialized, especially for Gaza Strip, due to the political conditions and the financial crisis of the PA.

Research funding in Palestine comes from the Palestinian government in addition to bilateral and multilateral sources. There is a great opportunity for Palestinian researchers to benefit from the existing funding opportunities as outlined in annex 5. To focus more deeply on the diversity of funding for disciplines, Figure 9 shows the distribution of funded projects by general thematic areas. The lion’s share of funds is for Education, including training and HE. This reflects the importance given for improving the current educational and training systems.

45 The list includes AMIDEAST, Argentine, Australia, Austria, Belgium, Brazil, British Council, Bulgaria, Canada, Chile, China, Cyprus, Czech Republic, Denmark, European Union, Ecuador, Egypt, Finland, France, Germany, Greece, Hungary, India, Ireland, Italy, Japan, Jordan, Republic of Korea, Lithuania, Malta, Mexico, Morocco, Netherlands, Norway, Poland, Portugal, Romania, Russia, Slovenia, South Africa, Spain, Sri Lanka, Sweden, Switzerland, Tunisia, Turkey, Ukraine, United Kingdom, Uruguay, USA and Venezuela.

Frequency

10 0 Law Health Others Education Transport Engineering Management

Renewable and sustainable energy

Figure 9: Distribution of funded projects by general thematic areas Figure 10 shows the distribution of funded projects among Palestinian HEIs, which indicates

that Birzeit and An-Najeh Universities were awarded the lion’s share of research projects.

Frequency

10 0

Birzeit University AL Azhar UniversityAL-Istiqlal University

Islamic University of Gaza An-Najah National University Palestine Polytechnic University

University College of Applied Sciences

Figure 10: Distribution of funded projects among Palestinian HEIs Estimating research funding in Palestine is not easy to assess. Only four universities responded to our questionnaire portion questions regarding funding in the questionnaire (3 three of the four of provided details). Despite repeated contacts to get more information, there was hesitance to share information, which may be attributed to the rotation of positions of

47 deans of research, unavailability of data and records, absence of transparency in research funding expenditures, and reluctance of researchers to share such information. In this regard, a draft access to information law has been proposed to President Mahmoud Abbas that has not been signed, which indicates the government's tendency towards extreme centralization and lack of openness. Conclusion and Recommendations Funding of research in Palestine is very limited and does not meet the needs of Palestine as a State in transition. The following recommendations can help in promoting research in Palestine: . Coordinating the mechanism of external funding, and designing a mechanism to benefit from it and adapt it to the national priorities. . Establishing a Palestinian Research Fund that is transparent, competitive, and fully funded so that research funded on a regular basis. . Providing incentives to support research with sufficient budgets, and attracting Palestinian brainpower, both inside and outside the homeland, to contribute to promoting scientific research. . Developing resource mobilization strategies for Higher education institutions to improve their financial sustainability.

6 Research Output in Palestine (Bibliometric Study) 6.1 Summary Statistics (1996-2018)46 According to Scopus database47, in total 5,927 documents and 56,058 citations were retrieved with an h-index of 77 and an average of 9.46 citations per document (see Table 13). The majority of the published documents were articles (5,428 published articles) (Figure 11). Followed by conference papers (723 published papers). Books counted for only 22 published documents in Scopus database, which seems a small number compared to the total number of publications. Other document types include reviews (253), book chapters (196), and editorials (32).

Table 13: Some summary statistics on research output in Palestine until 2017

H index Documents Citations Citations per document

77 5927 56058 9.46

Source: https://www.scimagojr.com/countrysearch.php?country=ps

Figure 11: Number of Publications in Palestine by type until Sep. 2018 (SCOPUS)

46 The SCImago Journal & Country Rank is a publicly available portal that includes the journals and country scientific indicators developed from the information contained in the Scopus® database (Elsevier B.V.). These indicators can be used to assess and analyze scientific domains. Journals can be compared or analyzed separately. Country rankings may also be compared or analyzed separately. Journals can be grouped by subject area (27 major thematic areas), subject category (313 specific subject categories) or by country. Citation data is drawn from over 34,100 titles from more than 5,000 international publishers and country performance metrics from 239 countries worldwide. The SJCR allows you also to embed significative journal metrics into your web as a clickable image widget. This platform takes its name from the SCImago Journal Rank (SJR) indicator (PDF), developed by SCImago from the widely known algorithm Google PageRank™. This indicator shows the visibility of the journals contained in the Scopus® database from 1996. [Source: https://www.scimagojr.com/aboutus.php] 47 Officially known as SciVerse Scopus

According to Figure 12, the lion’s share of Palestinian publications, around 1,479, were in Medicine. Followed by 1,159 in Engineering, 1,080 in Physics and 932 in Chemistry. Only 731 publications in social sciences. At the bottom of publications is 463 documents in Mathematics.

Figure 12: Number of Publications in Palestine by Field until Sep. 2018 (SCOPUS)

As for the language of publication, 6,764 published documents used English language, while Arabic was used in only in 43 published documents. French, German, Spanish and Turkish counted for 34, 18, 9, and 2 publications respectively. Italian, Polish and Portuguese counted for one publication for each.

Statistics extracted from Scopus Database show differences in research output amongst Palestinian HEIs (Figure 1348). An-Najah University comes in first place (1,600 publications) followed by Birzeit University (1,048 publications), then Islamic University of Gaza (791 publications). At the bottom of the ranking is Arab American University (315 publications), Al-Alqsa University (293 publications) and Polytechnic University (235 publications).

48 The number of publications in Figure 18 below is not the total number of publications of Palestinian universities. This number refers to number of publications for the university where the affiliation country is Palestine. If we considered the other country affiliations, we will notice a reasonable difference in the number of publications for each university.

Figure 13: Number of Publications by University until 2017

Research Output over time Figure 14 illustrates an incremental increase in number of publications from 2001 to 2017.

Figure 14: Number of Publications in Palestine by Year until 2017 (SCOPUS)

Figures 15 and 16 give more details concerning the trend of publications taking into account the citations. They reveal an obvious increase of number of citations and citable documents during the last two decades.

800

600

400

200 0

1995 2000 2005 2010 2015 Year

Documents Citable documents

Figure 15: Evolution of the number of documents and citable documents in Palestine

Figure 16: Evolution of the number of citations over the period 1996-2017

Research Output in Social Sciences over Time As in neighboring countries, social sciences’ research remain unattractive in Palestine (Figure 17). During the last two decades, the percentage of publications in social sciences in all published documents ranged 6.42% to 12.28%. It reached a peak of nearly 21% before that period (Figure 18).

Figure 17: Evolution of number of documents in all subject areas and social sciences in Palestine

Figure 18: Evolution of percentage of documents in social sciences to all published documents in Palestine

An obvious fluctuation of the number of citations and self-citations in social sciences over the period 1996-2017 in seen in Figure 19.

Figure 19: Evolution of number of citations in social sciences over the period 1996-2017

Cooperation with Others Countries Scientific cooperation between Palestinian researchers and their counterparts in Arab neighboring countries is relatively weak (Figure 20). For example, cooperation with Jordan and Morocco was in the seventh and tenth levels, counting for 367 and 302 publications respectively. The highest number of publications are done in cooperation with researchers from USA, Germany, and Israel.

Figure 20: Number of Publications by Main Partners Countries until 2017

6.2 Research Output in Middle East Region (international scale) A study about Palestine’s contribution to worldwide research literature, conducted by Sweileh et al., (2014) showed a steady increase of research activities since the Oslo peace accords. Research output was high from some specific scientific disciplines while was lagging from others fields of research. The statistics show that the main field of research during the considering period (1995-2012) was medicine (20.00%), followed by chemistry (15.37%), and engineering (14.78%). The authors showed further that the top countries involved in research collaboration with Palestine were the United States (11.70%), followed by Germany (10.71%), and the United Kingdom (5.83%).

The two following rankings are taken from the well-known SCImago Institutions Rankings49. Countries from the Middle East region are ranked in term of the total number of documents recognized by the Scopus database and published during the period from 1996 to 2017.

Tables 14 and 15 show that Palestine is ranked at the bottom part of the two lists (fourth quarter) in terms of (i) total number of published documents and (ii) number of documents in social sciences, respectively. Turkey, Israel, and Iran have the highest research productivity in the region. In total, 5,927 documents were retrieved from Palestine, 559 documents in the field of social sciences, while nearly 532,000 documents were retrieved from Turkey. This leads to conclude that Palestinian researchers are not encouraged enough or aren't able to produce more academic publications mainly in social sciences.

49 SCImago, (n.d.). SJR — SCImago Journal & Country Rank [Portal]. Sep. 2018, from http://www.scimagojr.com

Table 14: Ranking of Middle East countries in terms of output research in all scientific subject areas for the period (1996-2017)

Doc. Per Citable Self- Citations Rank Country Documents Citations H index thousand Doc. Per GDP documents citations per doc. inhabitants

1 Turkey 531899 496582 5048456 1164227 9.49 368 6.587 50.435

2 Iran 448079 434656 3369979 1232563 7.52 257 5.521 80.102

3 Israel 346372 319737 7806952 1004710 22.54 624 41.623 8.601

4 Egypt 177824 172042 1570448 308989 8.83 231 1.823 73.702

5 Saudi Arabia 155805 148836 1449661 234508 9.3 271 4.730 7.473

United Arab 6 44413 41221 369499 38961 8.32 169 4.725 1.091 Emirates

7 Jordan 35267 34138 304831 36722 8.64 142 3.635 8.540

8 Lebanon 27306 24888 297197 28235 10.88 170 4.489 3.100

9 Kuwait 22167 21137 225963 24058 10.19 132 5.359 0.763

10 Qatar 21433 19819 173904 21178 8.11 120 8.121 0.339

11 Iraq 19023 18227 85546 12853 4.5 80 0.497 3.791

12 Oman 16938 15589 145218 16695 8.57 114 3.653 1.081

Syrian Arab 13 6834 6521 79441 7333 11.62 96 0.374 4.019 Republic

14 Palestine 5927 5582 56058 6263 9.46 77 1.204 1.915

15 Bahrain 5827 5294 46307 3183 7.95 68 3.904 0.246

16 Yemen 3684 3570 31882 3188 8.65 62 0.125 3.329

Table 15: Ranking of Middle East countries in terms of output research in Social Sciences for the period (1996-2017)

Doc. Per Citable Self- Citations Rank Country Documents Citations H index thousand Doc. Per GDP documents citations per doc. inhabitants

1 Turkey 29474 28801 165405 43586 5.61 117 80745020 10546.15

2 Israel 29402 28463 368653 73699 12.54 174 81162788 5593.85

3 Iran 13172 12938 47234 14190 3.59 60 8321570 40270.25

4 Egypt 4178 4063 23126 2620 5.54 52 97553151 2412.73

5 Saudi Arabia 4174 4032 22300 3234 5.34 52 32938213 20849.29

United Arab 6 3521 3389 19187 2334 5.45 51 9400145 40698.85 Emirates

7 Jordan 3190 3140 10519 1513 3.3 40 9702353 4129.75

8 Lebanon 1834 1772 17042 1794 9.29 53 6082357 8808.59

9 Qatar 1390 1326 5744 803 4.13 29 4136528 29040.36

10 Kuwait 1278 1258 7773 813 6.08 36 2639211 63249.42

11 Oman 990 970 4338 689 4.38 26 38274618 5017.97

12 Iraq 601 571 1405 196 2.34 18 4636262 15668.37

13 Palestine 559 549 3072 326 5.5 28 18269868 1700.39

14 Bahrain 382 373 2109 152 5.52 23 4920724 3094.73

Syrian Arab 15 287 278 2406 252 8.38 24 1492584 23655.04 Republic

16 Yemen 201 198 1754 105 8.73 20 29579986 1106.80

Figure 21: GlobalH-Index of Middle East Countries over the period 1996-2017

Israel

400 300

Turkey 200 EgyptIran Saudi Arabia Lebanon United Arab Emirates JordanKuwait 100 Qatar Oman Iraq Palestine Syrian Arab Republic

Bahrain Yemen 0

0 5 10 15 Country

H_Hum H_Eco H_Med H_Soc

Figure 22: H-Index of Middle East Countries in some disciplines (Humanities, Economic, Medicine) 6.3 Research Output and the Gender Gap In line with high rates of female enrollment and graduation, one would expect that the contributions of women scholars in Palestine would be significant to the academic community. On the contrary, data collected from Google Scholar for the year 2017 reveals staggering gender disparity in Palestinian research. The results are as follows:

Table 16: Number of Publications in Palestine (by gender) in 2017 Educational Institution Male Female % Female Arab American U. of Jenin 128 25 16.3% Al-Quds University 239 60 20.1% An-Najah University 529 235 30.8% Bethlehem Bible College 1 0 0% Bethlehem University 32 14 30.4% Birzeit University 236 137 36.7% Hebron University 38 17 30.9% Palestine Ahliya University 14 0 0% Polytechnic University 122 105 46.3% Source: Author’s calculations based on data retrieved from Google Scholar (methodology found in Annex 7).

Not one HEI was able to achieve a 50/50 percentage of males and females publishing research in the given year. In fact, females in most HEIs could barely achieve 30% of research output. With all of this data taken into consideration, the information reveals a troubling issue within Palestinian HEIs: female researchers are not contributing to Palestinian research output.

Why are Palestinian female scholars enrolling and obtaining their degrees at higher rates than their male counterparts, but not publishing research at the same higher rate (or close to it at least)? One theory is that family responsibilities may take away from research time and

58 resources required for frequent publication. Particularly in the MENA region, familial relations are considered one of the most important aspects of the social fabric, with women typically at the center, holding it all together.

Another theory is obtained by looking at the same set of data; 76.2% of research published in 2017 was in STEM fields. About 36% of female students enroll and obtain their degrees in STEM fields, which could also be a contributing factor behind this research gender gap. If female participation in STEM field were to begin to mirror their overall enrollment, female contributions to research in Palestine could dramatically increase.

Conclusions and Recommendations for Research Outputs in Palestine The figures presented above show that Palestine has made significant progress in the number of scientific publications during the last decades. However, when comparing to high-income neighboring countries like Turkey and Israel, Palestinian researchers are less productive in different fields of research, particularly in the social sciences.

Recommendations: . Encouraging Palestinian researches to publish their work by providing financial incentives such as research grants, paying publication fees and open access publication charges. Establishing more research incentives such as professional advancement and financial rewards at the institutional and national levels for active researchers could be an appropriate strategy to improve quantitatively and qualitatively research. . Encouraging researchers to publish and improve the quality of their publications in all fields especially in the social sciences by facilitating international collaboration. There is a wide and varied list of benefits that policy makers and scholars could achieve through international research collaboration. . Encouraging women to take part in research activities by offering them start-up grants for early career scholars and re-tooling opportunities for those female scholars who may have had to take a break from research to attend to familial responsibilities. . Establishing high quality national, peer-reviewed journals rather than university journals and indexing them in international academic databases such as Scopus and Thomson Reuters (ISI). . Creating research clusters to build cohesive, local and international, research networks of universities and independent scholars to encourage collaboration such as in H2020. . Encouraging sabbatical leaves for academics through research cooperation. . Organizing international conferences in Palestine to promote networking and exposure of Palestinian researchers with their international peers. . Creating a culture that appreciates research in STEM fields as well as in the social sciences, and understands the positive impact of research on society and academia. . Palestinian academic institutions and researcher centers need to create more specialized and high quality peer-reviewed journals which through indexing (such as Scopus and Thomson Reuters) will showcase Palestinian research to the world. . Directing and prioritizing multidisciplinary research toward national problems.

7. Ph.D. Training

7.1 Layout of Ph.D. Training in Palestinian Universities This section aims to detail the layout of Ph.D. education in Palestinian universities addressing the following: describing and assessing currently available Ph.D. programs by discipline, curriculum, funding, research up-take and quality; assessing to what extent HEIs are able to embark on extensive, high quality Ph.D. training; assessing the capacity strengthening needs at the Ph.D. level in relation to national priorities with a focus on existing gaps.

We collected data on the current enrollment rates for each Ph.D. program, acceptance requirements, funding sources, research up-take, and curriculum details. This data was collected from the programs’ websites and online resumes of faculty members. From here, we were able to assess the research capacity of faculty members based on the quality of research at their alma maters, and the quality of the research publication. We also collected data via interviews with the heads of Ph.D. programs. Faculty members were categorized as “high quality researchers” if they had earned their Ph.D.s in countries with a rich research environment or if they had published research in renowned journals.

We also designed a questionnaire to explore the quality of research training from the perspective of the Ph.D. students currently enrolled in their Ph.D. programs. Nonetheless, several programs were recently established, with students only admitted thus far for the years 2017 and 2018. These programs did not receive questionnaires since both the students nor the program had lacked a rounded perspective of their program. As a side note, we experienced serious challenges when collecting data from the Islamic University of Gaza due to communication difficulties.

The content of the questionnaire covered issues related to professional development, communication, presentations, writing proposals for funding, scientific writing (for publication), team work, independent research, and research ethics. The questionnaire’s content also covered the student’s perception of the quality of teaching, research, and curriculum. And it addressed the quality of the research infrastructure such as computer technology, lab/class/office rooms, library resources, and access to professional journals.

Currently, there are 11 Ph.D. programs operating across 6 Palestinian universities. (See Table 17.) Of these accredited programs, four pertain to Islamic studies which are not research- oriented, but teach their graduates to be clerics. Therefore, the remaining comments will focus on research-based Ph.D. programs with greater emphasis on Ph.D. programs in the Social Sciences.

Table 17: Distribution of Ph.D. Programs across Universities Ph.D. Program Since # of enrolled students Islamic University Tafseer and Quran 2005 29 Islamic Doctrine 2017 23 Hadeeth 2005 66 Arabic 2015 44 Mathematics 2015 5 Teaching Methods 2017 25 Quds University

Fiqh 2017 - Al-Azhar University Chemistry 2016 3 Joint program with Islamic University 17 Water Technology 2017 An-Najah University Chemistry 2004 8 Physics 2006 2 Birzeit University Social Science 2015 14 Arab American University Business Administration 2017 - The American Arab University in Jenin announced on August 2019 that an agreement was signed with Jacjsonville university to initiate a Ph.D. program in nursing.

7.2 Description of current Ph.D. programs in Palestine Ph.D. in Social Sciences – Birzeit University This program provides interdisciplinary graduate education in the social sciences. The program accepts students on a full-time basis through the provision of fellowships, covering living stipends and tuition waivers for many students. The administration in charge of the program is striving to expand the fellowship coverage to all students. Of the enrolled students, seven are engaged in dissertation research while the remaining are completing their course work. This program is administered by the university’s Higher Education department. All faculty members come from various academic departments and colleges within the university including sociology, history and economics. Fifteen professors teach the program’s courses across all academic disciplines, with 7 professors supervising dissertations. All of these professors graduated from Western universities: 10 from US universities, 10 in the UK, and 2 each from France and Germany. Most of them are well-published in international journals.

Students are admitted to the Ph.D. program annually. Admission requirements include the completion of a thesis-based master’s degree with an overall qualitative grade of “very good” in the social sciences. If students did not complete a master’s degree with a thesis, they must have published a research article in a peer-reviewed journal. Admission also requires English proficiency (TOEFL score of 78-computer based), exams to demonstrate writing and critical thinking capabilities, a research proposal, and an interview. Each year, a maximum of 8 students are accepted into the program. Ph.D. students must successfully complete 54 credit hours to graduate (30 for courses and 24 for the dissertation). The program has two tracks: (1) Political Economy for Development, and (2) History, Space and Society. Courses offered for this program cover a wide range of social sciences with a focus on Palestine and Arab countries.

Course evaluation is assignment-based for most classes. In each course, students are requested to submit written work, including response papers and short research papers. At the end of each course, the instructor submits an evaluation sheet for each student covering several assessment criteria, including: ▪ General performance and motivation to gain new knowledge;

▪ The ability to identify and comprehend main research arguments, critique ideas, and synthesize different concepts within texts; ▪ The ability to distinguish between different theoretical and methodological trends and schools of thought; ▪ The ability to present ideas clearly, orally, and in writing; ▪ The quality of written assignments, and the timely completion of requested assignments; ▪ Adherence to principles of academic integrity in written work; and ▪ Knowledge of basic academic skills (e.g., citations, use of sources, etc.).

This Ph.D. program heavily emphasizes research methodology. Students must take at least two related courses; quantitative or qualitative research methods, and a historical research methods course. Upon successfully passing all the required courses as well as the comprehensive exam (or “prelim” exam), and successfully submitting a dissertation proposal, Ph.D. candidates start their dissertation research. Each candidate is assigned a supervisor, along with a dissertation committee where one member must be from outside the university. Further emphasizing the research component of the program, Ph.D. candidates must submit a paper and publish another in a renowned, peer-reviewed journal in the field of social sciences.

This program also values engaging students in extra-curricular seminars, lectures, and colloquia as part of their doctoral training. The program has financially supported several students to participate in international and regional workshops and conferences. The program also values research collaboration with international scholars. In the past year, five international scholars were hosted to take part in teaching.

Since this is a new program and the first class of students has yet to gradate, we have no data on the research productivity of Birzeit graduates. Nonetheless, a qualitative questionnaire was distributed to Ph.D. students and candidates with a response rate of 29%. The data in the table below reveals and excellent program but that more care needs to be taken to learn how to speak to non-academics. In terms of program environment, students provided a positive assessment with the exception of career advice. This might be explained by the fact that many of these students are in the early stages of their Ph.D. training at this time. Similarly, students provided positive assessments on the topic of research infrastructure.

Table 18:Student Assessment of the Ph.D. Program- Ph.D. in Social Sciences - Birzeit University50 Professional Development Yes Oral communication and presentation skills 4 Writing proposals for funding 4 Preparing articles for publication 6 Working in collaborative groups 4 Conducting independent research/scholarship 5 Research / professional ethics 5 Speaking to non-academic audiences 1 Program Environment

50 It is important to note that these results were based on the 8 responses we received from the questionnaires.

Does your program provide an annual or more frequent assessment of your progress? 6 Do you receive timely feedback on your research? 7 Do you have access to career advice covering a variety of employment sectors? 1 Fair Good Excellent How would you rate the quality of teaching by faculty in your program? 3 5 How would you rate the quality of your research experience? 1 4 3 How would you rate the curriculum of your Ph.D. program? 1 4 3 How would you rate the overall quality of your program? 4 4 How would you rate critical thinking analysis gained in your Ph.D. education? 5 3 Infrastructure Yes Does your program give you access to: a) Your own personal work space 8 b) Computer facilities 8 c) Library resources 7

Ph.D. in Chemistry – An-Najah University The main admission requirement is a Master’s degree in Chemistry with an overall qualitative assessment of “very good.” Unlike the case at Western Universities (U.S., Canada, or Western Europe), the program does not require ability certifications such as the GRE or TOEFL. The program does not provide scholarships or any other source of financial aid. Of all currently enrolled students, only one receives a partial scholarship from a different university, and another receives partial funding by working within a teaching assistance program. This disadvantages students in the Ph.D. program since it requires full-time enrollment. Additionally, a lack of funding limits enrollment to the more economically able individuals.

To complete An-Najah’s Ph.D. program, students must successfully pass 48 credit hours (over three years) covering mandatory courses (12 hours), electives (12 hours), and a dissertation (24 hours). The evaluation system of the courses is a combination of exams, presentations, lab reports and seminar presentations. To pass each course, students must score a minimum grade of 75%. Once all courses are completed, students need to successfully pass a comprehensive exam, and have their thesis proposal approved before starting their dissertation research.

The program is well-equipped, and currently accommodates 8 labs with modern technology. Faculty members of the chemistry department include 8 full professors, 6 associate professors, and 6 assistant professors. Almost all of them earned their Ph.D.s from renowned universities based in the US or UK. Many of them, primarily the full professors, are well- published in international journals which attests to the high quality of teaching and research supervision in the program.

Data collected from the student questionnaires shows that the overall assessment is positive for professional development, program environment and infrastructure.

Table 19: Student Assessment of the Ph.D. Program- Ph.D. in Chemistry - An-Najah University

Professional Development Factors Yes Oral communication and presentation skills 7 Writing proposals for funding 6 Preparing articles for publication 7 Working in collaborative groups 8 Conducting independent research/scholarship 5 Research / professional ethics 7 Speaking to non-academic audiences 7 Program Environment Yes Does your program provide an annual or more frequent assessment of your progress? 8 Do you receive timely feedback on your research? 7 Do you have access to career advice covering a variety of employment sectors? 5

Excellent Good How would you rate the quality of teaching by faculty in your program? 5 3 How would you rate the quality of your research experience? 3 5 How would you rate the curriculum of your Ph.D. program? 6 2 How would you rate the overall quality of your program? 3 5 How would you rate critical thinking analysis gained in your Ph.D. education? 2 6 Infrastructure

Does your program give you access to: Yes a) Your own personal work space 8 b) Computer facilities 8 c) Library resources 8

Ph.D. in Physics – An-Najah University The admission requirements are similar to those of the chemistry program. The program offers scholarships but does not cover all costs. To complete this Ph.D. program, students have to successfully pass 48 credit hours (over the course of three years) covering mandatory courses (12 hours), electives (12 hours), and a dissertation (24 hours). The evaluation criteria for the course work include exams and research projects in which the weight of each varies by courses. The passing grade per course is 70%. Once all courses are completed, students must successfully pass a comprehensive exam, as well as have their thesis proposal approved before starting dissertation research. To successfully finish the program, Ph.D. candidates must publish at least one paper at an impact factor-based journal. The research agenda for the PhD students are not necessarily guided by the national priority, but student interest as well as the supervisor’s is the key driver.

Only two students are currently enrolled in this program, and we received subjective program assessments from both. Their feedback on the Ph.D. program is generally positive. Still, it was indicated that they would appreciate more emphasis on professional development including communication, presentation skills, conducting independent research, and speaking to non-academic audiences. As for faculty members, this program includes 16 professors (6

64 full professors, 3 associate professors, and 7 assistant professors). Most of the faculty had earned Ph.D.s from universities in the US, France, Italy, UK, Belgium and Turkey. Many were also well-published in international journals.

A main challenge that has faced the program is unstable and low enrollments. The program has taken the initiative to increase enrollment through networking with international institutions where Ph.D. students can conduct part of their research. Current research networking extends to Lancaster University in the UK and the Laboratory of the Linear Accelerator (LAL) in France. Both institutions provide scholarships to cover student tuition fees and living expenses. Apparently, such efforts have encouraged more Ph.D. students to join the program because student enrolled for the upcoming academic year has risen.

Other challenges include the lack of full scholarships for Ph.D. so that students can complete their education without the need to work a full time job. Also, physics labs need to be more fully equipped and up-graded. One way that An-Najah is coping with limited and outdated facilities is by sending its students to conduct their research to partnering institutions in the UK or France, but this is a stop gap, short term solution.

Ph.D. in Water Technology -Al-Azhar University This Ph.D. program established in 2017, is a joint program with the Islamic University of Gaza. The program is supported by the Palestinian Water Authority (PWA) and the Middle East Desalination Research Center (MEDRC), as well as funded by the Swedish International Development Cooperation Agency (SIDA). The program accepted its first wave of students this year, enrolling 17 in total. MEDRC currently provides full competitive-based scholarships to 5 students, each receiving $35,000. The outline of the program consists of 48 credit hours, out of which 18 credit hours are designated for compulsory courses, 12 credit hours to electives, and 18 credit hours for the dissertation. Once all these courses have been completed, students must successfully pass the comprehensive exam before beginning their dissertation research and publish two research papers in Scopus index journals. The program covers two tracks: water desalination and water treatment. The evaluation tools for the course work include examinations, research (including writing research papers and research review), and presentations.

The program admits new students every two years. Admission requirements to the program include: ● A Bachelor’s degree with an overall grade of a 70% or its equivalent; ● A Master’s degree in one of the following fields: civil engineering, mechanical engineering, environmental engineering, chemical engineering, water and environment sciences, earth and environmental sciences, agriculture, or a related field; ● They must have successfully passed an admissions test and interview; and ● English proficiency (TOEFL minimum score of 550 or ILETS minimum score of 6.5).

The faculty of this program include 18 full professors, 14 associate professors, and 7 assistant professors many of whom earned their Ph.D.s from renowned universities in the US or West Europe. The program has already networked with the Universiti Teknologi Malasia and the Free University of Brussels with which Al-Azhar has arranged faculty exchanges, and will begin Ph.D. student exchanges after the students have passed their comprehensive exams and started dissertation research. The main obstacle for the exchange program for faculty and

65 students alike is Israel’s near-total blockage of Gaza. To participate in scholarly collaboration, the State of Israel must issue special permits for Palestinian academics to pursue knowledge. Al-Azhar students and faculty persist together.

Importantly, this program is likely the only Ph.D. program in Palestine that addresses national priorities. Water pollution is an immediate concern in the Gaza Strip. Most citizens in Gaza face a growing water shortage crisis. A recent report by World Bank, warns of the steady depletion of Gaza’s natural aquifer, and that an empty aquifer overrun with seawater and untreated sewage currently threatens public health. With a prolonged blockade by the Israeli occupation, an innovative solution is essential to improve living conditions in Gaza. Hopefully, graduates from the Water Technology program will be able to contribute to a more livable and sustainable Gaza. Beyond the problem of Israel’s occupation and blockage of Gaza, the main challenges facing this Ph.D. program are insufficient scholarships that can cover all admitted students and insufficient lab appliances and instruments. The financial challenges that face Al-Azhar university, like most Palestinian universities, preclude improving the facilities of the Ph.D. program.

Ph.D. in Chemistry -Al-Azhar University This program admitted its first cohort of four Ph.D. students in 2016 although one has withdrawn due to financial limits. No student was accepted for the 2017/2018 academic school year. Admission to this program does not mandate an entrance exam but does require the following: ● A Bachelor’s degree with a minimum overall grade of 70% or its equivalence; ● A Master’s degree with a minimum overall grade of 80% or its equivalence; ● Evidence of English proficiency (TOEFL or ILET); and ● Evidence of research skills (such as a publication in a peer-review journal).

To complete this Ph.D. program, students must successfully pass 18 credit hours of mandatory courses, 12 credit hours of electives, and 18 hours of dissertation work. Students must also pass the comprehensive exam and publish an article in a peer-review journal as prerequisites to their degree completion. The comprehensive exam entails submitting at least two research papers with a minimum passing grade of 70% for each. In addition, Ph.D. students should maintain a minimum GPA of 75% throughout the course work which typically includes exams and research papers.

Although the program provides no scholarships the department of chemistry offers part time jobs to Ph.D. students. The desperately poor economic conditions in Gaza and for the students is due to Israel’s ongoing military blockade and largely explains the low enrollment. The blockade and restricted mobility also represent a major challenge for Ph.D. students in all of Gaza’s academic programs. No student has graduated so far, although the three remaining Ph.D. students are expected to graduate next next year. Currently, the program holds no networking relationship with any regional or international institution peers. Unlike the case for the water technology program, the student’s research agenda is not necessarily driven national priority.

As for faculty members, the program accommodates 12 professors: 8 full professors, 3 associate professors, and 1 assistant professor. About half of these scientists earned their Ph.D.s from West European countries including Spain, Austria and the UK. The remaining earned their Ph.D.s in India and Egypt.

In terms of student assessment of their Ph.D. program, we received feedback from two of the students. The feedback received was not positive in the areas of professional development or program infrastructure. As for the quality of research training and teaching, the assessment was scored as average (fair).

Ph.D. in Mathematics - Islamic University of Gaza Established in 2015, 5 students have been admitted for the 2017/2018 academic year. The main admission requirements include a Bachelor’s degree with a minimum overall qualitative grade of “good” or its equivalent, and a Master’s degree with a minimum overall qualitative grade of “very good” or its equivalent. In order to complete this Ph.D. program, students are required to: complete 48 credit hours; 30 credit hours for compulsory and elective courses while the rest are designated for the dissertation. Notably, students must also earn a minimum grade of 75% in each course along with a minimum of 80% for their GPA. In addition to this, Ph.D. students must successfully pass the comprehensive exam and publish at least one article in a peer-review journal prior to graduation. The main challenge to the program is low enrollment due to the lack of scholarships and a small pool of students who studied math as an undergraduate from which to draw new Ph.D. students.

Faculty members include 18 professors equally divided between full and associate professors four of whom have earned their Ph.D.s from the US and the UK, where the remaining 8 completed programs in Turkey, Greece, India and another 6 in Egypt. In terms of publication productivity, most of the professors are well-published. However, except for a few faculty members, many have targeted their own university’s journals for publication opportunities rather than expanding their reach to more competitive journals. IUG’s journals are indexed with the EBSCO database which is not ‘on par’ with Scopus and ISI.

Ph.D. in Teaching Methods -Islamic University of Gaza This program was only recently established in 2017. The main admission requirements include: successfully passing an admissions test; a Master’s degree in Education with an overall qualitative assessment of “very good”; a Bachelor’s degree with a an overall qualitative assessment of “good”; and successfully passing an English course as evidence of proficiency.

To complete this Ph.D. program, students should successfully complete 48 credit hours (21 compulsory hours, 9 electives, and the remaining credit on dissertation research and writing.) Students are also required to publish at least one paper during their program. Two courses are dedicated solely to research and quantitative analysis. Also, research training makes up about one third of the course work. Once courses are successfully completed, students are able to immediately begin their dissertation work. Notably, classes are taught in Arabic and the dissertation is written in Arabic which on one hand limits the potential for Ph.D. graduates to publish at international journals, but on the other hand the program focuses on a national priority of good teaching. Currently, the targeted journals for these students are those of their own university as well as regional Arabic language universities.

As for faculty members, there are 34 professors (7 full professors, 8 associate professors, and 19 assistant professors) most of whom earned their Ph.D.s from universities in Egypt and Sudan. Many are well-published, but mainly in low quality regional and local journals.

The main challenges facing this program is lack of research networking with other regional and international universities. This surely limits the extent to which PhD students can improve their research skills, but it is a generational limit of Israel’s blockage of Palestine’s Gaza. Also, the program provides no scholarships to attract the brightest students and ensure that they are able focus on their program without the concern of employment.

Ph.D. in Arabic Language – Islamic University of Gaza Established in 2015, this program is limited to only 14 seats. Students must have a Master’s degree (thesis track) with an overall qualitative assessment of “very good,” and a Bachelor’s degree with an overall qualitative assessment of “good.” To complete this program, students must finish 54 credit hours, successfully pass the comprehensive exam, and either publish a research article in a peer review-journal, or present peer-reviewed research at a regional or international conference.

The research component of the curriculum is minimal. Students are only required to take a single course on scientific research methodology and ethics. The program is supported by 29 faculty (13 full professors, 5 associate professors, and 11 assistant professors.) Most have earned their Ph.D.s from universities in other Arab countries. They are well-published although mostly in local and regional journals.

Conclusion and Recommendations of Ph.D. Training This section assessed the quality of Ph.D. education in Palestine through detailed analysis of each Ph.D. program offered in the West Bank and Gaza. We focused on the Social Sciences program at Birzeit University. The overall assessment of this program is positive in terms of the research capacity of faculty, infrastructure, professional development, as well as teaching and research training. This program is one of the few that provide full scholarships to many of its students. A stronger emphasis on professional development is needed in order to better prepare students for their professional careers outside of their degree program. In terms of the program’s ability to issue high quality research, the analysis shows that the requirements in place should be adequate to meet this goal. Still, the program’s research agenda is not oriented towards national priorities. This conclusion is based on an interview with the head of the research program in which she stated that research topics are knowledge driven and that they do not respond to governmental policies or agenda.

The Ph.D. program for Water Technology also scored promising results in regards to high- quality research opportunities. The program’s ability to provide full scholarships and utilize faculty members with a strong research backgrounds are two contributing factors to this achievement. This program is expected to generate research that has the potential to improve the quality of life in Gaza. Still, the program needs to ensure that it recruits the brightest of students. One way to do this is to add additional admissions requirements such as the GRE.

As for the other the Ph.D. programs, the quality of the research programs vary by university and program. Student assessments as well as the research capacity of faculty members send positive signals regarding the quality level of Ph.D. programs in Chemistry and Physics at An-Najah University. Still, we believe that the program will have to do more to improve its research capacity. The fact that such programs do not provide full scholarships, and that admission is not based on skill tests will likely place limits on quality research produced in Palestine.

One important factor in Ph.D. training is to consider research through-put and up-take. In terms of the former, data collected via the questionnaires shows that 6 Ph.D. students from two Ph.D. programs published research papers (3 students enrolled in Chemistry at An-Najah University and 3 students enrolled in the Social Sciences at Birzeit university). While respondents were asked to list the names of journals in order to explore the quality of publication, only Ph.D. students at Birzeit University identified their journals (Journal of Palestinian Studies and Journal of Idafat). With this finding, it can be concluded that the extent of research through-put is limited. As for up-take, it is little at the scale level due to the limited research productivity. However, there is no evidence on whether the published research by the Ph.D. students has been utilized.

Given the evidence collected from the aforementioned Ph.D. programs, two can be regarded as being embarked on extensive, high quality PhD training, namely, the Ph.D. in social sciences at Birzeit University and The Ph.D. program for Water Technology at Al-Azhar university. Still, the Ph.D. programs in Chemistry and Physics at An-Najah University can be geared up to an extensive high quality Ph.D. training by providing full scholarships to attract bright students.

As far as national priorities are concerned, there is no clear guidance. We reviewed the “Education Sector Strategic Plan 2017-2022” devised by the Palestinian ministry of education and higher education, but no national priorities were identified for research or Ph.D. education. In this respect, information needed to devise policies that bridge the gaps between existing Ph.D. programs and national priorities is lacking.

The quality of the Ph.D. programs varies by university and program. The Ph.D. program in Social Sciences at Birzeit University and Water Technology at Al-Azhar University are well suited to embark on high quality research training. As for the other the Ph.D. programs, the analysis sends positive signals regarding the quality level of programs in Chemistry and Physics at An-Najah University. Still, we believe that this program will have to do more to improve its research capacity via creating ties with programs in other countries, ideally those that have excellent reputations for research.

As for the remaining Ph.D. programs, the analysis shows little evidence that high-quality training to do cutting edge research is taking place. Lack of scholarships to attract bright students for most programs, poor infrastructure in some programs, and travel restrictions for scholars throughout Palestine but especially in Gaza are crucial factors behind these weak Ph.D. programs. Another important factor is the research capacity of faculty members which seems to be insufficient given the quality of research publications. Enhancing Ph.D. training at these programs requires major reforms to address these gaps. Although this is a critical report, in light of Israel’s ongoing restraints on all segments of Palestinian life, all of these programs are amazingly successful and hopeful for better days ahead.

Recommendations:

. Improving the research capacity and quality in universities offering Ph.D. programs. The administration of each program will have to attract top researchers probably from the Palestinian Diaspora. Providing generous financial benefits is key. Attracting top researchers will also be key to raising funds via applying for rich research project calls and networking with high quality research institutions. Definitely, this will cover the cost of hiring this cohort of researchers.

. Encouraging Palestinian researchers to conduct joint research with their peers in the Arab countries and worldwide. Providing financial remuneration as well as easing restriction on sabbatical programs are important. Currently, some universities approve sabbatical application only if the applicant is associate professor. It should be available to all researchers, especially the new entrants (Assistant professors). . Offering scholarships to Ph.D. students to ensure that they devote full time to their education. In this respect, we recommend Palestinian universities as well as the ministry of higher education and scientific research to invite international donors to provide scholarship funds. . We also recommend Palestinian universities as well as the ministry of higher education and scientific research to invite international donors to provide funds necessary to improve the research capacity of the Ph.D. programs and equip labs with the essential appliances and tools. . Strengthening relations with more advanced academic institutions inside and outside the homeland, and hosting trained researchers to benefit from their experiences. Sending Ph.D. students to conduct research at such institutions will have valuable research outcomes. . The Government must encourage potential Ph.D. students to do their Ph.D. education in international universities that are research based and known for producing robust research. Most of these are in North America and Western Europe.

8. Centers of Excellence51 and Incubators in Palestine Palestinian HEI Universities take many steps to implement improvements in their educational programs. Almost every HEI has its own center of excellence. These centers share the objective of providing the students and recent graduates with the necessary skills, training and guidance to start their own business or find the right career. These centers also maintain strong linkage and interaction with industry and focus on research of interest to this sector. Moreover, some of these centers provide incubation for business ideas and funding. For example, An-Najah University established their a center of excellence specifically for their its learning and teaching programs in order to encourage research, and to build a more supportive environment for quality teaching and quality learning. Hebron University’s center for of excellence established in 2011, arose from an initiative led by the university’s board of trustees to promote a culture of excellence and innovation in teaching methods, and to also encourage research. At Bethlehem University’s center of excellence University, their center, also established in 2011, aims to enrich the quality of teaching, learning, and research to meet the needs of faculty members, and to create a supportive environment for professional development. These centers of excellence represent a major step forward in moving towards improving the quality of higher education in Palestine. These centers are a fertile and rich environment where academics from different disciplines are able to exchange innovative experiences and ideas, and collaborate with international researchers and trainers from abroad (European Union, 2017).

In 2014, MOEHE launched an initiative to create centers of excellence in Palestinian universities. 20 Seven applications were selected out of 20 applications were received and 7 were selected. Table 20: Center of Excellences First Payment Second Payment # Center of Excellence University ($) ($) 1 CE in Marine Sciences Islamic University $ 500,000 500,000 BZU BirZeit 2 CE in Water Studies 1,000,000 1,000,000 University An-Najah University 3 CE in Nanotechnology 950,000 950,000

CE in Health and 4 Al Quds University 892,500 892,500 Medical Research CE in Environmental 5 Hebron University 800,000 800,000 Research 6 CE in IT Polytechnic University 400,000 400,000 7 CE in eE-learning Al Quds Open University 49,000 49,000

Incubators and centers of excellence have been established throughout the world as a spur to economic development. It is important to highlight the importance of knowledge transfer arising from universities and R&D institutes as well as the creation of new firms commercializing new technologies to the success of these incubators. (Ratinho T. & Henriques E., 2010).

51 In academic institutions, a center of excellence often refers to a team with a clear focus on a particular area of research; such a center may bring together faculty members from different disciplines and provide shared facilities.

Accordingly, Palestinians in the past decades have invested remarkably in human capital through education and career professionalism. Innovation has been implicitly considered in the Palestinian culture. However, innovation just started to formulate lately by initiatives from the private sector, donors, higher education institutes and civil society. Currently there are about twenty institutions such as incubators, accelerators and centers of excellence in Palestine. The main focus of these institutions is mainly on information technology, and this is attributed to the growing need to this sector and the relatively low investment it requires. Accordingly, these initiatives take the form of incubators, accelerators and centers of excellence (Judeh A., 2016). As a result, some HEIs started to introduce entrepreneurship as a credited course in order to empower the culture of entrepreneurship and provide entrepreneurs with sharp skills needed to sustain their business ventures. Currently, the following are the main incubators in Palestine: ▪ Bader: ICT incubator providing seed capital that supports technology and ICT- related startups. Badar focuses on growth and expansion of companies through funding, business resources, and mentors. ▪ Bethlehem Business Incubator (BBI): offers training services and workshops, internships, mentorships and network opportunities to early-stage start-ups with a focus on women and youth who are interested in the non-ICT sector. ▪ Business Startup Incubator Support (BSIS) Program: Part of the Leaders Network, one of the first organizations focused on digital entrepreneurship. Funded by the EU, BSIS focuses on startup incubators in Nablus, Ramallah, Bethlehem, Hebron, East Jerusalem, and Gaza and provides entrepreneurs with shared office space and resources, business advice, training, and coaching. ▪ Business Technology Incubator (BTI): aims to design, develop, implement and promote initiatives supporting young and marginalized Palestinian entrepreneurs with creative and unique ideas towards transforming their concepts into profitable Small and Medium Enterprises. ▪ Birzeit University Najjad Zeenni IT Center of Excellence: Runs a preincubation program and business plan competition event focused on IT startups. The center provides seed funding to qualified entrepreneurs as well as entrepreneur-investor matchmaking services. ▪ CEWAS: Launched the Middle East Start-up Program in Palestine in 2015. The program has incubated 10 innovative startups through training modules, individualized coaching, mentoring, and networking activities. CEWAS focuses on environmental issues including water, sanitation, and waste management and runs a yearly competition event. ▪ FastForward Accelerator: Part of the Leaders Network and one of the first startup accelerators in Palestine. FastForward started in 2013 and provides seed funding (up to $20,000) along with office space and technology, access to mentors, training courses among other services over a period of four months. ▪ Gaza Sky Geeks: The first startup accelerator in Gaza providing co-working space, startup accelerator, and technology education for Gazan startups. Gaza Sky Geeks was launched in 2011 in partnership with Google and Mercy Corps. ▪ Ibdaa: Seed fund which provides university services, networking, mentoring, and capacity building. The fund holds competition events in which five to 10 startups are selected for seed funding from incubators. Ibdaa is mainly focused on the ICT sector and holds partnerships with Palestinian universities.

▪ Palestine’s Information and Communications Technology Incubator (PICTI): Non- profit ICT incubator which was founded in 2004 as a technology-based physical incubator facility and grew to offer business services to Palestinian entrepreneurs. ▪ TYO: Based in Nablus and focuses on female empowerment and enterprises that are micro, small, or medium-sized, with the goal of scaling-up 15 women through incubation and/or investment. ▪ Arabreneur: A not for profit entrepreneurship initiative which provides young entrepreneurs with the necessary environment, expertise and finance.

9. Research Infrastructure

Palestinian HEIs report the availability of equipment and resources52. However, at present, the situation in the West Bank is very different from that in Gaza. As entrance of goods to Gaza is severely controlled by Israel, which prohibits the entry of dual usage items under the pretext of security.

As for the Information Communication Technology (ICT) sector in Palestine, its status depends greatly on the political climate between Palestine and Israel. In 1994, the total volume of the network capacity in the West Bank and the Gaza Strip (excluding Jerusalem) was estimated at around 83,000 telephone lines, which were passed to the PA. The Oslo Agreement provided the PA with the authority and freedom to operate its own telecommunication infrastructure, yet Israel has total control over a variety of issues in the available infrastructure.

In 1996, the PA awarded the Palestine Telecommunications Company (Paltel) a license to build, operate, and own all landlines, cellular networks, data communications, paging services, and public telephones. In 1999, Israel gave the PA, and thus Paltel, frequencies to launch Jawwal, the first Palestinian mobile telephone service in Gaza and the West Bank. The second Palestinian mobile operator Ooredoo (previously Wataynia) was granted its license in 2006, but actual operation started in 2008 after Israel agreed to free frequencies for its operation. At present, Paltel operates 400,000 landlines in the West Bank and Gaza while Jawwal provides more than 2 million mobile lines, and Ooredoo has 700,000 mobile lines.

Public Internet services in Palestine were offered among the first countries in the Arab World. Dialup access was offered as early as 1995 by an NGO - Palestinian Academic Network (Planet) - and by a private company - Palnet. At present, about ten companies compete to provide Internet services in the Palestinian territories. However, prices of services in Palestine is much higher compared to Israel due to several issues such as monopoly, Israeli restrictions and others (Abudaka, 2016). Palestine hosts more than 250 companies specialized in the field of information and communication technology (Paltel Group, 2019).

Despite all of the restrictions on the ITC sector by Israel, Palestine’s Technology sector in general is strong, dynamic, and poised to grow exponentially over the next decade. It offers competitive costs, high-quality work, sound management, and cutting-edge expertise across a wide range of platforms. However, the ICT sector faces many challenges including; 1) Israeli occupation and trade barrier policies; 2) Limited access to markets and business opportunities as a result of Israeli impediments to travel and trade; 3) Scalability issues of an industry- trained workforce; 4) Restriction by Israel on the importing of communication and networking products such 4G technology and specific networking devices. As recently as 2018, Israel has permitted the operating of 3G service in Palestine, which does not fully meet

52 Such as GeneAmp PCR system 9700, centurion centrifuge, Varispeed refrigerated centrifuge 15000 rpm, Mini centrifuge, fluorometers, mass spectrometers, nanotechnology equipment, NMR, particle accelerating device, GC/MS etc (Qumsiya and Isaac 2012).

74 the needs for higher bandwidth, such 4G/LTE (PITA, 2013). Israel is denying Palestinian mobile companies the right to introduce 4 G technology as a result of which, a number of Palestinians are seeking to get this service from Israeli mobile companies causing an annual loss of 100 million $ annually.

All Palestinian universities now offer ICT related programs, with a total enrolment of over 8,000 students, graduating 2,500 students annually to meet the demand for a qualified workforce able to drive the new ICT industry53. The international community, governments, NGOs, and big international IT corporations such as Cisco and Google have invested in training Palestinian graduates and, in some cases, have provided venture capital for young entrepreneurs to start their own software businesses. Others have outsourced programming and services to Palestinian IT businesses (Abudaka, 2016).

Recommendations 1. Palestinians and their international friends need to lobby for an independent IT sector. This includes the freedom use the entire frequency spectrum available to Israeli companies without the need of getting Israeli approval. 2. The PNA needs to reassess the monopolies granted to the current operators and encourage competitiveness that will reduce the costs of mobile and Internet services. 3. The PNA and the world’s scientific community need to lobby for the Palestinian researchers in Gaza to get the IT equipment needed. 4. The PNA must dedicate more resources in its budget to improve ICT in education.

53 However, the private sector is not able to absorb a sufficient number of ICT graduates; the unemployment rate among computer science graduates and related disciplines is estimated to be 45.8 percent in Gaza and 17.6 percent in the West Bank.

10. Associations and Unions

Palestinian non-governmental civil society organizations play a central role in the social and economic life of the Palestinian people, far more than is the case of neighboring countries with comparable levels of development. The prolonged period of occupation experienced by the Palestinian population represents one of the primary reasons for this significant role. Of equal significance, is the absence of central governing institutions that are capable of providing basic services to the public. Even after the establishment of the PA, the role of these associations did not diminish. The development of a centralized Palestinian administrative structure has not given up or even reduced the need for the services supplied by civil associations. Additionally, a substantial portion of international aid distributed to Palestinians every year is channeled through these organizations (Kanafani, 2009 as cited in De Voir & Tartir 2009). The effects of these establishments of the Palestinian NGOs in the areas of democracy, governance, and human rights are tangible in the lives of Palestinians.

Historically, unions activity in Palestine has have been one of the many important pillars in the struggle of Palestinian against Israel’s colonization project. Members of these associations and unions have made effective, individual efforts and contributions to research, conferences, and other activities within Palestinian society54.

Although there are a good number of affiliates, there is a decline in the achievements of these unions and their role in influencing economic and social policies. This decline may be due to party domination over union action, the Palestinian political division has created a distorted situation and has reduced joint actions. In addition, the contribution of these unions’ members in research is rare and is also based on individual initiatives.

After the establishment of the PNA, it was natural that the political and national leadership role of unions would shrink in relationship to the establishment and growth of Palestinian political parties and factions. Thus, professional unions and popular federations became subordinate as their functions became restricted to their professional spheres of concern. These syndicates are engineers, journalists, doctors, dentists, pharmacists, agricultural engineers, lawyers, accountants, and teachers. Some individuals and professional societies conduct research, sponsor research conferences and publish important scientific findings. For example, the Engineers Association annually publishes the Engineer magazine which contains some of the research of its members. The engineers syndicate has 11 Palestinian branches, an elected board, and is self-financing through member’s subscriptions and investments. Some of its funds are earmarked for monitoring the training of new engineers. According to an official report by the association, there are 24,744 engineers who are current members of the association, distributed over the twelve governorates of the West Bank. Thus, Engineers Association can be and in the future must become valuable resource for Palestinian higher education finances, research experience, and administrative talent.

There are approximately 6,000 physicians throughout 8 committees affiliated with the medical syndicate across governorates. The syndicate organizes conferences and meetings,

54 In the 1970’s and 1980s’, the Professional Associations Complex of Jerusalem in Beit Hanina, with the support of the PLO, played a prominent role in leading and guiding national action. In light of the presence of the PLO and national labor groups abroad, the PLO saw in the Complex and its administration an important frontline opportunity to address its national activity. As a result, many union leaders were given prison sentences or subjected to house arrest. There is no doubt that the Complex continues to be a source of pride for unions, national labor forces, and PLO factions alike.

76 and members are able to participate in an international conference held every 2 years. Through these conferences, doctors are invited abroad through international associations to give lectures, participate in research papers, and exchange information.

Scientific societies play a significant role in the advancement of teaching, learning and research in various disciplines. PALAST has undertaken the initiative to catalyze and support the formation of national disciplinary and multidisciplinary scientific societies and clusters in Palestine. This is done in close coordination with Palestinian HEIs and expatriate scientists. Within the first phase of this initiative, the following Palestinian scientific societieswere established:

 Mathematical Society  Physics Society  Chemical Society  Biological Society  Plant Production and Protection Society

Societies in other sectors are in the pipeline.

Recommendations

1. Universities must invite Palestinian NGOs, unions, professional syndicates, and scientific societies to partner with faculty and disciplines in cognate fields to enrich student learning, strengthen faculty teaching and research, and supplement a university’s administration. 2. Palestinian NGOs, unions, professional syndicates and scientific societies must create internships for upper level university students and graduate students to help prepare them for professional life. 3. Palestinian unions, professional syndicates and scientific societies should provide student memberships and actively recruit students on university campuses. 4. Palestinian business and professions that possess international partnerships (formally or informally) need to assist unemployed Palestinian university graduates to find employment internationally and provide structures and relationships that strengthen the young adult’s national identity, e.g., by providing airfare for annual flights to Palestine.

Epilogue

Higher education and research in Palestine is relatively new. Palestine is a country with limited natural resources but is rich in its human resources. Considering the bleak forecast for the success of a peaceful resolution of the Israeli Palestinian conflict, Palestinian need to develop their higher education and research ecosystems to meet the needs of the Palestinian people to combat poverty and create jobs for the youth.

In summary, the study identified three integrated and interrelated levels at which research capacity can be strengthened; individual (involving the development of researchers and teams via training and scholarships, to design and undertake research, write up and publish research findings, and influence policy makers), organisational (developing the capacity of research departments in universities, research institutes, thinks tanks and others to fund, manage and sustain themselves, and to interact with society) and environmental, in addition to the incentive structures, and the regulatory context and the resource base in which research is undertaken and used by policy makers, service providers, the private sector and wider society.

Based on the finding of this study, the following proposals are submitted for Sida to promote higher education and research in Palestine:

. Conducting an overall assessment of the Open University education including its mission and strategy. . Developing a structure and mechanism for assessing research projects from universities and research centers based on professional quality of proposals rather than the current allocation system. . Coordinating the mechanism of external funding, and designing a mechanism to benefit from it and adapt it to the national priorities. . Encouraging researchers to publish and improve the quality of their publications in all fields mainly in social sciences by engaging in international research collaboration. There is a wide and varied list of benefits that policy makers and scholars could achieve through the international research collaboration, from which the central theme is the enhancement of quality of research. . Encouraging women to take part in research activities by offering them special grants and training opportunities to mainly female early career researchers. . Encouraging independent Palestinian research centers and think-tanks through including these centers within the allocated research funds. . Developing a training program in research management. . Institutionalizing a working group consisting of deans of scientific research in Palestinian universities that will work through a participatory approach, with all stakeholders, on developing a code of conduct for research inside and outside high education institutions. . Assisting the ministry and higher education institutions to adopt good governance practices at all levels including financial transparency, complaint mechanism, social accountability etc. . Working with the ministry and Palestinian higher education institutions towards involving the private sector in the process of scientific research and development. . Promoting the capacity of the ministry and higher education institutions in monitoring the progress of research projects and their impact. 4. Organize an international conference on higher education and research in Palestine where local and international scientists get to know each other and explore potential cooperation including involving Palestinian researchers in both bilateral and multilateral research projects. 5. Launching and institutionalizing the Palestinian Swedish Science bridge as a bilateral Palestinian Swedish initiative involving all Palestinian stakeholders that will:  Provide opportunities for collaborative research projects between Palestinian and Swedish researchers  Allow Palestinian students to conduct postgraduate studies in Sweden  Encourage sabbatical leaves for academics through research cooperation  Establish. PhD exchange programs with Swedish universities to strengthen the research capacity of existing Ph.D. programs in Palestine.  Expand research networking with existing Ph.D. programs to enhance research quality  Solicit funding to upgrade and expand labs at the existing Ph.D. programs.

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Annex 1

Terms of Reference (ToR)

Baseline Study of Higher Education and Research in Palestine

Background The Arab Council for the Social Sciences (ACSS) is a regional, independent, non- profit organization headquartered in Beirut, Lebanon. The ACSS works across the Arab region as well as globally. It aims to promote and support the social sciences throughout the 22 countries in the Arab region by providing funding, training, mentorship, publications and networking opportunities. It seeks to achieve this objective by promoting quality research in the region; establishing networks of knowledge production; enhancing research collaborations regionally, cross-regionally and globally; disseminating, validating and utilizing the produced knowledge; and providing a model for academic excellence and professional standards in the region.

One of the main projects of the ACSS is the Arab Social Science Monitor (ASSM). The ASSM is conceived of as a permanent observatory for documenting and accounting for the state of the social sciences and higher education in the Arab region and for systematically surveying the landscape and assessing the trajectories of social science and humanities research in the region.

One of Sida’s main goals is to strengthen and develop scientific research and knowledge of relevance to combat poverty in developing countries. In order to achieve this, Sida works to build research capacity in developing countries and regions, and supports research of relevance to developing countries in all academic disciplines. In addition, Sida’s research cooperation department has a long-term commitment to supporting the social sciences and humanities (SSH) in its bilateral research cooperation programs. In general, Sida recognizes that research has, in many cases, been steered by funding agencies/organizations who commission research, with little space for universities or scholars to define an independent research agenda. To address this issue, Sida aims to promote research and research training by supporting the training of a critical mass of independently thinking researchers; enhance research-based higher education and teaching; increase the ability to transfer and make use of existing knowledge, as well as the capacity to produce new and locally-based knowledge.

Towards these ends, Sida and the ACSS will commission a ‘Baseline Study on Higher Education and Research (HE/R)’ that aims to obtain an overview of the current state of higher education and research in Palestine (Gaza, West Bank, East Jerusalem), with a particular focus on social sciences and humanities. For Sida, the review will constitute a basis for strategic discussions and decision-making on possible future support to research capacity strengthening in Palestine. A main output of the Baseline Study would be concrete suggestions regarding programs and interventions that could be recommended in order to strengthen research capacity and opportunities for research collaboration in Palestine.

The ACSS is interested in this Baseline Study as part of its current effort to map the state of higher education in the Arab region with special attention to the social sciences and humanities through its ASSM project. The Baseline Study will benefit and build upon the region-wide 2015- 2016 mapping of social sciences in the Arab region, which collected publically available data and presented it in the first Arab Social Science Report (ASSR). The first ASSR and the database associated with it provide a basis for structuring a more expansive and in-depth survey in Palestine. The ACSS will use the findings of this Baseline Study to inform its grants and other offerings to better meet the needs of the Palestinian research community.

As the first ASSR showed, Palestine follows the general trends identified across the region in terms of the rapid growth of higher education institutions, but the relative neglect of the social sciences within this growth. In terms of research centers both within and outside universities, Palestine also partakes in the general growth but is distinctive in having a large number of social science research centers based outside the university. In addition, together with Lebanon and Jordan, Palestine has a high density of social science research centers relative to population size. Palestine is also among the top 5 countries in the region in terms of producing scholarly periodicals although it is modest in the number of professional associations.

Purpose of the baseline survey The purpose of the Baseline Study is to (1) obtain an overview of the current state of Higher Education and Research (HE/R) systems and structures in Palestine, and (2) survey the social sciences and humanities (SSH) research infrastructure and the characteristics and qualifications of social sciences and humanities researchers in Palestine.

To achieve the stated purposes, the Baseline Study will:

Current state of higher education and research systems and structures (HE/R)  Conduct a critical review of relevant disciplinary and inter-disciplinary literature on HE/R in and on Palestine today, and refer to broader regional and global literature as needed.

Mapping  Map institutions of HE/R and the research system in Palestine (public, private and foreign-based): mandates, academic orientation, sources of funding and cost-sharing strategies, number of students disaggregated by sex, enrolment policies, examination rates, and degrees offered.  Map national policy-making bodies in charge of HE/R and other relevant bodies, including their mandate and role in policy-making, implementation, evaluation and financing.  Describe the national system of accreditation as well as presence and effectiveness of monitoring institutions.

Vision, Policies and Strategies  Describe the vision/educational philosophy that frames the principles of HE in Palestine.  Describe existing policies and strategies for HE/R at the national and sub-national levels.  Analyse the fundamental problem areas on a systemic level in HE/R, including access, gender and equity. Governance and Reform  Critically discuss forms of existing HE governance, institutional autonomy and academic freedom.  Reference possible existing plans for reforms of, or major interventions in, the HE/R systems, or in key institutions and how to generally improve capacity for research collaboration.  Compare the current capacity of academic institutions to that of a decade and two decades ago.

Funding  List current national and international organizations/donors financing HE/R, including their current financial contribution to the HE/R systems. Provide an estimate (5-year average) of the government’s spending on HE/R (specified by institution and area of research), including the proportion of the national budget allocated and disbursed.  Provide an overview of resources for HE/R: infrastructure, ICT, equipment, etc.  Provide an overview of the disciplines, fields and research areas to which funding has been allocated. Have some sectors been repeatedly funded and others neglected? Do funding gaps exist?  Recommend how funding to research collaboration and research capacity strengthening (both local and international) could be strategically used considering complementarity to other funders.

PhD training  Describe and assess currently available PhD training: disciplines; curriculum; funding; through-put; research up-take; quality.  Assess to what extent HE institutions are in a position to embark on extensive, high quality PhD training.  Assess the capacity strengthening needs at PhD level in relation to national priorities with focus on current substantial gaps.

Social science and humanities research infrastructure and researchers (SSH)  Map the infrastructure of social sciences and humanities in Palestine (in Universities, Research Centres in and outside universities, Professional Societies, Periodicals and Publishing houses) (see Annex 1). Conduct a sample survey on the characteristics and career trajectories of individual social scientists in Palestine (Education, Career path, Research and Publications).  Document and evaluate teaching and curriculum of the social sciences and humanities as well as training opportunities offered by universities as well as by NGOs and international organizations operating in Palestine.  Document policies of promotion and tenure in social sciences and humanities departments.  Assess the publishing, dissemination and circulation of social sciences and humanities research findings among different audiences (scholarly, policy, media).

Assumptions and Risks The Baseline Study should factor in the specific political and economic conditions and constraints within which knowledge production takes place.  The challenges of communication and mobility between different parts of Palestine must be integrated into the research design and data collection.

Outputs The information collected will be presented in a Report which fully reflects the Terms of Reference and is the main output of the Baseline Study (see Annex 2). The Report shall be available to the public via Sida. The information collected will also be integrated into the ACSS databases and made publically available. Other possible outputs include ACSS policy briefs and analytical reports. There will be Sida and ACSS dissemination events of the Baseline Study findings for which PowerPoint presentations and other material will be produced.

Duties and Responsibilities  Initial briefing/Preparatory meeting (virtual meeting)  Prepare a detailed work plan and timetable for accomplishing all tasks  Prepare a detailed budget  Conduct a review of relevant literature on higher education and research  Map the infrastructure of social sciences and humanities  Develop the methodology for the sample survey of individual social scientists.The methodology will include the Target Population, Sampling Frame, Sampling Method, etc.  Develop/Adapt data collection instruments for the Baseline Study (in consultation with the ACSS, Sida and the Swedish Consulate-General in Jerusalem)  Data collection using data collection instruments developed/adapted  Data analysis  Preparation of draft Report (see Annex 2 for Report content)  Revisions based on peer review and input from the ACSS, Sida and the Swedish Consulate-General in Jerusalem  Preparation of final Report (see Annex 2 for Report content)  Presentation of Baseline Study findings to the ACSS and Sida  Participate in the dissemination of Baseline Study findings

Deliverables  Detailed work plan and timetable (January 31, 2018)  Budget (January 31, 2018)  Methodology (February 28, 2018)  Facilitation of expert meeting to review methodology (February 28, 2018)  Data collection instruments (March 31, 2018)  2 interim progress reports (March 31, 2018 and May 31, 2018)  Draft Report (June 30, 2018) (see Annex 2 for Report content)  Facilitation of review meeting of Draft Report (June 30, 2018)  Final Report and Executive Summary (July 31, 2018) (see Annex 2 for Report content)  PowerPoint presentation (August 31, 2018)  One or two dissemination activities including at Sida Headquarters Annex 2

Baseline Study Methodology

The baseline assessment uses both qualitative and quantitative analysis. Various tools for data collection and analysis were designed. The methodology presented here is oriented toward a structured and comprehensive assessment for baseline indicators. The assessment methodology used is flexible. It had been adjusted and modified based on an earlier experience encountered in the setting. The participatory methodology is continuing to evolve and improve. The planned baseline assessment is participatory in nature as suggested by the process, methodology and team composition. This report utilized a mix-method approach in order to acquire the information needed to create an accurate and thorough picture of the current state of higher education in Palestine. The ministry of higher education was made aware of the assessment objectives in order to facilitate their maximum participation. This will help the ministry to identify the strengths, weaknesses, opportunities, threats, as well as determining its potential to solve remaining transformational development needs. From the very beginning, tasks and responsibilities of every member of the study team were identified and their contributions were integrated in the process of detailing and clarifying baseline assessment objectives, questions and contents. The study team adopted participatory approaches to launch all required activities. The concept of a “participatory baseline methodology,” used here, implies that stakeholders are actively involved in all steps of the baseline assessment process.

1.1 Baseline management plan 1.1.1 Pre-planning, planning, implementation and follow up baseline survey The following categories clarifies key baseline study steps: pre-planning, planning, implementation, analysis and interpretation.

I. Pre-planning meetings and preparations for baseline assessment - Revising, defining and structuring the baseline objectives and goals.

- Refining Log Frame performance, impact and baseline indicators

- Selection and classification of qualitative and quantitative indicators to be assessed in baseline.

- Formulation of the Action and Management Plan in addition to daily and weekly visual framework for the baseline assessment.

II. Planning for the Baseline fieldworks and design of the baseline methods and questions - Review of Guiding documents

- Develop selection and refining criteria for which indictors to be assessed in the baseline III. Implementation and investigations - Develop tasks and work plans for data collection activities (semi-structured questionnaire, Surveys, and Secondary Data)

- Prepare and organize data collection’s teams

- Distribution tasks and responsibilities' plan for staff and baselines teams

o Baseline (Survey/questionnaire) coordinators, Interviewers, facilitators

- Review documentations and secondary data collection concerning baseline indicators - Community preparations and initial contacts

o Discuss with steering committees, advisors and other stakeholders

o Initial Information Dissemination to committees

1) Identify Data collection sites and interviewees

2) Develop and finalize selection criteria for five different questionnaires administered to Deans of research at universities, research Centers, researchers at universities, Ph.D. students and Ph.D. graduates. (Annex 2 includes both the methodology and the questionnaires).

3) Conduct trials training for surveys and semi-structured questionnaire

4) Finalize Baseline sample and guide for semi-structured interview and survey and prepare final version:

o Data collection sites

o Identify Interviewees (nature of targets, # and locations)

5) Preparing daily and weekly plans schedules for conducting baseline work activities

6) Conduct data collection (survey sent by email through MoHE and semi-structured interviews, data collection of research centres were collected directly by ARIJ team in WB and GS). One of the ways this was achieved, was through a set of five different questionnaires administered to:

1. Deans of research at universities

2. Research Centres

3. Researchers (all staff conducting research studies at universities)

4. Ph.D. students

5. Ph.D. graduates A website was also created in order to aid in this process (www.palestineresearch.ps) along with the Lime survey databases listed below:

● http://www.palestineresearch.ps/Deans.php ● http://www.palestineresearch.ps/ResearchStaff.php ● http://www.palestineresearch.ps/ResearchCenters.php ● http://www.palestineresearch.ps/PhdGraduate.php ● http://www.palestineresearch.ps/PhdStudents.php

7) Developing analysis plans:

o Tabulation of data revealed and collected using Excel, and SPSS

o Classifications and screening of data

o Triangulation and categorization

o Interpretation

Data collection started through a set of five different questionnaires administered to Deans of research at universities, research Centers, researchers at universities, Ph.D. students and Ph.D. graduates. (Annex 3 includes both the methodology and the questionnaires). Initially, the aim was to get a comprehensive survey of research in Palestine and build a database using Lime survey. Therefore, a website was created: (www.palestineresearch.ps), including the beforementioned surveys and the Lime survey database1.

On May 4, 2018, letters were sent by the Minister of Education and Higher Education to university presidents, urging them to ensure that the Lime surveys would be filled by all target population mentioned above. Regrettably, the response from stakeholders was below expectations. Another correspondence was made sending the questionnaires digitally to be filled and ARIJ filled the received information on the lime survey database as shown in the next table.

Table 2.1. Results of Lime Survey Database Title Partial Full Total

Ph.D. Student Questionnaire - 20 20 Ph.D. Graduate Questionnaire - - - Research Centers Questionnaire 13 26 39 Academic and Research Staff Questionnaire 108 88 196 Dean of Academic Research Questionnaire 44 8 52

1 The database can be found in the following weblinks: http://www.palestineresearch.ps/Deans.php. http://www.palestineresearch.ps/ResearchStaff.php; http://www.palestineresearch.ps/ReseachCenters.php; http://www.palestineresearch.ps/Ph.D.Graduate.php; http://www.palestineresearch.ps/Ph.D.Students.php An analysis of the questionnaires upon the final date of collection showed that most of the questionnaires were incomplete, particularly in ethical consideration and academic freedom section. Key setbacks throughout the data collection process included:

. Principally, the delay in response time from most stakeholders. This caused great delay in compiling and synthesizing data, as well as discovering key findings. . Reluctance of universities to share information, especially information involving finances. . Discrepancies between figures obtained from universities and the Ministry of Education and Higher Education. . Donor and international governments not exhibiting a readiness to share information about scholarships and research funding.

3 Another form was prepared and sent to UN, INGOs, and local NGOs. A list of unions and associations were also obtained, and contact was initiated.

On July 17, ARIJ contacted the Deans of research individually, and urged them once again to fill the questionnaires The response rate was only partial, and most universities requested more time.

Academic publications for Palestinian universities in the year 2017 were recorded, and were classified per discipline, year of publication, journal type, authors name and genders, and field of study.

Research Center Survey Methodology Summary Through this stage, we used various tools of analysis to collect data for baseline objectives regarding research centres. The following steps were carried out for this process:

1- Guiding documents from different sources were reviewed. 2- Databases were extracted through university web pages, MOEHE web pages and reports, the Ministry of Information, PASSIA, and other sources for gathering the list of all research centres. 3- We targeted all research centres categories to confine out research centre baseline survey. The following categories were produced: university-based research centers, public or private for-profit research centers, and public or private non-profit centers. 4- Visits were made to the Ministry of Education and Higher Education, Ministry of Information, and a number of higher education institutions to collect data and obtain the most accurate data possible concerning national research centers. 5- Questionnaires were distributed online or via email to all target population (all centers mentioned in the obtained list). 6- Interviews were conducted with stakeholders to obtain more accurate information. 7- Developing analysis plans: o Tabulation of data revealed and collected using Excel, and SPSS o Classifications and screening of data o Triangulation and categorization o Interpretation 8- Analysis o Enter and clean data for analysis

o Tabulation, classification of data according to baseline indicators

o Apply statistical /systematic, qualitative/ quantitative analysis

9- Identify gaps of collected data

10- Filling information gaps and going back to the setting of data collection

11- Interpretation of data, classification and implications

12- Discuss results with stakeholders, interested groups and each partners

13- Summarize work findings

14- Archive all baseline indicators documents

15- Documentation of baseline report

o Writing baseline report first draft

o Review, edit first draft

16- Report and submit first draft to the Arab Council for the Social Sciences (ACSS) and the Swedish International Development Cooperation Agency (Sida)

17- Integrate final technical comments and finalize document

18- Feedback to community, partners and committees, researchers

1.1.2 Refining LOGFRAME and selection criteria for baseline indicators

The first task of the baseline team is to refine the Logframe Indicators in order to develop a satisfactory and agreed set of indicators for baseline. The baseline team differentiated between performance, impact and baseline indicators where the later indicators (baseline) are used to indicate status of both performance and impact indicators with relation to key aspects of quality of HE and research in Palestine.

The baseline indicators are picked and developed based on the following criteria:

– The target direct indicators (TDIs) and non-TDIs must be included

– Indicators are outcome oriented the quality and status of HE and research.

– The initial level of the indicators being measured.

– Indicators assessment should be financially and technically feasible.

1.2 Qualitative methods Semi-structured interviews are the primary tools used for the measurements and assessment of the qualitative indicators. The semi-structured interview with a selected group of key informants (key persons at ministry of higher education) will discuss pre-determined topics in an open-end and participatory manner, guided by a facilitator. Kindly refer to page 38 for the list of people interviewed or provided information.

1.3 Methodology for Database Formation

Retrieving and Refining Publications and Citations

This study used a common method of gathering the number of publications and citations (including H index for researchers and universities) using Elsevier’s abstract and citation database (Scopus). Scopus is the world largest abstract and citation database of peer-reviewed literature: scientific journals, books and conference proceedings, in many languages including Arabic. In addition to the trust that academic intuitions has given to Scopus, the key rankings in the world have been depending on Scopus database to rank international institutions. These rankings include Times Higher Education, QS world university rankings where both depend totally on Scopus. Furthermore, The US news and world report depends on Scopus to rank the best Arab region universities. The leading and high quality Shanghai Ranking also depends on Scopus to rank Chinese universities.

Scopus gives a variety of search tools which enable to retrieve data using a range of criteria i.e. affiliation country, affiliation institution, author. etc. To give the most accurate information out of Scopus, the study used two main and straight search criteria. These criteria are Palestine (as affiliation country) and the name of university (as affiliation institutions) - Palestine (AFFILCOUNTRY(Palestine) means that all the publications where the affiliation country is Palestine. - Islamic University of Gaza: (AF-ID("Islamic University of Gaza" 60072732)). This means all the publications where the affiliation institution is The Islamic University of Gaza. - An-Najah University: (AF-ID("An-Najah National University" 60072733)). This means all the publications where the affiliation institution is An-Najah National University. - Birziet University: (AF-ID("Birzeit University" 60072735)). This means all the publications where the affiliation institution is Birzeit. - Al-Quds University: (AF-ID("Al-Quds University" 60031805)). This means all the publications where the affiliation institution is Al-Quds university.

In analysing the citations, The study used spreadsheet and database software to analyse the citation data gathered; Excel and Statistical Package for the Social Sciences (SPSS).

The second one is H index. The H-index is recognized as an author-level metric used to evaluate both the productivity and citation impact of the publications of a scientist or an academic scholar. The index is also employed to measure the productivity and impact of a scholarly journal as well as a group of scientists, such as a department or university or country.

Furthermore, the study used database information is Google Scholar sources. Though simple, this search engine is estimated to contain approximately 160 million online sources including peer-reviewed academic journals, theses and dissertations, preprints, abstracts, technical reports, patents, and citations. With these attributes, Google Scholar was the most comprehensive, broad scale database available to complete such a project. The search was restricted to include only articles published within the year 2017 and excluded patents and citations.

Search engines produce results specifically tailored to the key words used in them. Therefore, in order to narrow down the results, the Google “exact match coordinator” was used, which is applied by simply adding quotation marks around a phrase in order to specify that exact term rather than producing results for each word individually. For example, typing the words Palestine Polytechnic into Google Scholar will produce 667 results. Alternatively, when searching for “Palestine Polytechnic”, the search was narrowed to only 241 results. Certain universities required slightly different searches due to the existence of universities with the same name in other parts of the world. For example, there is also a Bethlehem University located in the state of Pennsylvania in the United States as well as an Al-Quds Open University in Gaza alongside Al-Quds University in Jerusalem. Since the nature of the wording for the search directly dictated the corresponding results, the specific character for character order of the searches used was critical to obtaining the most accurate dataset possible. The terms used are listed below:

● “International Academy of Art Palestine” ● “Birzeit University” ● “An-Najah National University” ● “Palestine Ahliya University” ● “Bethlehem Bible College” ● “Palestine Polytechnic” ● “Arab American University of Jenin” ● “Ibrahimieh College” ● “Khodori Institute” ● “Edward Said National Conservatory of Music” ● “Dar Al-Khalima University College of Arts and Culture” ● “Hebron University” + “Palestine” ● “Hebron University” + “West Bank” ● “Bethlehem University” + “Palestine” ● “Al-Quds University” ● “Al-Quds University” + “Jerusalem”

The universities that had more than one search associated with their names (Hebron University, Bethlehem University, and Al-Quds University) were given two different searches as shown, and cross-referenced to ensure that no articles would be missed. From here, every search result was inspected. If the author, or one of the authors, of the article was in fact a graduate or currently attending the university in question, then the name of the journal, type of journal, name of the author, category of publication, sex of the author, and total number of collaborators were documented into the university-specific Excel sheet. It is important to note several factors that influenced the decision-making process determining which articles would be included in the database:

1.Working papers were excluded from the database as they were not in their final, published form.

2. Editors of articles (if identified as such) were excluded from the database.

3. Publications listed by authors that were solely guest lecturers or guest speakers at the university were excluded.

4.Faculty members overseeing the writing of their students (if indicated) were excluded.

From this stage, the data compiled was available to synthesize. Many times there was more than one author listed for a given publication, so an Excel function was used to separate the words in the author’s column based on the usage of commas, and were relocated, separating the names, into different columns. From here, the names were combined into one column and sorted alphabetically by first name. Once this was completed, the names were gone through one by one, and the number of times an author was counted in the set was placed next to their names in bold to denote the number of publications they had produced that year. After this, the number of each publication was counted and sorted into another list to show how many people had produced a given number of publications.

Another area of importance was the collection and categorization of the subject matter of the published works. With hundreds of options to choose from, in an attempt to keep the scope of the categories more compact, only certain categories were chosen, some covering a wide variety of fields.

The fields of study used for this database were:

● Agriculture ● Archaeology ● Architecture ● Biology ● Business Administration ● Chemistry ● Computer Science ● Dentistry ● Economics ● Education ● Engineering ● Environ. Science ● Finance ● Genetics ● Geography ● Global Health ● History ● Humanities ● Law ● Linguistics ● Literature ● Mathematics ● Medicine ● Pharmacology ● Physical Education ● Physics ● Political Science ● Psychology ● Public Health ● Religion Studies ● Sociology ● Urban Planning ● Veterinary ● Science ● Women and Gender Studies

These fields provided a range of options for the categorization of the publications. If the subject matter was not explicitly named in a list of keywords associated with the online source or within the title, it was either deduced from the journal title, or the abstract. The categories of “Medicine” and “Engineering” were used as broader terms to cover a variety of fields. For example: subjects covered under “Medicine” included nursing, health sciences, and specializations such as toxicology, radiology, or surgical procedures and other medical treatment programs. All types of “Engineering” were covered under the term, and were not differentiated as mechanical engineering, electrical engineering, etc.

Margins of Error

With any study, there will be a margin of error. Throughout the course of the database formation, potential error-producing factors were documented and will now be detailed in the following section along with the strategies used to best ameliorate them.

A minor problem that occurred when searching for publications came about with what appeared to be an error with Google Scholar itself. After applying the filters to the search, when completing one page of publications, the number or search results would change (example: the total results for a given phrase might be shown as 420 results on page one of the search results, whereas when going to the second page, the total results might shift to 422 or 417, etc. It is unknown why the total results were altered ever so slightly with each additional page, but the total difference never appeared to exceed ten publications from the initial total, and therefore should not pose a problem to the validity of the final result.

University Upload

The collection of publication titles was collected between the months of July and September, 2018. If there were additional publications uploaded beyond this timeframe, over one year later, but dated for the year 2017, they will have been missed in this study due to the lengthy delay in the uploading process on behalf of the universities responsible for these publications.

Name and Name Count

One of the problems encountered throughout the final synthesis stage of the database collection, was the fact that Arabic names will not always translate directly to English in the same form. Therefore, there was the concern of authors not being accounted for or totaled properly when counting how many articles an author had written for the given year since Excel is incapable of identifying when two names are nearly similar; they must be exact. The method employed in an attempt to eradicate this problem, was by shortening the authors names to their first and last name. This was in an effort to prevent further issues when using the alphabetization function in Excel. All initials were subsequently deleted, and hyphens were added to last names as needed (Example: Abu Khader would become Abu-Khader.) To better the odds of catching errors in this stage, once the names were shortened down, they were alphabetized by the first name since there was a much lower chance that a variation in spelling would occur without being noticed. If such an instance of spelling variation for the same name would occur, the names would be located closely enough together in the alphabetized list to easily be able to pinpoint mistakes when reviewing the column and manually inputting the total number of works written by a given author. Any variations that occurred when counting duplicate names, therefore, were cut drastically, and any remaining mistakes would be left solely to human error.

Categories

Some publications may fall into multiple categories. Example: The Role of Religion on Suicidal Behavior, Attitudes and Psychological Distressin University Students: A Multinational Study could be classified as either Religion Studies or Psychology. With many titles falling between two categories, the final decision was made through evaluating the journal information, information within the abstract, and possibly the need to make an educated hypothesis as a last resort. It is important to note that this choice of categorization may slightly skew statistics for the subject matter depending upon which field was chosen. If a formal, digitized database website is later created by the Ministry of Education and Higher Education, functions could be added to associate works with multiple categories through a segment specifying keywords.

Authors

It is nearly impossible to conclude the education level of the author at the time of publication. Therefore, authors in this database could be within PhD students, post-doctoral, graduate, and potentially even undergraduate students. This information would be nearly impossible to obtain without being provided by the universities themselves. An additional issue that presented itself was the fact that, in some instances, it was difficult to determine whether or not an author listed for a publication was an active participant in the writing, or simply the professor overseeing the work of their student and involved in the editing process. This concern arose when it appeared that certain authors somehow managed to produce 20-30 publications in a single year. While this is impressive if true, it is also extremely improbable. This high publication count for certain authors may cause a minor skew to the percentage results when breaking down how many authors produced a given number of publications. Overall, this concern is mild at best considering there were not many of these outliers.

Citations

Citations were collected from the numbers present on the Google Scholar site. It is important to note here that, “there is no single citation analysis tools that collect all publications and their cited references” A combination of Google Scholar, Web of Science, and SCOPUS cross- examination techniques is recommended to achieve the most accurate result. But it is encouraging that “Google Scholar is indexing more journals and more publication types than other databases”, meaning that citation accuracy for the given time period is the most accurate version of data from a single search engine source. ARIJ had reached out to apply for the SCOPUS program, but were emailed from the company reporting that they “had not been able to establish contact” with ARIJ. Another factor that may skew the results of these citations is the fact that the publications documented for this study were uploaded in 2017. This means that the data presented is a recording of the people who have cited the articles only within the last year, so they may be rather low due to a lack of time to accumulate citations from other research also published within the last year.

In an attempt to assess donor funding for higher education and research in Palestine, a letter was sent on 14th July 2018 to 51 consulates and representatives offices informing them about the study and asking to fill the following questionnaire:

Name of agency Contact person Homepage

Scholarship 2014 2015 2016 2017 Number of students Male M. Sc. Female Fields Budget Number of students Male Ph.D. Female Fields Budget Number of scholars Male Fellowship Female Fields Budget Number of scholars Male Postdoc Female Field Budget Number of scholars Male Female Name of local Joint university Research Name of Host

university Fields Budget Name of Sponsorship conference of Date and venue Conferences Budget

The contacted entities included Amideast, Argentine, Australia, Austria, Belgium, Brazil, British Council, Bulgaria, Canada, Chile, China, Cyprus, Czech Republic, Denmark, European Union, Ecuador, Egypt, Finland, France, Germany, Greece, Hungary, India, Ireland, Italy, Japan, Jordan, Republic of Korea, Lithuania, Malta, Mexico, Morocco, Netherlands, Norway, Poland, Portugal, Romania, Russia, Slovenia, South Africa, Spain, Sri lanka, Sweden, Switzerland, Tunisia, Turkey, Ukraine, United Kingdom, Uruguay, USA and Venezuela.

Except for one apology, there were no responses.

List of Questionnaires Questionnaire No. (1) A Questionnaire Targeting the Deans of Academic Research

 General Information Name of the university : Address: Website Name of the Dean of research : Telephone Number/Fax: Email Address: Ownership of ☐ Governmental ☐ Private ☐ Quasi-Governmental University

Please select the research areas in the university and rank them in order of priority with 1 high priority, 2 medium priority and 3 low priority Research Rank Engineering Chemistry Biology Geology Physics Mathematics Environment Psychology Social work Sociology Psychiatry History Anthropology Geography Political Science Economics Law Health Arts Music Business Administration Humanities Development IT Security

Gender and Sexuality Studies International Relations Political science Philosophy Religious studies Other (specify)

Second: Human resources in the university Academic Administrative Staff Male Female

Non-academic administrative staff

Adjunct and Support staff Total

Human resources in research

Full time researchers Ph.D. Masters Bachelors Male Female Male Female Male Female Field Engineering Chemistry Biology Geology Physics Mathematics Environment Psychology Social work Sociology Psychiatry History Anthropology Geography Political Science Economics Law Health Arts Music Business Administration Humanities Development IT Security Gender and Sexuality Studies International Relations Political science Philosophy Religious studies Other (specify)

Full time researchers by degree Associate Associate Assistant Professor Professor Professor Professor Professor Male Female Male Female Male Female Field Engineering Chemistry Biology Geology Physics Mathematics Environment Psychology Social work Sociology Psychiatry History Anthropology Geography Political Science Economics Law Health Arts Music Business Administration Humanities Development IT Security Gender and Sexuality Studies International Relations Political science Philosophy Religious studies Other (specify)

Part-time researchers Ph.D. Masters Bachelors Male Female Male Female Male Female Full time Field equivalent Engineering Chemistry Biology Geology Physics Mathematics Environment Psychology Social work Sociology Psychiatry History Anthropology Geography Political

Science Economics Law Health Arts Music Business

Administration Humanities Development IT Security Gender International

Relations Political

science Philosophy Religious

studies Other (specify)

Part- time researchers by degree Associate Associate Assistant Professor Professor Professor Professor Professor Femal Male Female Male Female Male e Field Engineering Chemistry Biology Geology Physics Mathematics Environment Psychology Social work Sociology Psychiatry History Anthropology Geography Political Science Economics Law Health Arts Music Business Administration Humanities Development IT Security Gender and Sexuality Studies International Relations Political science Philosophy Religious studies Other (specify)

Four: Research Output in the last five years Field Awards Patents Article in Article in peer Articles in Books/ International reviewed local Chapters Journals regional journals in Journals Books Engineering Chemistry

Biology

Geology

Physics

Mathematics

Environment

Psychology

Social work

Sociology

Psychiatry

History

Anthropology

Geography

Political Science

Economics

Law

Health

Arts

Music

Business Administration Humanities

Development

Security

Gender and Sexuality Studies

International Relations Political science

Philosophy

Religious studies

Other (specify)

What research projects are being implemented currently in the university? Project Budget Total Project Project Title Field Source of Funding designated to budget your Institution

Distribution (percentage) of total annual spending on research and development per sources of funding 2017 Sources of Funding Percentage of Funding Ministry of Education and Higher education Palestinian Governmental Institutions Regional governments Foreign Governments International Institutions UN Agencies Private Sector Multilateral International Funding Self Funding Others (Specify) Total

Total annual spending on research and development per sources of funding 2017 Type of Expenditure Total Value ($) Total Expenditure Running Expenditure Salaries and Worker Compensation Utilities and Facilities Rent Research Equipment, Lab Equipment, Stationary,

Educational Equipment, Research Consumables Maintenance costs, Capital Expenditure

No. of collaborative projects: Type of Organization No. Local Palestinian Academic Organizations International Academic Organizations Private Sector Organizations International Private Organizations UN agencies Others

Please, rank the priority of the following issues for promoting scientific research in Palestine. ( 1 for the highest and 10 for the lowest) Rank Coordination Among Organizations Incentives Funding Capacity building of staff Providing Equipment Development of Facilities Political Stability Good Governance (State Level) Improving Research Administration Formulating a National Strategy for Scientific

Research Infrastructure Development (Libraries,

Technological development …)

fields of Scientific Research Absence of coordination among research

Organizations Absence of the contribution of Private Sector Diminishing competency of administrative

practices Decreasing Funding Failing to keep pace with International Developments in technical and scientific advances Absence of Transparency in Information

Exchange Brain Drain (Human Capital Flight) Faculty’s Administrative Responsibility

Research Ethics

Does the university have a research ethics policy ? □Yes □No Are there regulations and policies that ensure the integrity and quality of the research? □Yes □ No Are participants being asked to give informed consent in writing and will they be asked to confirm that they have received and read the information about the study? □Yes □No □Sometimes Do you consider the mechanisms in place to ensure confidentiality, privacy and data protection? □Yes □No □Sometimes Do the research participants join in a voluntary way, and free from any coercion. □Yes □No □Sometimes Is the independence of research being clear, and explicit any conflicts of interest? □Yes □No □Sometimes Are there any real or perceived conflicts of interest which could compromise the integrity and/or independence of the research due to the nature of the funding body? □Yes □No □Sometimes Will the results of the study be offered to those participants or other affected parties who wish to receive them. □Yes □No □Sometimes Are there mechanisms and policies that guarantee the absence of harm to the research participants? □Yes □No □Sometimes Are there legal requirements for governing the research? □Yes □No □Sometimes Are there requirements that research complies with any monitoring and audit requirements? □Yes □No □Sometimes

Academic freedom Yes No There is an official policy for the university that protects academic freedom Your university have a code of conduct that guides the decisions, procedures and systems that contribute to the welfare of its key stakeholders Researchers are free to express their academic views in research publications Researchers are free to select research topics and methods Researchers are free to express their views in public forums Researchers are free to express their views in teaching Research topics are determined independently by the researcher Your university share its overall budget with the staff

Questionnaire No. (2) Academic and Research Staff Form

General Information:

Name: Nationality: Date of Birth: Place of Birth:

EDUCATION Degree Institution Country Field Year of graduation

B.A (B.Sc) M.A.(M.Sc.) Ph.D Post Doctorate

Academic Promotions Title Year Institution Assistant Professor Associate Professor Professor

Employment Record Year Position Institution Country

Current teaching load in your university ( credit hours/semester) : …. Current teaching load outside university (credit hours/semester) : …. Research Grants received Year Title Grantee Amount ( $)

Awards Received Year Title Grantee

Patents Year Title Place of registration

Consultancies Implemented Year Title Agency Amount ( $)

Scholarships Year Title Institution

Membership in professional association Association Year

Membership in editorial boards of Journals Journal’s name Years

Publications Authors Title and Reference Journal

Please, rank the priority of the following issues for promoting scientific research in Palestine. ( 1 for the highest and 10 for the lowest) Items Rank Coordination Among Organizations Incentives Funding Capacity building of staff Providing Equipment Development of Facilities Political Stability Good Governance (State Level) Improving Research Administration Formulating a National Strategy for Scientific Research Infrastructure Development (Libraries, Technological development …)

Please, rank the following constraints that hinder the advancement of scientific research in Palestine. ( 1 for the highest and 10 for the lowest) Item Rank The Absence of National Research Strategies Shortages in Human Capital (Resources) in the fields of Scientific Research Absence of coordination among research Organizations Absence of the contribution of Private Sector Diminishing competency of administrative practices Decreasing Funding Failing to keep pace with International Developments in technical and scientific advances Absence of Transparency in Information Exchange Brain Drain (Human Capital Flight) Faculty’s Administrative Responsibility

Research Ethics Yes No Your university have a research ethics policy There are regulations and policies that ensure the integrity and quality of the research The participants being asked to give informed consent in writing and will they be asked to confirm that they have received and read the information about the study The mechanisms are considered in place to ensure confidentiality, privacy and data protection The participants join in a voluntary way, and free from any coercion The independence of research being clear, and explicit any conflicts of interest There are a real or perceived conflicts of interest which could compromise the integrity and/or independence of the research due to the nature of the funding body The results of the study have be offered to those participants or other affected parties who wish to receive them There are mechanisms and policies that guarantee the absence of harm to the research participants There are legal requirements for governing the research There are requirements that research complies with any monitoring and audit requirements

Questionnaire No. (3) Research Centers

Section 1: General Information Q# Name Of Institution: Address: Establishment year: Phone Number: Website: Email: Contact person: Tel: E-mail: Type of institution (Select only one option): ⃝ Higher Education Establishment ⃝ Government Establishment ⃝ Non-Profit Establishment ⃝ Private Establishment ⃝ Other (describe) Field of Research activities (Select all that apply): ⃝ Natural Sciences ⃝ Social Sciences ⃝ Humanities ⃝ Agriculture ⃝ Environmental ⃝ Economics ⃝ Medical Sciences ⃝ Engineering & Technology ⃝ other……………………... ⃝ Number of Basic Research ______⃝ Number of Applied Research ______⃝ Number of Experimental development research ______

Section 2: Human Resources Total Number of research personnel Males Females Q# by Gender Total number of research personnel Full Time Part Time Total number of research personnel by ⃝ Secondary educational level ⃝ Diploma Degree ⃝ Bachelor Degree ⃝ Master Degree ⃝ Doctoral Degree Number of Technicians Males Females Number of support staff Males Females

Number of Advisory Board Males Females Number of Board of Directors Males Females

Section 3: Outputs by research Total Number of publications Q# Local International Regional Other during the last 5 years No. of Publications in National Journals No. of Publications in Peer review Journals Number of conferences held by the center Number of conferences ⃝ local ⃝ International participations during last five years Number of workshops held by the center during last five years Number of workshops attended Number of grants provided during last five years Fellowships Number of studies & consultancies Number of awards ⃝ local ⃝ International Patents International Standard Book Number (ISBN) Citation Index

Section 4: Expenditure and funding sources Distribution (percentage) of total annual spending on research and development per sources of funding 2017 Sources of Funding Percentage of Funding

Institutions of Higher Education Governmental Institutions Non-profit Institutions Private Institutions Direct International Funding Self Funding Other (Specify) Total

No. of collaborative projects: Type of Organization No. Local Palestinian Academic Organizations International Academic Organizations Private Sector Organizations International Private Organizations

Section5 : Periodicals issued by the research institution Journal Name: Place of Issue: Foundation Year: Publication frequency ⃝Monthly ⃝ Quarterly ⃝yearly ⃝ Other Research Scope/specialty ⃝Social sciences ⃝Humanities ⃝Economics ⃝Agriculture ⃝Environmental ⃝Cultural studies ⃝Other (specify)………. Language ⃝Arabic ⃝English ⃝Other (specify)……. Nature of periodical publications ⃝Work papers ⃝Repots ⃝Studies ⃝Other (specify)…. Does your organization review and evaluate ⃝ Yes these periodicals ⃝ No Sources of funds for periodical ⃝ Local sources ⃝External sources ⃝ other (specify)…..

Section 6: Number of joint projects currently implemented % of institution Q# Number of projects contribution to the project budget Palestinian academic institutions International academic institutions Palestinian Private sector Foreign Private sector Palestinian Civil institutions International Civil institutions others

Section 7: Dissemination of Research Findings: Please describe your dissemination strategy of your research findings among different audiences (scholarly, policy, and media)

Please, rank the following constraints that hinder the advancement of scientific research in Palestine. ( 1 for the highest and 10 for the lowest) Rank The Absence of National Research Strategies Shortages in Human Capital (Resources) in the fields of Scientific Research Absence of coordination among research Organizations Absence of the contribution of Private Sector Diminishing competency of administrative practices Decreasing Funding Failing to keep pace with International Developments in technical and scientific advances Absence of Transparency in Information Exchange Brain Drain (Human Capital Flight) Faculty’s Administrative Responsibility

Research Research Research Ethics Yes No

Does the university have a research ethics policy Are there regulations and policies that ensure the integrity and quality

of the research Are participants being asked to give informed consent in writing and will they be asked

to confirm that they have received and read the information about the study Do you consider the mechanisms in place to ensure confidentiality, privacy

and data protection Do the research participants join in a voluntary way, and free from any

coercion Is the independence of research being clear, and explicit any conflicts of

interest Are there any real or perceived conflicts of interest which could compromise the

integrity and/or independence of the research due to the nature of the funding body Will the results of the study be offered to those participants or other affected parties who

wish to receive them Are there mechanisms and policies that guarantee the absence of harm to the research

participants Are there legal requirements for governing the research Are there requirements that research complies with any monitoring and audit

requirements

Academic freedom Yes No There is an official policy for the university that protects academic freedom Your university have a code of conduct that guides the decisions, procedures and systems that contribute to the welfare of its key stakeholders Researchers are free to express their academic views in research publications Researchers are free to select research topics and methods Researchers are free to express their views in public forums Researchers are free to express their views in teaching Research topics are determined independently by the researcher The Center shares its overall budget with the staff

Questionnaire No. (4) PhD Student Questionnaire

 General Information

Name of the university : Doctoral Program : Gender : Date of Birth :

How do you rate your English proficiency? Please Check Excellent Good Fair Poor Writing Reading Speaking

A) Educational Program : 1) Year of enrollment in this doctoral program:………… 2) Have you graduated? □ Yes □ No, still enrolled 3) If not graduated: year expected to graduate:………………… 4) Did you receive a master’s degree before this doctorate? □ Yes □ No 5) If yes, did you write a master’s thesis? □ Yes □ No 6) Of the following sources of support, which have been your primary sources during your doctoral studies? (Check the three largest) 6.1) Personal or Family fund 6.2) Research Assistant 6.3) Teaching Assistant 6.4) Scholarship from the university 6.5) Scholarship from other sources (different from university) 6.6) Fellowship 6.7) Loan 6.8) Concurrent employment related to your degree 6.9) Concurrent employment unrelated to your degree

B) Professional Development During your doctoral program have you received or will you receive instruction, practice or professional development training in: Q# Yes No Oral communication and presentation skills Writing proposals for funding Preparing articles for publication Working in collaborative groups Conducting independent research/scholarship Research / professional ethics Speaking to nonacademic audiences

C) Program Environment

Does your program provide an annual or more frequent assessment of your progress? □ Yes □ No Do you receive timely feedback on your research? □ Yes □ No Do you have access to career advice covering a variety of employment sectors? □ Yes □ No How would you rate the quality of teaching by faculty in your program? □ Excellent □ Good □ Fair □ Poor How would you rate the quality of your research experience? □ Excellent □ Good □ Fair □ Poor How would you rate the curriculum of your Ph.D. program? □ Excellent □ Good □ Fair □ Poor How would you rate the overall quality of your program? □ Excellent □ Good □ Fair □ Poor How would you rate critical thinking analysis gained in your PhD education? □ Excellent □ Good □ Fair □ Poor

D) Infrastructure: 1) Does your program give you access to: a) Your own personal work space b) Computer facilities c) Other facilities, please briefly describe ------

2) Are the library resources available to you adequate to support your research and education? □ Yes □ No

E) Research Productivity 1) How many research presentations (including poster presentations) have you made at research conference/workshop? a) On your campus?...... b) At national or regional conference/meeting?...... 2) How many research publications have you authored or co-authored during your doctoral education?...... Please list name of journals if any :………………………………………………………………………………… ………………………………………………………………………………… … 3) How many working papers have you authored or co-authored during your doctoral education?......

Questionnaire No. (5) PhD Graduate Questionnaire

Name of the university : Doctoral Program : Gender : Date of Birth : Date of completing your PhD program :

For PhD graduates:

a) Are you currently: □ Employed □ Unemployed, seeking for a job □ Unemployed, not seeking for a job. a.1) If employed, please specify type of employment: □ Government □ Academic institute □ Research institute □ Private sector. a.2) If employed in a university, please specify your rank: □ Post doctoral □ Assistant professor □ Associate professor □ Full professor b) How do you rate your English proficiency? Please Check

Excellent Good Fair Poor Writing Reading Spe king

Educational Program:

1) Year of enrollment in this doctoral program: ………. 2) Did you receive a master’s degree before this doctorate? □ Yes □ No 3) If yes, did you write a master’s thesis? □ Yes □ No 4) Of the following sources of support, which have been your primary sources during your doctoral studies? (Check the three largest) 6.1) Personal or Family fund 6.2) Research Assistant 6.3) Teaching Assistant 6.4) Scholarship from the university 6.5) Scholarship from other sources (different from university) 6.6) Fellowship 6.7) Loan 6.8) Concurrent employment related to your degree 6.9) Concurrent employment unrelated to your degree

Professional Development

For PhD graduates

During your doctoral program did you receive instruction, practice or professional development training in: Q# Yes No Oral communication and presentation skills Writing proposals for funding Preparing articles for publication Working in collaborative groups Conducting independent research/scholarship Research / professional ethics Speaking to nonacademic audiences

Program Environment

Did your program provide an annual or more frequent assessment of your progress? □ Yes □ No Did you receive timely feedback on your research? □ Yes □ No Did you have access to career advice covering a variety of employment sectors? □ Yes □ No How would you rate the quality of teaching by faculty in your program? □ Excellent □ Good □ Fair □ Poor How would you rate the quality of your research experience? □ Excellent □ Good □ Fair □ Poor How would you rate the curriculum of your Ph.D. program? □ Excellent □ Good □ Fair □ Poor How would you rate the overall quality of your program? □ Excellent □ Good □ Fair □ Poor How would you rate critical thinking analysis gained in your PhD education? □ Excellent □ Good □ Fair □ Poor

Infrastructure

Did your program give you access to: a) Your own personal work space b) Computer facilities c) Other facilities, please briefly describe……………………………………………………………………………………… … Were the library resources available to you adequate to support your research and education? □ Yes □ No

Research Productivity Have you published part/all your PhD dissertation? □ Yes □ No If yes: please list the name of the journals: ……………………………………………………………………………………………… … How many research presentations (including poster presentations) have you made at research conference/workshop? a) On your campus?...... b) At national or regional conference/meeting?...... How many research publications have you authored or co-authored during your doctoral education?...... Please list name of journals if any ……………………………………………………………………………………………… … How many working papers have you authored or co-authored during your doctoral education?...... How many research publications have you authored or co-authored after you finished your doctoral education (other than publications from your PhD) dissertation?...... Please list name of journals if any ……………………………………………………………………………….. How many working papers have you authored or co-authored after you finished your doctoral education (other than publications from your PhD)?………………….. How many books or edited books have you published or are currently accepted for publication?...... Please list title of books if any …………………………………………………………………………………… … How many books or articles have you reviewed for publication? Please list journal if any…………………………………………………………………………………………… … How many patents or licenses have you received?......

List of People interviewed or provided information:

No. Name of Interviewee Position Vice Chairman of Higher Studies - Al-Azhar University - 1 Dr. Ahmad Mahmoud Gaza 2 Dr. Bassam Saqa Dean of Quality Assurance - Islamic University - Gaza 3 Dr. Adnan Ayesh Geology Department - Al-Azhar University - Gaza 4 Dr. Moamer Shtaiwi Head of Physics Department - An-Najah University - Nablus Dr. Nidal Abdul-Jabbar 5 Chemistry Department - An-Najah University - Nablus Mohammd Zatar Head of PhD Program - Social Sciences - Birzeit University - 6 Dr. Liza Taraki Ramallah 7 Dr. Mahmoud Serdah Dean of Scientific Research - Al Azhar University - Gaza Assistant Dean of Planning and Quality - Al Azhar 8 Dr. Ahmad Esa University - Gaza 9 Dr. Mazen Hanya Dean of Scientific Research - Islamic University - Gaza Research Project's Coordinator at IUG Higher Studies 10 Mr. Bilal Aburass Deanship - Islamic University - Gaza 11 Mr. Basheer Ghaboun Secretary of High Studies Dean - Islamic University - Gaza Dr. Mohammed Abu 12 President of Gaza Branch - Open University Jobeib Dr. Mohammad Ibrahim Vice President For Research And Postgraduate Studies - 13 Salman Al Aqsa University Dr. Abd-Karim Al- 14 Dean of Scientific Research - Palestine University Madhoon 15 Dr. Alaa Matar Manager of Earth & Human Center for Research and Studies Dr. Mohammed Abu 16 Manager of AKNAN Tech for Integrated Technical Solutions Heiba Dr. Raid Hasanin Manager of Oroba Center for Research Studies 17 Dr. Anwar Ayesh Researcher at Oroba 18 Dr. Kalid Shaban Manager of Palestinian Planning center P.P.C.(P.L.O) 19 Prof. Adnan Aish Former Coordinator of Erasmus Mundus - Gaza Expert of Research and Methodology - Islamic University – 20 Prof. Yousef Al Jeesh Gaza 21 Dr. Moin Shtayyam Physics Department, An-Najah National University

Log Frame and Baseline Indicators

TITLE INDICATOR DEFINITION DATA SOURCE MEASUREMENT PROCESS

Objective 1: By the end of July, 2018, - To obtain an overview of the current state of Higher Education and Research (HE/R) systems and structures in Palestine,

Mapping Illustrate and classify The maps are expected MoHE document - Secondary HE/R institutes in to clearly indicate the data Palestine with respect to names and locations of PCBS - Primary data: the needed parameters the Palestinian HE/R University websites institutes based on questionnaire - List of several parameters University admission (Quantitative universities including academic records, data) - List of orientation, range colleges Heads of numbers of enrolled departments, and - Training and students per year, vocational academic staff examination rates, and Note: centers degrees offered Number of students - Faculties & Staff disaggregated by HE funding sources gender,  % of annual (tuition fees, enrolment/year, and budget governmental support, graduate students  financial grants, donations, etc.) autonomy - operating budget of level universities financial deficit

Identify bodies that The maps should MoHE, Primary: Qualitative make the policies identify the names and data collected through locations of national, making questionnaire with key officials at governing the HE/R in regional, and individual MoHE, universities Palestine: international bodies universities and and research research institution institutions are # of the national, The identified bodies involved regional, and should be classified in international bodies terms of the role Secondary: desk which are in charge of played (whether it is review making the olicies that participation in direct the priorities of conducting the the HE/R activities in research, etc), as well Palestine. as the sources of funding of these bodies.

National system of The procedure for MoHE, universities, Primary: Qualitative accreditation obtaining the official research centers, data collected through accreditation of HE/R online references semi-structured - # of postgraduate institutes in Palestine questionnaire with the licensed program, is identified through a head of university and research centre. graphical flow of MoHE officials steps. - # of Credit hours Secondary: desk - # of courses offered A map is needed to review show the names and - # of used teaching locations of the methods institutes responsible for monitoring and - Quality of M&E evaluating the accreditation national performance and system and effectiveness of the supervision HE/R institutes in Enrolment policies Palestine • Academic regulations HE funding sources • Withdrawal (tuition fees, policies governmental support, grants, donations, etc.) • Refund policy - operating budget of • Readmission universities • Transferred - and control, average students (exchange cost of fees (Average student) fees/credit hour, average hours/semester, fees/semester) Refer to admission requirements and registrations, scholarship and fellowship, honor requirements - Level of academic - Governance Freedom - Academic freedom - secondary source and Reform encompasses lecturer’ - Published - Institutional reports/documents autonomy entitlements to freedom in of the universities research, and research publication of centers results, and in- - Websites of classroom institutions discussion. This freedom is limited - Press releases by norms and written pre-agreed - Strategic plans of upon rules of the MoHE institutions as well as the fact that - Primary data despite the personal - Questionnaire positions, the with researchers, public may judge students and their intuitions by research their statements and behaviours. - Refer to the capability and right of an institution to determine its own course of action without undue interference from the state. PHD training Discipline: The disciplines and Heads of research PhD graduate and areas of research institutes/groups at students’ - Enrollment focused in PhD universities, questionnaires rate training at Palestinian academic staff and - Dropout rate universities are researchers identified. - Duration of Catalogue of PhD completion -All the resources and programs at the tools currently Palestinian - Acceptance available to support universities and its requirement the PhD training at database Curriculum: HE/R institutes in Palestine are to be - Quality of described in details. course offered This includes taught curricula, ICT labs and - % of gained facilities, availability knowledge and of funding to support skills participation in local and international conferences, research capacity of academic Funding: staff, the journals or periodicals where - Source and conducted research is amount of published and their funds impact factors, etc. (scholarships, fellowship, other financial support)

A clear description of Results of the the activities, tools, collected data capacity building, analysis, heads of funding needs to be research institutes accurately mentioned

System of Effectiveness of Document and Primary data Primary: Qualitative Teaching and monitoring institutions evaluate teaching and data collected through Curriculum of curriculum of the - Semi structured making questionnaire the Social  degree of social sciences and questionnaire with key officials at Sciences and attainment of humanities as well as with MoHE MoHE, universities Humanities in objectives training opportunities officials (Minster and research Universities offered by universities , deputy, heads of  Directions, departments and different Balance, as well as by NGOs Organizations Directions, and international Questionnaire with institutions are in Palestine Balance organizations researchers, students involved operating in Palestine. and research Internal and external Secondary: desk quality evaluation. review

Annex 3 Higher Education Statistics

Table 3.1. Information about Palestinian Higher Education Institutions Names Supervision Location Year Website I-Traditional Universities Al-Azhar University Public Gaza 1991 www.alazhar.edu.ps Islamic University Public Gaza 1978 www.iugaza.edu.ps Al-Aqsa University Governmental Gaza 1991 www.alaqsa.edu.ps Hebron University Quasi Public Hebron 1971 www.hebron.edu.ps Palestine Polytechnic Public Hebron 1999 www.ppu.edu.ps Bethlehem University Quasi Public Bethlehem 1973 www.bethlehem.edu Al-Quds University Quasi Public Al-Quds 1984 www.alquds.edu.ps Birzeit University Quasi Public Birzeit 1972 www.birzeit.edu.ps An-Najah National University Quasi Public Nablus 1977 www.najah.edu.ps Jenin & Arab American University Private 1997 www.aauj.edu.ps Ramallah Al-Istiqlal University Governmental Jericho 2007 www.alistiqlal.edu.ps Palestine University Private Gaza 2008 http://en.up.edu.ps Gaza University Private Gaza 2007 www.gu.edu.ps Palestine Technical - Governmental Tulkarm 2007 www.ptuk.edu.ps Khadoury II-Open Educations Al-Quds Open University Governmental Jerusalem 1991 www.qou.edu.ps Arab Open University- Private/NGO Ramallah 2017 www.aou.edu.ps Palestine (AOU) III-University Colleges Palestine Technical College - https://ptuk.edu.ps/aroob_bra Governmental Hebron 1995 Al-Aroub nch Palestine Technical Girls Governmental Ramallah 1996 www.ptcr.edu.ps College - Ramallah Palestine Technical-Deir El Deir Elbalah- Governmental 1996 www.ptcdb.edu.ps Balah Gaza Dar Al kalmia University Private Bethlehem 2006 www.daralkalima.edu.ps College University College for UNRWA Ramallah 1992 Educational Sciences Modern University College Private Ramallah 1983 www.muc.edu.ps Ibn Sina Nursing & Governmental Ramallah 1997 http://ibnsina.edu.moh.ps Midwifery Palestine College of Nursing Governmental Khanyounis 1997 www.pcn.gov.ps Al-Da’wa Alislamiya College Governmental Qalqilia 1999 Palestine Ahliya University Private Bethlehem 2007 http://paluniv.edu.ps/ College Bethlehem Bible College Private Bethlehem 2000 www.bethbc.edu University College of Applied Private Gaza 2007 www.ucas.edu.ps Sciences Wajdi Institute of Technology Private Al-Quds 2004 University College of Ability Private Ramallah 2006 www.adc.edu.ps Development Latin Patriarchate Seminary Private Beit Jala 1856 www.latinseminary.org Nursing College-Almakassed Public Jerusalem 2000 www.makassed.org Charitable Islamic Hospital Al Isra’ University College Private Gaza 2016 College of Islamic Sciences Governmental Hebron 2017 IV- Community Colleges Al-Ummah Community Governmental Jerusalem 1983 http://www.alummah.ps Ibrahimieh Community Private Jerusalem 1983 www.ibrahimieh.edu College Al-Rawdah Technical Private Nablus 1982 www.rtcc.edu Community An-Najah Community Public Nablus 1993 Hisham Hijjawi College of Public Nablus 2000 https://hijjawi.najah.edu/en/ Technology Khan Younis Training UNRWA KhanYounis 2007 College Al-Aqsa intermediate Studies Governmental Gaza 2011 Applied Science & Public Gaza 1979 Technology Arab Community Private Rafah 1990 Gaza Training Centre UNRWA Gaza 1953 Gaza College for Tourism Private Gaza 2004 Studies Hebron Nursing College Private Hebron 1994 Haja Andaleeb Al-Amad Public Nablus 2000 www.andaleebamad.edu.ps Nursing Society of Inash El-Usra Public Ramallah 1999 www.inash.org Nursing Coll.-Caritas Baby Public Bethlehem 2000 Hospital Talitha Kumi Community Private Beit Jala 2000 www.talithakumi.org Women Community College- UNRWA Ramallah 1992 Ramallah Gaza Commnity College UNRWA Gaza 1989 Source: RecoNow. 2016. The Higher Education System in Palestine.

Table 3.2. Certificates Granted by Palestinian Higher Education Institutions Degree Credits Duration Professional Diploma 320 hours of training Minimum 9 months Intermediate Diploma 66-72 credit hours 2 years Bachelor’s Degree 4 years: 120-148 credit hours 4 years 5 years: minimum 152 credit hours 5 years 6 years: minimum 200 credit hours 6 years Teaching Diploma 30 credit hours Professional degree without any academic rights Higher Diploma 30 credit hours Applied after B.A degree, have the right to continue MA degree Master’s Degree 36 credit hours plus thesis or 2 years comprehensive exam Doctorate Degree Minimum 48 credit hours plus thesis 3 years Source: RecoNow. 2016. The Higher Education System in Palestine. *(1 credit hour is equivalent to 1 hour class time, or 3 practical hours. These are to be completed either in the laboratory or in clinical training during each week of the semester. Each semester is 15-17 weeks.)*

Table 3.3. Distribution of Higher Education Institutions by Region and Type of Supervision Institution type Supervision West Bank Gaza Strip Total Governmental 2 1 3 Traditional Public 6 2 8 universities Private 2 2 3 10 5 15 University Governmental 4 3 7 colleges Public 2 - 2 Private 6 3 9 UNRWA 1 - 1 13 6 19 Community Governmental 1 1 2 colleges Public 6 1 7 Private 4 2 6 UNRWA 1 2 3 12 6 18 Open Education Public 1 1 Total 36 17 53 Source: MoHE. 2018. www.mohe.pna.ps/moehe/factsandfigures

Table 3.4. Institutions of Higher Education by Type and Management No. of Type Management and Supervision Location Institutions Administered and funded by the Government Higher Palestinian National Authority under 11 West Bank & Gaza Education Institutions the supervision of the MOEHE Administered and funded by the United Nations Relief and Works UNRWA Higher Agency for Palestine Refugees 4 West Bank & Gaza Education Institutions: (UNRWA), under the supervision of the MOEHE Operated and funded by numerous Private higher education charities, religious groups, 17 West Bank & Gaza institutions individuals, and companies, under the supervision of the MOEHE Universities: a nonprofit organization owned by local Public Higher Education charities, and non-governmental 17 West Bank & Gaza Institutions organizations, under the supervision of MOEHE. Relies on fund-raising and partial government funding

Source: RecoNow. 2016. The Higher Education System in Palestine.

Table 3.5.Average Cost of Education Fees in both Jordanian Dinars and Euros Average Average Other Total Total Program fees/credit hours/semester Fees/semester costs (JD) (Euro) hour Science, Business, Law & Economics 30 JD 15 450 110 560 717 Art & Education 26 JD 15 390 110 500 680 Engineering & 38 15 570 110 680 871 IT Medicine 100 20 2000 110 2100 2692 Source: European Commission. 2017. Overview of the Higher Education System Palestine.

Table 3.6. Higher Education Institutions Grading System Percentages Rank 90-100 Excellent 80-89 Very Good 70-79 Good 60-69 Satisfactory 50-59 Poor 0-49 Fail Source: European Commission. 2017. Overview of the Higher Education System Palestine.

Table 3.7. Grading Scale System Used at Bethlehem University and Birzeit University Score Remark Letter Grade 90-100 High Distinction A 85-89.9 Distinction B 78-84.9 Very Good C 70-77.9 Good D 60-69.9 Satisfactory E Below 68 Fail F Source: European Commission. 2017. Overview of the Higher Education System Palestine.

Table 3.8. Arab American University Grading Scale Score Remark GPA A Excellent 4.0 A- Excellent 3.67 B+ Very Good 3.33 B Very Good 3.00 B- Good 2.67 C+ Good 2.33 C Moderate 2.00 C- Moderate 1.67 D+ Satisfactory 1.33 D Satisfactory 1.00 F Fail 0.00 Source: European Commission. 2017. Overview of the Higher Education System Palestine.

Table 3.9. 1948 Palestinian Students Studying in Palestine (2017) Discipline Number Physical Education 3 Nursing and Health Professions 285 Business Administration 1 Arts and Sciences 976 Financial Management 52 Economics 4 Applied sciences 2 Optics 9 Education 932 Social Development 197 Computer Science 1 Law 70 Public Administration 1 Postgraduate Studies 79 Agriculture 1 Sharia 130 Pharmacy 84 Medical School 292 Veterinary Sciences 42 Technology 8 Para-medical Sciences 3744 Fine Arts 18 Engineering 16 IT 37 Dentistry 384 Bard College 4 Total 7372 Source: MOEHE. 2018.

Table 3.10. Distribution of Graduates According to Institution Type and Certificate, 2015/2016 High Professional Education Institution Type B.A MA PhD Diploma Diploma Diploma Qualification Traditional 22,961 68 2,381 2 1,302 92 425 Universities University 1,091 0 0 0 1,594 54 0 Colleges Community 31 0 0 0 3,674 7 0 Colleges Open Education 10,209 0 0 0 0 0 555 Total 34,292 68 2,381 2 6,570 153 980 Source: MOEHE.2017. Statistical Yearbook 2016/2017.

Table 3.11a. Distribution of Academic Staff by Type of Institute, Rank, and Gender 2016/2017 Rank Full Prof. Associate Assistant Lecturer Instructor Total Institution F T F T F T F T F T F T Type Traditional 12 319 31 467 252 1757 193 879 574 1577 1062 4999 Universities

University 2 23 2 15 25 204 123 349 157 502 309 1093 Colleges

Community 0 5 0 1 1 12 64 201 100 381 165 600 colleges

Open 0 39 3 84 38 313 19 116 262 902 322 1454 Education Source: MOEHE.2017. Statistical Yearbook 2016/2017.

Table 3.11b. Distribution of Academic Staff by Institute, Scentific Degree, Full/Part in Traditional Universitities

Distribution of Academic Staff by Institute, Scentific Degree, Full/Part Time, Rank and Gender - 2016-2017

Scientific Institute F/P T Assistant Associate Full Degree Instructor Lecturer Total Professor Professor Professor

T F T F T F T F T F T F

Al-Azhar FT Ph.D 0 0 0 0 91 6 50 4 57 2 198 12 University - Gaza FT Master 53 10 3 1 0 0 0 0 0 0 56 11 Grand Total 53 10 3 1 91 6 50 4 57 2 254 23

Islamic FT Ph.D 0 0 0 0 106 10 82 2 93 2 281 14 University -

Gaza FT Master 54 14 15 3 0 0 0 0 0 0 69 17 Grand Total 54 14 15 3 106 10 82 2 93 2 350 31

FT 0 0 11 1 120 16 21 4 7 0 159 21 Al Aqsa PT Ph.D 0 0 1 0 19 1 1 0 0 21 1 University - Gaza Total 0 0 12 1 139 17 22 4 7 0 180 22 FT 0 0 93 19 0 0 0 0 0 0 93 19 PT Master 1 0 38 6 1 0 0 0 0 0 40 6 Total 1 0 131 25 1 0 0 0 0 0 133 25 Grand Total 1 0 143 26 140 17 22 4 7 0 313 47

FT 0 0 14 2 61 5 13 0 8 0 96 7 Hebron PT Ph.D 1 0 0 0 67 9 3 0 4 0 75 9 University Total 1 0 14 2 128 14 16 0 12 0 171 16 FT 57 18 8 2 0 0 0 0 0 0 65 20 PT Master 213 65 0 0 1 1 0 0 0 0 214 66 Total 270 83 8 2 1 1 0 0 0 0 279 86 Grand Total 271 83 22 4 129 15 16 0 12 0 450 102

Palestine FT Ph.D 2 0 1 0 43 6 9 0 3 0 58 6 Polytechnic

University FT Master 34 13 32 8 4 0 0 0 0 0 70 21 Grand Total 36 13 33 8 47 6 9 0 3 0 128 27

FT 0 0 0 0 25 7 6 0 1 0 32 7 PT 0 0 0 0 29 9 8 2 4 0 41 11 Total Ph.D 0 0 0 0 54 16 14 2 5 0 73 18 FT 34 23 24 10 0 0 0 0 0 0 58 33 Bethlehem PT Master 50 19 6 1 1 0 0 0 0 0 57 20 University Total 84 42 30 11 1 0 0 0 0 0 115 53 Grand Total 84 42 30 11 55 16 14 2 5 0 188 71

FT 2 2 9 1 162 30 59 3 19 1 251 37 Al-Quds PT Ph.D 0 0 3 1 39 6 4 0 4 0 50 7 University Total 2 2 12 2 201 36 63 3 23 1 301 44 FT 66 31 54 21 34 7 4 0 0 0 158 59 PT Master 53 19 4 1 4 0 0 0 0 0 61 20 Total 119 50 58 22 38 7 4 0 0 0 219 79 Grand Total 121 52 70 24 239 43 67 3 23 1 520 123

FT 1 0 0 0 150 35 32 4 15 3 198 42 Birzeit PT Ph.D 6 3 1 1 54 17 4 1 7 1 72 23 University Total 7 3 1 1 204 52 36 5 22 4 270 65 FT 88 50 48 12 2 1 0 0 0 0 138 63 PT Master 70 30 17 6 4 1 0 0 0 0 91 37 Total 158 80 65 18 6 2 0 0 0 229 100 Grand Total 165 83 66 19 210 54 36 5 22 4 499 165

FT 1 0 0 250 29 46 2 31 1 328 32 An-Najah PT Ph.D 1 0 36 3 94 11 14 3 11 156 17 National University Total 2 0 36 3 344 40 60 5 42 1 484 49 FT 178 62 21 6 0 0 0 0 0 0 199 68 PT Master 275 93 23 4 0 0 0 0 0 0 298 97 Total 453 155 44 10 0 0 0 0 0 0 497 165 Grand Total 455 155 80 13 344 40 60 5 42 1 981 214

FT 0 0 0 0 78 12 22 1 15 0 115 13 The Arab PT Ph.D 0 0 0 0 21 3 2 0 0 0 23 3 American University Total 0 0 0 0 99 15 24 1 15 0 138 16 FT 36 11 29 4 2 2 0 0 0 0 67 17 PT Master 69 34 4 1 1 0 0 0 0 0 74 35 Total 105 45 33 5 3 2 0 0 0 141 52 Grand Total 105 45 33 5 102 17 24 1 15 0 279 68

Palestine FT Master 0 0 102 26 0 0 0 0 0 0 102 26 Technical Grand Total University- 0 0 102 26 0 0 0 0 0 0 149 32 Kadoori

FT Ph.D 1 0 0 0 20 1 2 0 2 25 1

FT Master 28 9 1 1 0 0 0 0 0 0 29 10 University of Grand Total Palestine 29 9 1 1 20 1 2 0 2 0 54 11

Palestainian FT Ph.D 0 0 1 1 17 2 0 0 1 0 19 3 Acadmic

Security College FT Master 0 0 25 5 0 0 0 0 0 25 5 (Al-Istiqlal University) Grand Total 0 0 26 6 17 2 1 44 8

Gaza University FT Ph.D 0 0 0 0 3 1 0 0 0 0 3 1

FT Master 1 1 6 1 0 0 0 0 0 0 7 2 Total 1 1 6 1 3 1 0 0 0 0 10 3

Total 1375 507 630 148 1503 228 382 26 282 10 4172 919

Source: MOEHE.2017. Statistical Yearbook 2016/2017.

Table 3.12. Palestinian Students Population in Universities Scientific Degree Undergraduates Graduates T M F Institute U T U (M) U (F) Graduates Graduates Graduates Al-Azhar University - 11896 4172 7724 690 393 297 Gaza Islamic University - 16204 6008 10196 1833 1099 734 Gaza Al Aqsa University - 16095 4049 12046 0 0 0 Gaza Hebron University 10066 2447 7619 369 137 232 Palestine Polytechnic 3709 1968 1741 83 25 58 University

Bethlehem University 3194 697 2497 124 38 86 Al-Quds University 9482 4210 5272 2299 1103 1196 Birzeit University 11611 4260 7351 1377 510 867 An-Najah National 21035 8133 12902 1637 686 951 University The Arab American 9044 3947 5097 312 161 151 University Palestine Technical 5353 2686 2667 0 0 0 University-Kadoori University of 4980 3482 1498 0 0 0 Palestine PASC 0 (Al-Istiqlal 1057 815 242 0 0 0 University) Gaza University 1049 630 419 0 0 0 Source: MOEHE.2017. Statistical Yearbook 2016/2017 Undergraduates –Total (UT), Undergraduates – (Male) (UM), Undergraduates – (Female) (UF), Graduates – Total (GT), Graduates – (Male) (GM), Graduates- (Female) (GF), Graduates (Masters, High Diploma and Ph.D).

Table 3.13. Female vs Male students (Graduates + Ph.D) Comparison

1200 1000 800 600 400 200 0

M (Graduates + Ph.D) F (Graduates + Ph.D)

Source: MOEHE.2017. Statistical Yearbook 2016/2017

Table 3.14. Labor Forces in Gaza and West Bank with Gender Display Total Males Females Item average of Average WB GS Average WB GS Personnel Research Center Members 8 10 5 14 6 5 8 Number of Technicians 1 1 1 2 1 1 1 Number of Support Staff 4 4 4 4 3 5 1 Number of Advisory Board 3 4 3 5 1 0 1 Number of Board of 3 4 4 5 1 2 0 Directors Mean ~4 ~5 ~2 Table 3.15. Ranking of Source of Funding for Research Centers Gaza Strip West Bank

# % Source of Funding (ranking) % Mean % Mean

1 Self-funding 50.83 25 2 Non-profit institutions 23.67 6.80 3 Direct international funding 12 36 4 Private institutions 7.5 5.83 5 Governmental institution 2.08 21.33 6 Institution of HE 1.67 1 7 Other .5 0 Percent of Governmental Body: 11.7% West Bank : 22.3% ; Gaza Strip: 2%

Table 3.16. List of Research Centers Field of Research Name of Institution Website Researches Director activity Al-Buraq Center For Academic and Adib Ziadeh Research & Culture Research Centers Arab Scientific Institute for Research Academic and Sa’id Assaf & Transfer of Research Centers Technology (ASIR) Tantur Ecumenical active on their Research in http://tantur.org/ Institute website community settings Active on their website. http://www.miftah.or Academic and Miftah one publication Ibtisam Husary g/ Research Centers in 2013 on google scholar Jerusalem Media & public opinion Communication http://www.jmcc.org/ Not active polling Center (JMCC) Active on their website.four Alternative researches on Academic and Information Center https://aicnews.org/ google scholar.. Research Centers (AIC) in 2011,2009 and two in 2007 Palestine Center for In the process of National Security being established Academic and Research N/A Dr. Nayef Jarad Newly registered Research Center مركز فلسطين ألبحاث األمن (2018) at MOEHE القومي active on their website, Palestinian Prisoners https://www.asrapal.n Academic and publishing Osama Shaheen Center for Studies et/ Research Centers studies and reports Palestinian Center for Policy Research http://www.masarat.p They are active Academic and

and Strategic Studies s/ on their website Research Centers (Masarat) Palestinian American Penelope Mitchell http://parc-us- They are active Academic and Research Center pal.org/index.htm on their website Research Centers (PARC) Ghada AlMadbouh Israel-Palestine https://issuu.com/ipcr They are active Academic and Creative Regional i/docs on their website Research Centers Initiative (IPCRI) Urban & Regional Academic and .. Planning Unit (URPU) Research Centers Advisory institute to Palestine Academy for governmental and Science & Technology other institutions in (PALAST) issues related to Prof. Marwan Jerusalem, Ramallah, They are active formulating policies, Awartani Gaza on their website, programs supporting

Established in 1997 http://www.palestinea and there is one national membership of the cademy.org/main/ research on development. Academy from google scholar in Participating in the different Palestinian 2012 coordination of universities relevant science and technology and innovation.

There is one research for Palestinian Palestinian Women’s UNESCO PDF –no Women’s Academic and Research & Not available website Research & Research Centers Documentation Center Documentation Center on google scholar in 2008 They are active Mr. Akram Hanieh Palestinian Forum for Academic and on their website , (Board Chairman) Israeli Studies Research Centers https://www.madarce there is one 7 Ph.D holders, 1 (MADAR) Political, economic, nter.org/en/ research on MA , 3 BA and about Ramallah social, literary and google scholar in 10 people researchers Established in 2000 military research 2010 and lecturers Palestine Economic Academic and ..Dr. Nabil Qassis Policy Research http://www.mas.ps/ Active Research Centers

Institute (MAS) Economic and social Palestinian Center for Founder and not active on Academic and Public Opinion http://www.pcpo.ps/ president: their website Research Centers (PCPO) Dr. Nabil Kukali Palestinian Center for There are 1 person http://www.pcpsr.org/ Academic and Policy and Survey publishing polls who have Ph.D. , 4 en Research Centers Research (PSR) master and 2 BA Palestinian Academic There are 1 person Society for the Study http://www.passia.org Dr. Mahdi Abdel Academic and who have Ph.D., 1 of International / Hadi Research Centers master and 3 BA Affairs - PASSIA Pal-Think - Strategic active on their Academic and http://palthink.org/en/ Studies website Omar Shaban Research Centers http://www.neareastc Not active on Jamil Rabah and Academic and Near East Consulting onsulting.com/ their website Isabelle Daneels Research Centers National Research active on their Academic and http://palnrc.ps/ Not available Center website Research Centers not active on Land Research Center http://www.lrcj.org/in Director: Jamal Academic and their website – LRC dex.html Talab AlAmleh Research Centers since one year The Kenyon Institute There is one (The British School of research on Academic and Archaeology)- http://cbrl.org.uk/ not available google scholar in Research Centers Council for British 2014 Research in the Levant http://www.ipp- not active on Institute of Public Academic and pal.ps/english/english their website Not available Policies (IPP) Research Centers .html since one year Active website, they have articles Al-Hadaf Center for http://hadafcenter.co Academic and and activities, no Not available Studies & Information m/ Research Centers researches on google scholar Faisal Husseini http://www.fhfpal.org Academic and Not available Foundation /en#header Research Centers Ecole Biblique et http://www.ebaf.edu/ Academic and Archaeologique Not available en/ Research Centers Francaise Not active on their website Academic and Civitas Institute http://civitas.ps/ar/ because it's a About not available Research Centers experimental copy They are active Arab World for on their website They choose there Research & http://www.awrad.org Academic and ,there are19 reserachers from all Development /en Research Centers publication on walks of life (AWRAD) their website http://www.arabstudi Not active on Academic and Arab Studies Society About not available essociety.org/ their website Research Centers They are Bisan Center for publishing https://www.bisan.or Academic and Research & Patrols,Versions Not available g/ar Research Centers Development ,Analytics on their website Active membership, Corporate Not active too Arab Thought Forum http://www.atf.org.jo/ membership and Academic and much on their (ATF) ?q=en# Honorary Research Centers website membership (no names) Not active too Alpha International for much on their http://www.alpha.ps/i Dr. Faisal Awartani, Academic and Polling, Research & website, there are ndex.html (Ph.D.) Research Centers Informatics 6 publications on their website Applied Research Academic and Institute- Jerusalem https://www.arij.org/ Active Dr. Jad Issac Research Centers (ARIJ) Active on their website , three Director Emeritus: W. F. Albright publications on Professor Seymour Institute of Academic and http://www.aiar.org/ google scholar (Sy) Gitinand the Archaeological Research Centers one Research,in Director:Dr. Research 2008 and two in Matthew J. Adams 2017 https://masaribrahim. President :Raed Women Role in Masar ps/people-and- They are active Sa’adeh and 8 Bethlehem Area Ibrahim Al-Khalil places/womens- on their website members associations/ Women Committee in No researches on Director:Fida’ website not available Bethlehem Area Artas google scholar Rabaya Al-Rashaydeh No researches on Director:Alia website not available Bethlehem Area Women Center google scholar Rashaydeh Women Childcare No researches on website not available Head: Salwa Saba Bethlehem Area Society google scholar They are active on their website , http://tam.ps/en/wom they are Women Media and en-and-media-in- publishing Dir.: Suheir Farraj Bethlehem Area Development- TAM palestine Studies, publications and reports Palestinian Working https://www.pwwsd.o No researches on Women Society Not available Bethlehem Area rg/ google scholar (PWWS) Association of Dir.: Khawla Al- Women’s Committees www.psccw.org Active website Bethlehem Area Azraq for Social Work Arab Women Union http://womenunion.ps Dir.: Hanan Saliba Active website Bethlehem Area – Beit Sahour / Bannourah Water Sector Water and Regulatory Council https://www.wsrc.ps/ Active website Environment (WSRC) The Center for Not active on Dir: Eng. Wijdan Al- Water and Environment - www.cep.ps their website Sharif Environment Palestine (CEP) Palestinian They aren't active Water and Wastewater Engineers www.palweg.org Dir: Munther Hind on their website Environment Group Saleh Totah and 9 They aren't active members with 2 Water and Juthour Arboretum http://juthour.org/ too much on their persons who have Environment website Ph.D. http://aujaecocenter.o No researches on Dir: Mohannad Water and Auja Eco Center rg/ google scholar Sa'aideh Environment They are active on their website Water Training – Water and http://www.pwa.ps/ ,they are Ziad Al-Foqaha' Palestine Environment publishing news and strategies Water & Soil https://www.bethlehe Environmental Dir: Dr. Alfred Abed Water and m.edu/institutes/WSE Bethlehem uni. Research Unit Rabbo Environment RU (WSERU) Water & There are 9 Environmental Dir: Eng. Nasser Water and http://wedo-pal.org/ publications on Development Nader Al-Khatib Environment their website Organization (WEDO) Sunflower Association for http://www.sunflower They aren't active Water and Human and Dir:Fadwa Khader .ps/ on their website Environment Environment Protection Roads & No researches on Water and Environment Safety website not available Dir:Mu’awia Rimawi google scholar Environment Center (RESC) Palestinian No researches on Water and Ornithology and website not available Dir:Fajer Harb google scholar Environment Biodiversity Society Palestinian Hydrology Group for Water website under Dir:Dr. Abdel Water and &Environment construction- not Rahman Tamimi Environment Resources available Development The Palestinian They are active Environmental NGOs ,they have COO: Water and www.pengon.org Network (Friends of publications on Abeer Al-Butmeh Environment the Earth-Palestine) their website Palestinian Association for Chairman: Mahmoud Water and Education & https://paeep.ps/ Active website, Al-Dadah Environment Environmental Protection Palestine Wildlife http://www.wildlife- Dir:Imad Al- Atrash Water and Active website, Society pal.org/index.php and 8 staff members Environment They aren't active Jerusalem Water Water and http://www.jwu.org too much on their Abdel Khalek Karmi Undertaking Environment website, Institute of Dir.: Dr. Rashid Al- Water and Environmental and Birzeit University Sa’ed Environment Water Studies (IEWS) Active website, there are two House of Water & http://www.hwe.org.p Water and researches on Dir:Sawsan Qudsi Environment s/ Environment google scholar, 2013 and 2009 Environmental Chairman:Prof. No researches on Water and Protection & Research website not available Jamal Safi, Dir:Dr. google scholar Environment Institute (EPRI) Yasser Al-Nahhal They aren't active too much on their website, there are http://bustanqaraaqa. only 2 Coord.: Thomas Water and Bustan Qaraaqa weebly.com/ publications on Shirley Pearson Environment their website, no researches on google scholar Ommar El Ard Active website, http://www.ommar.ps (Revivers of the Land no researches on Dir:Sumiraa Al-Qadi Agriculture / of Palestine) google scholar Palestinian Farmers’ No researches on website not available Dir:Abbas Melhim Agriculture Union google scholar Palestinian Agricultural No researches on Head:Eng. Saqer website not available Agriculture Engineering google scholar Nazzal Association At-Tawfiq No researches on Dir:Mahmoud Al- Cooperative Society of website not available Agriculture google scholar A’asi Fishermen Technology No researches on website not available Dir:Ghassasn Olayan Agriculture Transfer Association google scholar Active website, Ma'an Development http://www.maan- they have Dir:Sami Khader Agriculture Center ctr.org/ publications on their website Green Palestine for website not available- No researches on Dir: Dr. Haitham Al- Agriculture Rural Development, error google scholar Hassan Food & Beverages GPRD Active website, publications on Economic & Social website, and on Devel-opment Center www.esdc-pal.org Dir: Akram At-Taher Agriculture google scholar of Palestine (ESDC) one research in 2016 Union of Active website, Dr.Akram Abu Agricultural Work http://uawc-pal.org/ they have Hasira,Dr. Mohamed Agriculture Committees (UAWC) publications and Safadi reports on their website, Palestinian Active website, http://www.pal- Agricultural Relief they have Not available Agriculture arc.org/ Committees (PARC) publications They aren't active Arab Development http://arabdevsoc.org/ too much on their Not available Agriculture Society website , Executive Manager: Agricultue Arab Center for Active website, Khalil Khatib and /Economic Agricultural http://www.acad.ps/ they have about 23 staff empowerment Development (ACAD) publications members projects They aren't active Agricultural http://www.pacu.org. too much on their Not available Agriculture Cooperative Union ps website

Table 3.17. Main Research Centers in Social Sciences and Humanities Area of Name University Publications Degree/program Contact info Notes study Journal of Palestine Studies (English) https://www.palestine- studies.org/jps

Majallat al-Dirasat al- Filastiniyah ( Journal of Palestine Ala’ Jaradat The oldest and All areas Institute for studies-Arabic ) ipsquds@palestine- most of Palestine Independe https://www.palestine- studies.org established Palestinian NO Studies (IPS) nt studies.org/ar/mdf research center affairs https://www.palestine- working outside

Jerusalem studies.org/ Universities Quarterly (English) https://www.palestine- studies.org/jq

Books and Monographs https://www.palestine- studies.org/books/all-books Books, Translations, Journal, annual report, and Honaida Ghanim The Palestinian occasional papers [email protected] Forum for Independe Israeli https://www.madarcenter.o No Israeli Studies nt Studies rg/en/about-us/madar- https://www.madarcen (MADAR) publications ter.org/en/

The institute start at BZU in Mudar Kassis 2016, as a result

of merging the 00970-2-2982905 Palestinian [email protected] Institute for the Muwatin Democrac Books and Monographs MA program in Study of Institute for y and and Occasional papers Democracy and https://www.birzeit.ed Birzeit Democracy – Democracy and human Human Rights u/en/institutes- Muwatin (1991 Human Rights rights centers/muwatin- ) and the institute-democracy- BZU,Master’s and-human-rights Program in ( the official website is Democracy and under construction) Human Rights.

Wasim Kurdi The Qattan w.kurdi@qattanfounda Centre for tion.org Rua’ Tarbawiyya Journal- Educational Independe Education Arabic ( reads: NO Research and nt http://qattanfoundation pedagogical visons ) Development .org/en/qattan-centre- eductional-research- and-development The Institute of Lena Meari Women’s WOMEN- Gender The Review of Women’s MA in Gender Studies at Birzeit [email protected] studies Studies and Development Birzeit University http://iws.birzeit.edu/ INSTITUTE OF Rita Giacaman COMMUNITY Public http://icph.birzeit.edu/resea MA in Public [email protected] Birzeit AND PUBLIC Health rch/publications Health http://icph.birzeit.edu/ HEALTH Internation Books and monographs Ali Jarbawi Ibrahim Abu- MA in al relations and Occasional papers [email protected] Lughod Institute International Birzeit and http://ialiis.birzeit.edu/en/p of International Studies Political ublications http://ialiis.birzeit.edu/ Studies science en Linda Tabar Books and Occasional [email protected] The Centre for papers Developm Development Birzeit No ent studies http://sites.birzeit.edu/ Studies http://sites.birzeit.edu/cds/n cds/new-cds/ ew-cds/Publications

Asem Khalil http://lawcenter.birzeit.edu/ The Institute of Birzeit Law lawcenter/index.php/en/pu No Law http://lawcenter.birzeit blications/155-publications .edu/lawcenter/en/

Urban Planning [email protected] and Disaster Urban An-Najah Risk Reduction Planning https://www.najah.edu Center /en/updrc/ Joni Asi [email protected]

https://www.najah.edu/en/c u UNESCO Chair ommunity/scientific- on Human Human An-Najah centers/unesco-chair- No https://www.najah.edu Rights and Rights human-rights-and- /en/community/scienti Democracy and democracy/publications/ fic-centers/unesco- Peace chair-human-rights- and-democracy/

Table 3.18. University-Based Research Centers Address Name Field Al-Najah University-Nablus

It is concerned with research, Al-Najah University development, and system design, +970 9 2345113 feasibility studies and training in +970 9 2345982 Energy Research Center (ERC) all conventional and renewable Email: [email protected] energy fields, energy management and energy conservation It is considered the first portal +970 9 2345113 Ext. 4392 Urban Planning and Disaster Risk gate in Palestine that focus on Fax +970 9 2345982 Reduction Center earth sciences, seismic Email [email protected] engineering, re-planning and

society development Established in 1999 to submit the +970 9 2345115 services to the community +970 9 2345982 Analysis, Poison Control and sectors in the field of Biological, Email: [email protected] Calibration Center (APCC) chemical, Bioscience and clinical analyses, through specialized units and labs. Nablus, Palestine, New Campus Nanotechnology, preparation of Center of Excellence in Phone: +970 9 2345113 Nanomaterials in Photovoltaic, Materials Science and Email: [email protected] water purification with solar Nanotechnology (CEMSANT) energy. The center work to further the practical application of theoretical sociological Nabulus, Palestine Community Service and approaches, and the bridging of

Continuing Education Center academia with issues facing the

community. Provide social service and houses for people for low-income The Water and Environmental Studies Institute is one of the Water and Environmental major research centers which are Nablus, Palestine Studies Institute (WESI) concerned in assessing groundwater vulnerability to contamination in Palestine. Palestine in coordination with UNESCO’s UNITWIN and UNESCO Chair programme established UNESCO Chairs at UNESCO Chair on Human An-Najah in order to enhance Nablus, Palestine Rights and Democracy and scientific research and program Peace development in designated academic fields and build connections with the local and global academic community as

well as foster links with the civil society, local communities, and decision makers. Human rights research and advocacy. Interior Design & TV Decoration Interior Design and TV Nablus, Palestine Centre Decoration Hebron University - Hebron A consultative reform research center that serves the Palestinian community inside and outside Hebron University, Palestine Research and Consultation the university. Contribute to the Tel: +970 2 2220840 Center solution of differences and +970 2 2220995 community problems through reform by resorting to the provisions of Islamic Sharia. Plant, Animal production, Hebron University, Palestine Agricultural Center for Training natural resources. Nutrition and & Extension food processing, and Agricultural projects. Hebron University , Palestine Plant Protection Research Center Plant protection Hebron University , Palestine Renewable Energy Unit Renewable Energy Hebron University , Palestine Radiation Pollution Lab Radiation Hebron University, Palestine Unit of Epidemiology Epidemiology Centre for Educational & Hebron University, Palestine Education and Psychology Psychological Research Biological research, mainly at Hebron University , Palestine Biotechnology Lab genetic levels, genetic engineering. Palestine Polytechnic University-Hebron Palestine Polytechnic University PPU Center of Excellence in Telecom Telecom and Information PO Box 198, Hebron and Information Technology Technology Research Renewable Energy and Palestine Polytechnic University PPU Environment Research Unit REERU was established in 1999 PO Box 198, Hebron (REERU) as a core research basis in energy Tel +970 2 2233050 ext. 228 and environmental protection. Email: [email protected]

Biotechnology The Center evolved from the Biotechnology Training and Research Unit (BioTRU) Palestine Polytechnic University PPU The Biotechnology Research PO Box 198, Hebron Biotechnology Research Center Center houses several research and training laboratories that are equipped for molecular biology, animal cell culture, and plant biotechnology and natural products analysis.

Established in 2005 the unit Palestine Polytechnic University PPU Power Electronics and Signal aims to develop the scientific PO Box 198, Hebron Processing Research Unit research in the field of power Tel +970 22230068 PESPRU electronics and signal Email: [email protected] processing. Birzeit University – Birzeit Town/Ramallah Said Khoury Building for Development Studies, Health, Community and Public P.O.Box 14, Birzeit – Palestine Institute of Community and health Tel: +970 2 2982019/20 Public Health 342 publications Fax: +970 2 2982079 Email: [email protected] IALIIS engages a broad Birzeit University diversity of issues in politics, P.O. Box 14, Birzeit, Palestine Ibrahim Abu-Lughod Institute diplomacy and foreign policy, Tel: + 970 -2-2982939 of International studies especially by offering an Email: [email protected] integrated and interdisciplinary

MA program.  Water supply and hydrology, Birzeit university Wastewater treatment and reuse, Tel:+970-2-2982120 Integrated water and Institute of Environmental and Fax: +970-2-2982120 environmental management and Water Studies E-mail: [email protected] governance, Climate change and http://iews.birzeit.edu/ food security, Environmental sciences Birzeit University Tel: 972 2 298 2013 Institute of Women Studies Gender issues Email:[email protected] Birzeit University Tel: 02-2982009 Fax: 02-2982137 Legal issues Institute of Law E-mail: [email protected] Applied legal research Website: http://lawcenter.birzeit.edu

Birzeit University Democracy and Human Rights Tel: 00970-2-2982905 Muwatin Institute for Democracy Theory, application, and Fax: 00970-2-2982906 and Human Rights policies. E-mail: [email protected] Birzeit University Sameh Darwazeh Institute of Local pharmaceutical industry PO Box 14, Birzeit Industrial Pharmacy and research Birzeit University Edward Said National Email: [email protected] Music education Conservatory of Music Website: http://ncm.birzeit.edu/ Birzeit University Center for Development Studies Development theory and Email: [email protected] CDS practice Bethlehem University - Bethlehem Moen Kanaan, Ph.D. Hereditary Research Laboratory Tel:9722-274-1241(2-5) Medical Sciences Office, 9722-274-4233

Fax:9722-274-4440 [email protected] Omar DarIssa, PhD The UNESCO BERCEN aims at Tel: +972-2-2765404 promoting the development of Tel: +972-2-2741241, ext 2224 UNESCO Biotechnology plant molecular biology research Fax: +972-2-2744440 Educational and Research Center as well as Agricultural [email protected] Biotechnology in the Palestinian areas and Arab countries. The Water and Soil Environmental Research Unit (WSERU) serves the Palestinian people, represented by the Palestinian Authority (PA). The Dr. Alfred Abed Rabbo principal recipient of data, [email protected] The Water And Soil interpretation, and Address: Rue des Freres, Bethlehem Environmental Research Unit recommendations derived from Phone: +972 2 274 1241 (WSERU) our research, funded by Ireland Fax: +972 2 274 4440 Aid, is the Palestinian Water Authority (PWA), and secondarily, the local municipalities and village councils. Mr. Wasim Zoghbi Providing reliable data, useful M-09, Basement Floor, information, and analysis to the Millennium Building, Institutional Research Unit executive, staff, and academic Tel: 972-2-2741241 Ext. 2461 (IRU) departments in order to support Fax: +972-2-2744440 future planning and policy [email protected] formulation.

Prof. Mazin Qumsiyeh Tel: 0598939532 Palestine Museum of Natural Natural Sciences, Agriculture , E-mail: [email protected] History and Palestine Institute Environment, Humanities, Address: Mar Andria, Old Caritas for Biodiversity and Medical Sciences Baby Hospital Street. Sustainability (PMNH) Phone Number: 02-2773553 Website: www.palestinenature.org/ Community partnership through Bethlehem University Institute for community strengthening the ties between partnership the university and the Palestinian community. Prof. Mazin Qumsiyeh Center of Excellence in Telecom Tel: 0598939532 and Information Technology Teaching and Learning E-mail: [email protected] Research. Al-Quds Open University- Evaluating and developing all Tel: 00792 2964571 Measurement and Evaluation aspects of the educational Email: [email protected] Center process to serve the university’s

strategies and objectives.

Provide a digital learning Open Learning Center environment to enhance learning outcomes Media Production Centers Media Production Provide better opportunities for The Continuing Education Center continuing education Arab American University Dr Muath Sabha E-mail : [email protected] Hassib Sabbagh IT Center of Phone # ( Direct ): 04-2520801 Information Technology Excellence Phone #: 04-2418888 | Ext.: Internal number : 1652 , 1663 Dr Khalid Atieh [email protected] Phone 04-2418888 | Ext.: 1367, 1365, Continuing Education Center Training 1366 Fax #: 04-2510817 Dr Shochry Kalab E-mail : [email protected] Dental Center Dentistry in clinical phase Phone # : 04-2518888 | Ext. : 1500 Fax : 04-2510971 Mr Hassan Naqeeb Phone #. 04-2418888 | Ext.: 1451 Language Center Languages E-mail : [email protected] Ramallah Campus Policy and Conflict Resolution DR. Dalal Iriqat Political Sciences Studies Center

Al-Quds University Dr. Mohammad Hirzallah The Palestinian Neuroscience E-mail: [email protected] Initiative (PNI) encompasses Phone: +1 973 353 3669 research and educational Fax: +1 973 353 1272 Al-Quds Cognitive Neuroscience programs in cognitive Website: http://neuroscience.med.alqu Lab neuroscience, molecular ds.edu neuroscience, neurogenetics, neuropharmacology and neuropsychiatry The Laboratory for Aquatic Aquatic Environmental Research Dr. Mutaz Qutob / Director Environmental research centre Centre carries out research on water. Dr. Khaled Sawalha Assistant Professor of Botany E: [email protected] Biodiversity Research Lab Biodiversity Research T: +972-02-2799753

It was established by funding Dr. Saqer M Darwish from The German Research Email: [email protected] foundation DFG in 2006. it Biophysics Research Lab Tel:0599112281 provide services for students and faculty members in physics, biology, chemistry,

Nanotechnology, and environmental science programs Center for Development in

Primary Health Care (DPHC) Colloids and Surfaces Research

Center Dr. Omar Deeb email: [email protected] Computational Chemistry and

Mobile: 0522387450 Drug Design Lab

Drug & Discovery Research

Lab Dr. Mohammad Abu Taha E-mail: [email protected] Laser & IR Spectroscopy Lab Mobile: 0597-892291

Dr. Hisham Darwish Scientific research in E-mail: [email protected] Medical Research Center neuroscience, diabetes and Mobile: 0599822963 Molecular Genetics _ Laboratory osteoporosis

Dr. Dina Al-Bitar The main focus of the research E-mail: [email protected] Microbiology Research Lab team is on the ecology and Mobile: 0599-909975 virulence of Legionella species.

Nanotechnology is a revolution of endless possibilities. It is science, engineering, and Prof. Mukhles Sowwan (On leave) technology conducted at the / [email protected] nanoscale. The Nanotechnology Nanotechnology Research Maryam Faroun Research Laboratory was Laboratory (NRL) / [email protected] established in the year 2006 by Prof. Mukhles Sowwan through generous support from Al-Quds University and the German Research Foundation (DFG). Soil Hydrology Research (SHR) unit was established in the year Dr. Jawad Hasan Shoqeir 2010. The motivation of the SHR Associate Professor of Hydrogeology. is grounded in the sustainability Earth and Environmental sciences of natural resources and soil Dep. pollution. Our research Soil & Hydrology Laboratory e-mail: [email protected] emphasize on both water Mobil: +972508573 or security for human use and 00970595260865 protection of natural systems. We support minimizing and remediating human impacts on hydrologic ecosystems. Since the establishment 2012, Dr. Rasmi Abu Helu / Director Health Community Centers we’ve taken the responsibility to

create a comprehensive

healthcare system that would improve and enhance the health status of different populations of the Palestinian society

Dr. Samir A. Khatib Director of the Genetic and Metabolic Genetic & Metabolic Diseases

Diseases Center Center [email protected] The center is supervising the External Quality Control Program in collaboration with the Ministry of Health and Palestinian Medicine Dr. Mahmoud Srour Technology Association through National Assembly building for the Scientific and Steering diabetes - 3rd floor Committees of the program. The Telefax: +972 (0) 2-241 4076 Center for Quality Control in Department includes a Email: Laboratory Medicine multidisciplinary academics [email protected] qualified to execute these [email protected] programs through their unique expertise in the various fields of Medical Laboratory Sciences, such as hematology and blood bank, microbiology, parasitology, clinical chemistry and other genetic diseases. established in 1999 the research areas: agriculture, industry, and Dr. Mohannad Qurie environment along with serving Director, Center for Chemical and the Palestinian community in the Biological Analysis. Center for Chemical & area of chemical and biological Al-Quds University Biological Analysis analysis of water samples, Tel/Fax: +970-2-2796961 wastewater, soil for agricultural and environmental purposes, and to insure food products quality and health safety. ANAHRI works in partnership and supports three main stakeholder groups, generating, Dr. Ziad abdeen Nutrition and Health Research managing and sharing Institute (ANAHRI) information and knowledge that contribute to health promotion and disease prevention. Dr. Adnan Laham Radiation Science & Technology E-mail: [email protected] Center Mobile: 0599922888

Website: www.crst.alquds Research in Medical Laboratory Dr. Sameer Barghouthi Sciences

Email: [email protected]. edu

Mobile: 0599-379561

Director: Dr. Amer Marei Research Laboratory for Water E-mail: [email protected] and Environment Mobile: 0599203442 Al-Istiqlal University -Jericho Measurement and Evaluation

Center Bolygraphy Center Al-Istiqlal Center for Strategic

Studies Alaqsa University –Gaza Center of Astronomy and Space Astronomy And Space Sciences Sciences Research Geospatial Data & Technology Geospatial Data Center

Alazhar University –Gaza Center for Drug Analysis and Drug Analysis Research Water and Environment Water and Environment research Research Center Food Analysis Center Food Analysis To serve all segments of Palestinian society by offering Continuing Education and programs and services, and Community Service Center education and training, methodology or methodology. Legal Clinic Law Support and encourage scientific The National Teacher research among academics,

Development Center educators, and experts, as well as pre-service teachers Islamic University - Gaza Project and Research Center in

Faculty of Engineering Conduct studies on water and Environmental and Rural treatment methods, provide Research Center ERRC in consultations in the field of Faculty of Science environment. Established in 1992, has an active role in training, preparing Business Research and economic studies and offering

Development Unit (BRDU) advice. Conducting studies in accounting, administrative, and economic fields. Established in 1978. Offering Oral History Center human and history sciences.

Technology Education Center Excellence and e-learning center Quran Center Material and concrete testing, Materials and Soil lab (MSL) and for soil testing. To preserve the Palestinian urban heritage and to rehabilitate and employ it in the interest of the community.· Archiving and documenting historical buildings and preparing technical studies Iwan Center that will introduce them. Qualifying groups of engineers, technicians and skilled workers in the field of documentation and preservation, and raising the level of the local technical cadre of specialists. Follow up the university projects, relations and financial support. Committed to securing Resource Development Center the financial resources, time and loyalty of alumni, friends, corporations and foundations to promote the university mission. Research and Project lab Community Development

Institute

Annex 4 Higher Education Governance and Reform The Main Strategic Goals of the Education Sector (Education Sector Strategic Plan 2017-2022) (MOEHE, 2018). ● Goal 1: Ensure a safe, comprehensive, and equitable enrollment in education at all levels. ● Goal 2: Develop a student-centered teaching and learning pedagogy. ● Goal 3: Enhance accountability and results-based leadership, governance, and management. The Existing Implemented Policies of the Education Sector (Education Sector Strategic Plan 2017-2022).

The Ministry of Education has set forth the following policies in order to achieve development and growth, adapting its vision and mission to combat unemployment amongst graduates: ● Develop the basis for certifying HEIs and programs through the AQAC, , in addition to supporting the completion of a sponsored project with the purpose of accounting for the expenses of appointing experts in the field ● Continue supporting institutional progress and developing programs ● Develop a new organizational structure for the AQAC to adopt, ensuring sufficient aid for follow-up and evaluation of all higher education programs. ● Ensure constant and sustainable financial support for HE sector through the decision of the Council of Ministers to support HE, the approval of the Al-Quds fund and endowment, and by allocating an annual amount from the public budget to HE. ● Expanding the absorbing capacity of public universities and public technical universities, per the availability of government financing. ● Build up a university management system outlining a sharp vision for the developmental needs of each individual university, upgrading academic laws and regulations in the process. ● Improve e-learning by encouraging institutions to use technology in education, develop administrative systems, and provide all higher education institutions with the necessary technology systems and equipment. Create a council for the support of scientific research, providing a special budget for research and development, offering incentives to creative outstanding individual researchers, along with establishing research centers and councils of research excellence Strategic Goals and Targets (Education Sector Strategic Plan 2017-2022)

Strategic Goal One: ensuring that the existence of marginalization and inequality, in all its many facets, are cut drastically in the Palestinian higher education system through the following precedents: ● Strengthening the student Loan Trust Fund in order to cover the expenses of university students facing financial strain. ● Raise the total student enrollment rate in higher education from 50% to 55%. ● Increasing the absorption capacity of the government-sponsored technical universities. Strategic Goal Two: Develop a student-centered learning and technical pedagogy/environment. This can be aided through: ● Reducing the budget deficit of public universities by 30%.

● Opening 15 new applied university programs. ● Decreasing employment by 2%. ● Financing 30-50 research projects across universities. ● Activating existing centers of excellence for increased productivity. ● Implementing joint graduate programs with other universities. ● Enhancing e-learning and distance learning. ● Developing the basis for certification of higher education institutions and programs. ● Securing permanent and sustainable funding for the higher education sector. ● Enhancing scientific research through developing and supporting faculty members in higher education institutions. ● Linking the output of higher education with the needs of the labor market, as well as strengthening interactions and cooperation between higher education institutions and the private sector.

Strategic Goal Three: Promoting accountability, result-based leadership, governance, and management with the following targets: ● Approving the laws governing higher education institutions. ● Enhancing regulations surrounding the equivalence of certificates, the Council of Higher Education, and the Scientific Research Council. ● Approving the higher education system’s endowment system. ● Adopting an improved e-learning system. ● The signing of cultural agreements and improving cultural relations with other countries in order to strengthen international cooperation and understanding. ● Accelerating the delivery of services, and upholding accuracy and quality. In line with these goals, changes should be made within educational policies to serve deprived segments of society, and ensure that all people have the right to an education.

Higher Education Law

● Article 26: “Each institution has a campus whose integrity is protected by the 2018 higher education law. The confiscation of its funds, its closure, or the closure of any of its branches or centers cannot be done sans a court order.” ● Article 27: “Each institution can legislate its internal regulations and bylaws that organize its academic, administrative, and financial affairs, as long as they do not conflict with the 2018 higher education law.” ● Article 29: “Every institution is mandated to comply with the 2018 higher education law and the regulations emanating from it. In cases of violation, the HEC can: o Warn the institution to remove or end the violation within a designated period of time, and; o Take any of the following disciplinary actions against the institutions in cases of the continuation of the violation or its repetition at its discretion: ▪ De-certification of a program or more ▪ Discontinuation of admission permanently or temporarily ▪ Discontinuation of financial support to the institution”

● Article 30: “TheMoE must be informed of the formation of the higher education institutions’ boards of trustees. Further, the Minister of Education has the right to appoint a temporary supervisory committee if a board of trustees is not formed.”

Hierarchy of Palestinian higher education institutions Basic on the website review of the 19 universities in West Bank and Gaza. The results showed a vast majority of Palestinian universities (15 in total) have clear policies and regulations that articulate the rights and responsibilities of the institute and the researcher. Similarly, other key issues such as hierarchies and strategic planning responsibilities are often discussed, but not sufficiently. For example, The Arab American University of Jenin stipulates that those responsible for the legitimacy and executive decision-making of the university are the board of trustees, the head of the university, and the deans. While they may claim to have clear roles, responsibilities, hierarchy, and accountability, there appears to be a wide range of decision makers at the top of these institutions. Public statements are even less clear about the hierarchical structure at Bethlehem University. However, the board members are able to contribute to strategic planning. Similarly, at Al-Quds University, the administrative council of the university, the board of trustees, and the President of the University all contribute to strategic planning, but there is little information about the overall hierarchical structure of the university.

Other universities provide much more clarity about their hierarchical structures. For example, at An-Najah University, the board members contribute to strategic planning, policies, and funding. They also appoint the head of the university, and supervise all academic programs, leaving a clear breakdown of its hierarchical system available to the public. Similarly, at Al-Istiqlal University, Al-Quds University, Birzeit University, and Palestine Technical University – Khadouryboard members contribute to strategic planning, goals and policies, and funding. The decision-making process follows a clearly outlined hierarchy system. Palestine Ahliya University follows a similar pattern of hierarchy, as board members contribute to strategic planning and possess a clearly articulated hierarchy. However, as a private university, Palestine Ahliya also has to meet clear policies of accountability to the owners.

The most sophisticated and clearly articulated public hierarchies are present at Hebron University and Al-Quds University. At Hebron University, as in other universities, the board members contribute to strategic planning, goals, and policies, and they monitor funding and donations. However, the university’s hierarchy is far more clearly and publicly stated. This hierarchy is as follows: the board of trustees appoints the president of the University and his or her deputies, the deans, and monitors the integrity of the university. The president of the university is a member of the board. The board monitors the quality of teaching and research. The academic council develops the academic plans and policy. At Al-Quds University, the chairperson of the board appoints the president of the university. The university’s hierarchical system is clearly articulated, as all of the university’s chief executives have clear roles, responsibilities, and a system of accountability. Despite these stated duties and roles, the websites of the universities provide little information on the mechanisms and processes by which board roles are carried out.

Most Palestinian universities document and publish all research policies and strategies. However, there are some notable exceptions. Gaza University lacks a clear research strategy, but they have a documented research policy. A similar picture is that of the application processes for research

grants. Most universities have clear announcements for grants and scientific research, for the distribution criteria for grants, the specific roles of researchers, and clearly offer financial grants and non-financial means to encourage research. They mostly advertise grants for scientific research, and offer detailed distribution criteria. For example, BU they have yearly advertisement from the dean of research office on the external and the internal research grands such as (IRG) call. Which includes the number of expected awards, criteria of good candidate research, clear deadline.etc. Also, they formally inform the wieners about the amount of the grand, the payment procedures, and spending policies.

One the contrary, Palestine Ahliya University offers no clear role specifications for researchers, grants for scientific research are not clearly advertised, and they lack a detailed distribution criterion. The dean of research website is newly established, it includes very limited information such as a list of new publications of different faculty members.

AQAC Standards for scientific research and supporting activities were established by the Commission as a result of its recognition of the importance of scientific research and related activities in the establishment and expansion of knowledge. The items below reflect the requirements of the standard regarding scientific research at Palestinian higher education institutions:  The institution should encourage and promote scientific research activities in all its operations through strategic planning, budgeting and the provision of the necessary resources.  Develop policies and incentives for faculty members who carry out research and scientific activities that enhance cooperation with other higher education institutions nationally and internationally.  The institution should actively promote cooperation with internationally recognized knowledge centers with a view to sharing scientific research and innovations. The policy of the AQAC has become more oriented towards scientific research in line with the new strategic plan for higher education 2017-2022,, which includes the following: ● Enter and participate in Quacquarelli Symonds QS (a renowned British company specializing in education) ● Encouraging Palestinian researchers to quote from local research in order to raise their h- index. ● Supporting academics and researchers to participate in international conferences that will publish their research papers in certified scientific journals. ● Networking with foreign researchers, where networking is one of the indicators in promotion system.

HCIE 1. Dissemination and entrenchment of a culture of excellence and innovation amongst the Palestinian people, especially among youth, through: a. Setting up a code that includes values, directives, and standards, functioning and stimulating creativity and excellence. b. Embracing the creative people and providing care and support to them in various forms.

c. Working with the Ministries of Education and Higher Education to develop policies, regulations, and stimulating programs for innovation and excellence, especially at the levels of primary education and higher education. 2. Strengthening the structure of innovation systems in the various sectors through: a. Supporting institutions that work in the fields of innovation and excellence, strengthening institutional capacities and stimulating coordination efforts involving the integration of their roles, in order to maximize the collective impact, and putting an end to the duplication and fragmentation of efforts. b. Encouraging the private sector in Palestine and in the Diaspora to increase its investment in the field of innovation and creativity, thus stimulating the establishment of multi-party partnerships including the public sector, private sector, national sector, as well as universities and institutions concerned. This will form an organizational structure or framework that stimulates and enhances innovation, and facilitates the realization of economic and developmental outcomes. c. Building up information systems, knowledge resources, and providing information services that are supportive to the individuals and public corporations working in fields of innovation. d. Providing a stimulating and supportive legal environment for innovation and creativity. e. Cooperating with concerned parties in preparing the drafts of legislations relating to innovation and excellence. 3. Providing adequate and effective representation of Palestine within the regional and international systems of creation and innovation; facilitating thereby the use of all available opportunities for networking, and the transference and domestication of adequate technological and cognitive creations and innovations. 4. Building up effective communication channels with the Palestinian competencies in the Diaspora, thereby creating innovative methods and programs to facilitate and stimulate the use of their various resources in the fields of excellence and innovation. 5. Working with related establishments in determining the national priorities in the fields of innovation and excellence.

Research Ethics: Palestinian universities have exhibited an awareness of the concepts and ethics of scientific research at hand and their importance. One major reform that is being steadily introduced into Palestinian HEIs, are safeguards for human subjects such as the Institutional Review Board (IRB). For example, in founding its IRB, An-Najah University cites the influence of the two aforementioned international covenants and their importance. This is also reflected in the jurisdictional responsibility of the IRB as stated by the university, which is: Protection of the right and welfare of individuals involved in human research; ● Assurance of the scientific merits of submitted proposals; ● Validity of informed consent as signed by patients in these proposals; ● Adjudication of the ethics of the submitted proposals; ● Monitoring of the ongoing trials; ● Monitoring of completed and ongoing research records. An-Najah also cites key paragraphs of the two international covenants in its statement on the activities of the IRB: ● To ensure that human subjects are not placed at undue risk;

● To ensure that human subjects are granted uncoerced consent to participate; ● To ensure and help to protect validity of research findings; ● To comply with internationally accepted standards.

Similarly, Birzeit University also has a published statement on the subject that declares, among other issues, that all research involving human subjects must: ● Respect the dignity of humans and society, which means researchers must: ● Do no harm; ● Preserve the dignity of the participants, which in this context means respecting their values, opinions, and traditions and the acknowledgement that the humans and their benefit is supreme goal of all research; ● Treat all subjects justly and fairly sans discrimination of any kind; ● Preserve in good faith the participants best interest; ● Guarantee the confidentiality of the subjects and their information; ● Attain informed consent ● Subjects have the right to refuse participation or withdraw from participation in latter stages; ● Subjects under the age of 15 cannot be attained sans a legal guardian; ● Informing the participants of the activities and information on the benefits of the study or any risks it may contain.

Birzeit University has also established its own revision board in order to ensure the application of these principles. Despite the importance of the above-mentioned information, both quantitative and qualitative, indicating that universities and institutions of higher education adopt international and locally- based ethical standards that attempt to preserve the integrity and validity of research, some institutions practice research using questionable methods. Some Palestinian universities conduct on animals and plants to increase the monetary gains of their cultivation. This raises a moral question about the extent of control of the university over possible violations of the ethics of research as well as possible damage to the ecosystem. Parallel to that, it remains unclear what mechanisms and penal procedures are available in the event of proven violations or violations of ethics in those researches, although the majority of educational institutions require a presence of such controlling agencies as the IRB.

Another facet of the ethical questions of research is the obligation that the discipline has to mankind. The UNESCO World Conference on Science of 1999 answers this question in detail. In this, perhaps narrow view, scientific research is governed by the following guidelines that outline its obligation to humanity, as summarized by the National Committee for Research ethics in Science and Technology (NENT): ● Research must be in accordance with human rights ● Research must be in accordance with sustainable development and respect for the environment ● Research must promote peace ● Research must promote and take part in the development of democracy ● Research must promote greater global justice in the distribution of wealth through the spread of information.

Annex 5 International Cooperation in Higher Education and Existing and Potential Funding Mechanisms

List of scholarships provided to Palestinian students from the various countries for the year 2018/2019

Scholarships 2018/2019

Country Financial Coverage Other Financial Costs Programs # Name #of Scholarships 1 Czechia2 8 Study Costs and Part of 200$-300$ Monthly, Medicine and Engineering Living Costs and Travel Costs 2 India 50 Study Costs and Part of 200$-300$ Monthly, All Programs Except Living Costs and Travel Costs Medicine 3 China 45 Study Costs and Part of 200$-300$ Monthly, Various Programs Living Costs and Travel Costs 4 Slovakia 4 Study Costs and Part of 200$-300$ Monthly, Various Programs Living Costs and Travel Costs 5 Hungary 60 Study Costs and Part of 200$-300$ Monthly, Various Programs Living Costs and Travel Costs 6 South Korea 21 Study and Living Costs The Student May Need Specific Programs specified Extra Amount by S. Korea 7 Tunisia 210 Study Costs and Part of 200$-300$ Monthly, Specific Programs specified Living Costs and Travel Costs by Tunisia

10 scholarships for Jerusalemites 8 Morocco 120 Study Costs and Part of 200$-300$ Monthly, Various Scientific and Living Costs and Travel Costs Literary Programs 9 Medicine and Engineering Romania 24 Study Costs and Part of 500€ Monthly, and Programs Living Costs Travel Costs 10 Vietnam 3 Study Costs and Part of 150$ Monthly, and All Programs Except Living Costs Travel Costs Human Medicine 11 Poland 20 Study Costs Only 400$-500$ Monthly, All Programs Except and Travel Costs Medicine for Master 12 Algeria Study Costs and Part of 100$-200$ Monthly, All Programs identified by 300 Living Costs and Travel Costs the Advertising 13 Sultanate of 5 Study and Living Costs - Technical Engineering and Oman Accounting Sciences 14 Organizatio 5 Study and Living Costs The Student May Need All Programs Except n of Islamic Extra Amount Medicine Cooperation - Egypt

2 Czech Republic

15 Turkey 40 Study and living costs The Student May Need Various Programs Extra Amount 16 Pakistan The student shall be treated as Cost of Living and 50 the Pakistani Student Travel is fully paid by Various Programs the Student 17 Kurdistan – 30 Study and living costs The Student May Need Various Programs Iraq Extra Amount 18 Diploma of 9 Study costs and part of living 200$-300$ Monthly, Professional costs and Travel Costs Professional Programs Formation- Morocco 19 2 Costs of Study, Living, The Student May Need All Programs Except Azerbaijan Tickets and Health Insurance Extra Amount Medicine 20 Sri Lanka 4 Study costs and part of living 200$-300$ Monthly, Various Programs costs and Travel Costs 21 Islamic 20 All Costs - Various Programs University of Indonesia 22 Egypt 12 Study Costs Cost of Living and Various Programs Travel is fully paid by the Student 23 Civil 10 Study and Living Costs The Student May Need Civil Aviation Aviation in Extra Amount Indonesia 24 University Study costs and part of living 200$-300$ Monthly, All Programs Except of Lampung 17 costs and Travel Costs Medicine -Indonesia 25 Greece 6 Study and Living Costs for For postgraduate All Programs Bachelors studies, the student pays tuitions, but is given a monthly pocket money 26 Cuba 50 Study Costs and Part of 200$-300$ Monthly, Human Medicine Living Costs and Travel Costs 27 Venezuela 25 Study Costs and Part of 200$-300$ Monthly, Human Medicine Living Costs and Travel Costs Total 1,150 Scholarships

According to MOEHE, scholarships’ recipients are selected by the countries themselves except for Hungary, which has a joint Hungarian Palestinian committee to select recipients. MOEHE has no information on scholarships granted by other countries, but the following information was compiled.

 “Higher Education Scholarship Palestine” is a British Council scheme, offering more than 40 scholarships annually to young Palestinian lecturers, to study in the UK. It aims to help create the next generation of senior academics who can maintain international quality standards at Palestinian universities, and develop renewed, sustainable links between Palestinian and UK universities. All Palestinian universities in West Bank, Gaza and East Jerusalem participate by nominate up to 10 candidates each from their junior academic staff in fields in line with their strategic priorities. Participating UK universities3 are responsible for the final selection of scholars. Since 2010, 139 scholars have completed their MA and PhD degrees under this scheme4. Starting in 2019/20, HESPAL will be offering one scholarship for a student from any university in the West Bank or Gaza wishing to pursue a PhD in Sociology, Politics, or International Relations.

 The British Chevingen Scholarships have provided 23 total scholarships in 2017, and 27 more for the year 2018.

 The French-Palestinian Hubert Curien partnership “Al-Maqdisi Program” is coordinated by the French Ministry for Europe and Foreign Affairs, the French Ministry for Higher Education Research and Innovation, and by the Consulate General of France in Jerusalem. It aims at developing and strengthening scientific and academic exchanges between French and Palestinian HEIs or research organizations, through the mobility of French and Palestinian researchers, fostering news structuring cooperation’s, strengthening relations with the private sector, and encouraging the participation of young researchers (including MA and Ph.D. students).

 “Partnership for Knowledge” is an initiative funded by the Italian Agency for Development Cooperation. It offers a number of Master of Science scholarships and post-graduate Masters and PhD fellowships in different thematic domains.

 In 2005, AMIDEAST and the Open Society Foundation (OSF) joined forces with USAID to launch a 10-year Palestinian Faculty Development Program (PFDP) to increase capacity and quality of higher education in the West Bank, East Jerusaelm and Gaza. The program focused on improved teaching and learning practices in HEIs and culminated in the establishment of

3 Participating UK universities: Essex University (1 MA), SOAS (1 MA), London School of Economics Studies (LSE) (2 MAs), Sussex University (2 MAs), Kings College London (2 MAs), Oxford Brookes University (1 MA), Newcastle University (1 MA), Lincoln University (1 PhD), Nottingham University (1 MA), St Mary's University Twickenham (1 MA) ,Queen Mary University of London (1 MA), Edinburgh (2 MAs and 1 PhD), Birmingham University (1 MA), Newman University (1 MA),Birmingham City University (1 MS), Warwick University (2 MAs), Westminster University (1 PhD), Roehampton University(1 PhD), University of Cumbria (1 MA), University of Winchester, Leeds Trinity University, University of Glasgow (1 PhD, 2 MAs), Dundee University ( 1 PhD and 3 MAs), Bristol University (2 PhD) , Hull University (1 PhD), York St John University (2 PhD), University of Leicester (1 MA), Aston University (1 PhD), Brunel University London (1PhD), and University of East Anglia (1PhD). 4 https://www.britishcouncil.ps/en/study-uk/scholarships/hespal

Centers for Teaching Excellence at An-Najah University, Polytechnic University, Bethlehem University, and Palestine Technical University. More than 3,600 Palestinian faculty members were involved of whom 33 Ph.D. holders and 16 master's degree holders graduated from US universities, and 29 short-term fellows hosted at US universities. In addition, 26 faculty research grants were awarded, and four collaborative projects in teaching and learning supported.

 The Clinton Scholarship Program was created in 2000, by USAID and implemented by the Academy for Educational Development (AED), to provide funding for Palestinians to attend Masters’ programs in the US. The Program provided scholarships to 94 participants, of whom 89 successfully completed their Master's degrees. The initial contract ended in 2003, then a follow-on program was developed and renamed the Presidential Scholarship Program (PSP). PSP became a component of the Higher Education Support Initiative (HESI) in USAID which ended in 2008. In total, 69 Palestinians successfully completed their Master's degrees through PSP, bringing the total for the two programs to 158 Master's degree recipients.

 The Palestinian Affairs Unit of the U.S. Embassy manages the Fulbright Foreign Student Program to enable Palestinian students to pursue graduate-level study in the USA.

 The Middle East Regional Cooperation Program (MERC) is a US program that supports collaboration among Israel and its Arab neighbors on common priority development problems. MERC has two primary goals: promoting research for development and improving cooperation in the region. MERC grants are, in general, oriented more towards research than institution building, with a developmental impact (economic, environmental, policy, etc.) expected in the near rather than distant future. MERC grants amount to $1,000,000 total funding (usually spread over 3-5 years), and pre-proposals are required.

 The Al-Maqdisi program aims at strengthening cooperation and scientific and academic exchanges between French and Palestinian researchers and research laboratories. The current call for proposals concerns projects (in hard sciences or social sciences) that can include theoretical research, research for development, and training for research, industrial applications, and partnerships with the private sector.

 The Palestinian American Research Center (PARC), formed in 1998, aims to meet the need of an American institution that promotes Palestinian studies, and creates an academic space where scholars interested in Palestinian affairs are able to exchange information and ideas. The primary mission of the PARC is to improve academic opportunities within Palestinian affairs, expand the pool of experts knowledgeable about the Palestinians, and strengthen links among Palestinian, American, and foreign research institutions and scholars.

 The Deutsche Forschungsgemeinschaft (DFG) is a self-governing German organization that supports research in science, engineering, and the humanities through a variety of grant programs. DFG has been supporting cooperation with Israel and Palestine on a trilateral basis since 1995. The program enables the coordinating scientists in Germany to apply for funding on behalf of the Israeli and Palestinian partners.

 German-Palestinian Research Cooperation: established in 2015, 14 research projects have since been funded with a total budget of 375,000 euros. In 2017, the funding increased to 550,000 euros.

 NORPART, funded by the Norwegian Ministry of Education and Research and the Norwegian Ministry of Foreign Affairs, is developed on the basis of experience and models from other programs that support institutional cooperation and mobility in higher education. It is administered by Diku - the Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education.

 Ford Foundation has supported a number of Palestinian HEIs including:  Institute for Palestine Studies: to provide the Journal of Palestine Studies with the necessary resources for its medium-term sustainability as a major periodical on Middle Eastern affairs.  Birzeit University: for the National Conservatory of Music's educational and training programs to promote and improve the study of Arabic music in Palestine.  Ibrahim Abu Lughod Institute of International Studies: to lay the foundation for the first academic & independent policy analysis center for international affairs in Palestine.  Khalil Sakakini Cultural Center: for a) cultural programs, exhibitions and outreach and to undertake a strategic planning process; b) arts education program targeting children in rural areas and for the Open Studio annual residency program for visual artists; and c) institutional development and strategic review to strengthen existing arts education and cultural programs.  Institute of Jerusalem Studies: for research, scholarly conferences and development of an archive related to culture and history in Palestine.

 Zamala Fellowship Program was established as an initiative of Bank of Palestine, Palestinian universities and Taawon to provide grants to Palestinian universities’ teachers, staff, research and teaching assistants, engineers and administrative staff to join academic and practical training at HEIs, financial and investment institutions, prominent telecommunication and medical companies abroad in order to upgrade their expertise and applied knowledge. 120 fellows from 13 Palestinian universities in the West Bank, East Jerusalem, and Gaza Strip benefited from the program till 2016. They were selected by a jury and an advisory committee according to predetermined selection criteria. As for the fields of fellowships, 58 were in health and life sciences, 28 in Business Administration, Economics, Finance and Banking, 30 in Engineering, Technology and communications, and 4 law fellowships. University Number of Zamala fellows Arab American University 8 PTUK Palestine Technical University – Khadouri 6 An-Najah National University 28 Birzeit University 14

Al-Quds University 18 Al-Quds Open University 4 Palestine Ahliya University 2 Bethlehem University 2 Palestine Polytechnic University 5 Hebron University 1 Islamic University - Gaza 17 Azhar University - Gaza 7 AU Al-Aqsa University – Gaza 8

 The Palestinian Academy for Science and Technology (PALAST) aims to build bridges of scientific and technological cooperation between Palestine and other countries around the world. Such “bridges” help strengthen Palestinian national capacities in various areas of science, technology, research and innovation. All Palestinian universities have joined the Science Bridge Program through accession agreements. Two Science Bridge Programs are currently active and running, and a few more are in the pipeline.

 The Palestinian German Science Bridge (PGSB) was launched in 2016, following the signed agreement between PALAST and Juelich Research Center (FZJ), with support from the German Ministry of Higher Education and Research, as a joint research and education program. The five-year project provides grants for collaborative research projects in the natural, engineering, technology and health sciences, between researchers from Palestine and counterparts in any of the institutes at Juelich5. It also provides outstanding Palestinian students with postgraduate (Master and Ph.D.) scholarships at Juelich under joint supervision. To date over thirty collaborative research projects have been selected and funded.

The Palestinian Quebec Science Bridge (PQSB): a joint venture with Fonds de Recherche Du Quebec – Nature Et Technologies (FRQNT), Santé (FRQS), and the Société Et Culture (FRQSC). It aims to promote the international mobility of Palestinian researchers, especially early-career and junior researchers, along with their counterparts in Quebec. Research projects in three broad research areas are considered for funding: health sciences, natural sciences and engineering, social sciences, and humanities. A steering committee, comprised of representatives from partner Palestinian universities, directs and oversees the implementation of the bridge program and provides conditions for their sustainable impact.

5 In addition to the multiple research institutes at Juelich, other affiliated universities and research institutes around Germany and Europe participate in the Bridge Program including Bergische Universität Wuppertal, Fachhochschule Aachen (FH Aachen), Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU Erlangen-Nürnberg), Heinrich- Heine-Universität Düsseldorf HHUD, Katholieke Universiteit Leuven (KU Leuven), Rheinische Friedrich-Wilhelms- Universität Bonn, Ruhr-Universität Bochum, Universität zu Köln, University of Amsterdam.

 PRIMA program funded by the European Union (EU)6. It aims to build research and innovation capacities and to develop knowledge and common innovative solutions in the Mediterranean area. for agro-food sustainable systems, and for integrated water provision and management that are climate resilient, efficient, cost-effective and environmentally and socially sustainable. In addition, to contribute to solving water scarcity, food security, nutrition, health, well-being and migration problems upstream. PRIMA will run over a period from 7 August 2017 to 31 December 2028. It is worth mentioning that the PA has applied to join PRIMA and still waiting for the approval.

 PADUCO project is a partnership between Palestinian and Dutch universities focusing on water resources and water resource management. The project includes five Dutch Universities and five Palestinian Universities: Birzeit University, An-Najah National University, Al-Quds University, Palestine Polytechnic University, and Palestine Technical University–Khadouri. The objective of this project is to improve the individual, organizational, and institutional capacity of the Palestinian higher education sector by contributing to the effectiveness of the Palestinian water sector regarding the development, provision, and management of water resources and services.

 Transfer of Knowledge through Expatriate Nationals (TOKTEN): The TOKTEN Program was established in 1994 under the auspices of UNDP to tap into the diverse and outstanding human resources of more than 10 million Palestinians residing abroad. Through the TOKTEN Palestinian Program, UNDP recruits highly skilled expatriate female and male Palestinian professionals to serve as short-term volunteers (3 weeks to 3 months), thereby providing top-level technical expertise, policy advice and research to numerous Palestinian ministries, universities, research centers, non-governmental organizations (NGO’s) as well as Palestinian private sector.

 The Middle East Desalination Research Center (MEDRC) is an International Organization which was established in 1996 in Oman as part of the Middle East Peace Process to conduct research, training, development cooperation and transboundary water projects. With support from the Netherland government and in collaboration with the Palestinian Water Authority offer research support funds to innovative and impactful projects relating to the water sector, or solutions to fresh water scarcity, with a particular interest in projects integrating renewable energy.

In addition to these aforementioned opportunities, Palestine has the ability to join the European Horizon 2020, a research program launched in January 2014 and ending in December 2020. Horizon 2020 includes the following opportunities: - European Research Council - Future and Emerging Technologies - Marie Sklodowska-Curie actions on skills, training, and career development

6 The EU decided to support it with a maximum financial contribution of up to € 220 million from the Horizon 2020 programmer’s Societal Challenge 2 (‘Food security, sustainable agriculture and forestry, marine, maritime and inland water research, and the bio economy’) and Societal Challenge 5 (‘Climate action, environment, resource efficiency and raw materials’) and Industrial Leadership (Nanotechnologies, advanced materials, advanced manufacturing and processing, biotechnology).

- European Research Infrastructures - Information and Communication Technologies (ICT) - Nanotechnologies, advanced materials, and advanced manufacturing and processing - Space - Health, demographic change, and wellbeing - Food security, sustainable agriculture, marine and maritime research, and bio- economy and biotechnology - Secure, clean, and efficient energy - Smart, green, and integrated transport - Climate action, resource efficiency, and raw materials - Inclusive, innovative, and reflective societies - Security - Euraiom (European Atomic Energy Community) - Joint Research Centre - Spreading excellence and widening participation - Science with and for society

Active Palestinian projects in the Horizon 2020 are listed below as of November 10, 2018: Amount Allocated

Total Allocated to Palestinian Project Name Palestinian Partner Budget in Euros Partner in Euros

Building Egnss

Capacity On Eu

Neighbouring Applied Research

Multimodal Domains. Institute Jerusalem 1,914 053,68 16,500 Association

Capacity Building And Raising Awareness In Europe

And In Third Canaan Center For

Countries To Cope Organic Research 1,777,500 Zero* With Xylella And Extension Fastidiosa

The History Of

Human Freedom And

Dignity In Western Dar Al-Kalima 3,651 149,88 Zero* Civilization University College

Quintuple Helix An-Najah National 55,725 Approach To University

Targeted Open

Innovation In Energy,

Water, Agriculture In

The South Accreditation And 1,949,914 Mediterranean Quality Assurance 56,100 Neighborhood Commission

Designing Innovative

Plant Teams For

Ecosystem Resilience Canaan Center For And Agricultural 4 999 363,50 Organic Research Sustainability 21,250 And Extension

Europe's External Action And The Dual Palestinian Center Challenges Of For Policy And Limited Statehood 4 989 936,75 Survey Research 120,000 And Contested Orders

Middle East Research And Innovation The Islamic Dialogue 999,750 University Of Gaza 23,750

Number of Funded Horizon 2020 projects per Arab Country: Country Number of Projects Lebanon 15 Jordan 11 Iraq 4 Egypt 33 Iraq 4 Tunisia 43 Qatar 2 United Arab Emirates 1 Saudi Arabia 3 Morocco 44

It worth mentioning that Israel has won funding for 994 projects in the Horizon 2020 program. It is also worth mentioning that we cannot compare Israel’s participation in Horizon 2020 with other Arab countries in the region. According to Horizon 2020 policies of participation, Israel is an “Associated Country” unlike other Arab countries, except Tunisia, which has been named as an associated country to Horizon 2020 since January 2016.

Annex 6 Status of the TVET System in Palestine In the early 1950s, community and technical colleges had been established and were awarding two-year degrees to its graduates. The main focus of these institutions was on technical and vocational education, along with training educators (capacity building.) They have been managed and organized either by the government or the UNRWA. Restriction of movement abroad and unfavorable economic conditions due to the effects of the Israeli occupation compelled Palestinians to take initiative towards moving tertiary education to the top of the national agenda, and to build upon pre-existing structures (i.e. schools and colleges). One of the primary sectors of the Palestinian higher education sector working with the MOEHE and AQAC is within the Technical and Vocational Education and Training (TVET) system. TVET has been identified within the last decade as a high-priority item in Palestinian education due to its potential for decreasing unemployment rates and increasing GDP. TVET is provided in different types of institutions run by the Ministry of Education and Higher Education (MOEHE) which provides for vocational secondary schools and technical colleges, the Ministry of Labor (MoL) accounting for vocational training centers (VTCs), and the private sector and NGOs involved in an assortment of TVET courses across the county. Trade-related occupations have been growing at fairly steady rates over the last decade, but still face persistent problems in coordination, consistency, funding, accessibility for women, and the overall appealing nature of the industry to youth. With an outdated curriculum for students and outmoded training for the TVET instructors responsible for leading the way, reforming these areas is crucial in order to obtain a relevant, stable, adaptable, and efficient vocation system and revitalize this sector full of economic opportunity.

Palestinian youth face unique difficulties when it comes to employment. With an economy heavily reliant on international aid and evermore crippled by the Israeli occupation, job prospects are becoming lower and lower for graduates. The chart below shows the trends in unemployment across Palestine over the course of a decade:

Source: PCBS Unemployment Statistics.

Compared to the most recent unemployment rates announced by PCBS for 2017, these numbers have only worsened. The unemployment rate rests at 41% in the West Bank and 73% in Gaza for college graduates. For vocational students, unemployment was reported at 28% in the West Bank and 74% in Gaza. The promotion of jobs TVET amongst the youth population could aid in filling positions for this sector while steadily decreasing unemployment rates. A strengthened economy with a surplus of skilled laborers is also likely to begin attracting more foreign investment in Palestine.

The tables below display the percentage of Palestinians working in a given industry for both the West Bank and Gaza Strip.

Table 6.1. Percentage Distribution of Employed Individuals Aged 15 Years and above from the West Bank by Sex and Occupation, 2017 Occupation Males Females Both Sexes Legislators, Senior Officials & Managers 4.3 4.0 4.3 Professionals, Technicians, Associates & 16.1 52.3 21.7 Clerks Service and Sales Workers 17.1 16.3 17.0 Skilled Agricultural & Fishery Workers 3.3 8.0 4.0 Craft and Related Trade Workers 25.8 6.1 22.7 Plant & Machine Operators & Assemblers 11.5 4.9 10.4 Elementary Occupations 24 8.4 19.9 Total 100 100 100 Source: PCBS: Labour Force Survey, 2017.

Table 6.2. Percentage Distribution of Employed Individuals Aged 15 Years and above from the Gaza Strip by Sex and Occupation, 2017 Occupation Males Females Both Sexes Legislators, Senior Officials & Managers 2.5 3.9 2.7 Professionals, Technicians, Associates & 31.5 74.3 37.2 Clerks Service and Sales Workers 25.2 10.6 23.3 Skilled Agricultural & Fishery Workers 1.7 2.0 1.8 Craft and Related Trade Workers 10.9 4.1 10.0 Plant & Machine Operators & Assemblers 9.5 0.3 8.3 Elementary Occupations 18.7 4.8 16.7 Total 100 100 100

Source:PCBS: Labour Force Survey, 2017.

The data shows that in the West Bank, the sector including Craft and Related Trade was the top employing field in 2017. Here the sharp contrast can be seen in male/female employment for this occupations (25.8% to 6.1%.) Increasing the accessibility and support for women in vocational fields could have the dual effect of propping up this sector of the economy while alleviating the significant burden of the high female unemployment rate. As for Gaza, a majority of those

employed work within the service and sales or professionals, technicians, associates and clerks occupations with only a small margin of trade workers (10%.)

Table 6.3. Percentage Distribution of Employed Individuals Aged 15 Years and above from Palestine by Region, Governorate, and Years of Schooling, 2017 Years of Schooling

Region and Total +13 10-12 7-9 1-6 0 Governorate West Bank Jenin 100 32.0 39.4 20.5 7.6 0.5 Tubas & Northern 100 34.7 35.6 17.7 10.9 1.1 Valleys Tulkarm 100 38.7 34.8 19.2 7.2 0.1 Nablus 100 32.5 36.7 21.4 9.3 0.1 Qalqiliya 100 32.4 41.2 19.8 6.1 0.5 Salfit 100 38.9 37.2 15.4 8.1 0.4 Ramallah & Al-Bireh 100 33.8 35.8 19.2 10.0 1.2 Jericho & Al-Aghwar 100 22.6 33.6 29.6 12.9 1.3 Jerusalem 100 23.7 43.0 24.3 8.5 0.5 Bethlehem 100 31.4 39.7 18.3 10.2 0.6 Hebron 100 30.5 36.6 21.6 10.7 0.6 Total 100 31.6 37.6 20.8 9.4 0.6 Gaza Strip North Gaza 100 44.6 29.5 14.5 11.2 0.2 Gaza 100 37.3 30.7 21.2 10.1 0.7 Dier Al-Balah 100 51.7 28.6 15.9 3.5 0.3 Khan Yunis 100 38.0 35.7 16.2 9.9 0.2 Rafah 100 40.9 34.8 17.6 6.1 0.6 Total 100 41.4 31.6 17.7 8.9 0.4 Palestine 100 34.6 35.8 19.9 9.2 0.5 Source: PCBS: Labour Force Survey, 2017.

When it comes to the impact of education on employability, the West Bank and Gaza naturally differ in their needs. Reflecting the previous data, Palestinians in the West Bank have a higher likelihood of being employed if they have 10-12 years of education (37.6%) compared to those with 13 years of more (31.6%.) For Gaza, the Israeli occupation has crippled the economy with an air, land, and sea blockade in addition to leaving the infrastructure in war-torn tatters. It is unlikely that advancing vocational education in this piece of territory will lift any of the economic strain it now faces. The dire conditions of the Gaza Strip and extreme levels of unemployment show that there is little difference in the unemployment rates for college graduates and those who attended vocational schools, meaning the need for additional workers in vocational fields specifically is much lower than the national average due to the overarching economic crisis. There is evidence that employment rates are higher in Gaza among individuals who have undergone a minimum of 13 years of education (41.4%) in comparison to those with only 10-12 years of education (31.6%.)

When the time comes where this territory is stable and afforded the resources it needs, it is likely these numbers will experience drastic shifts as the need for labors to rebuild critical infrastructure grows.

Financial Some of the greatest restrictions to the expansion of TVET lie within financial constraints. Beginning at the top, the funding dispersed by the Ministry of Finance is not being used to incentivize reform. This rigid system also does not grant vocational training centers (VTCs) the autonomy to raise their own funds in order to supplement needs as they may arise. These restrictions were created to prevent VTCs from shifting priorities from teaching, fearful that focus would begin to center more on making profits than education and quality assurance. Additionally, there was concern that VTCs would expand their businesses to the point of crippling local competition in the area. Though these are viable concerns to take into consideration, with the proper safeguards and quotas in place, the risk of these repercussions could be greatly reduced while affording VTCs the ability to supplement their growing expenses. This would also aid in creating a stable flow of funds that cannot always be relied upon by international aid to fulfill. In fact, this change could begin the overdue process of weaning this sector off of international aid and steering it towards autonomy. TVET also has a limited absorption capacity due to scarce resources, although enrollment rates may be increasing, facilities do not have the ability to cater to this high enrollment rate and must therefore reject incoming students. Establishing a more locally-involved and stable funding mechanism could also aid in this area as well.

The National TVET Strategy (2010) listed the National Training Fund among its top 5 financial resources to promote growth and expansion in the industry. The creation of the fund was described as: “A training levy system will be established, which will channel funds from employers to the National Training Fund. The levy system will be based on employers turn over, or on the payroll. The government will offer deductions in these contributions as - incentive in relation to training carried out by employers.”(Vocational Technical Education and Traning in Palestine National Strategy).

The establishment of a training levy system would be a key point of improvement, loosening the restrictions preventing institutions from generating their own financial resources. This report claimed that the government would be in charge of the formation of the NFT (“government” assumedly referring to the Ministry of Labor and MOEHE.) The NTF would receive all funds collected for the use of the TVET system, and allocate this funding according to the decisions of the Council on Vocational Training and Education. To date, there does not appear to be public information on such a funding mechanism, or as to whether or not it is functional. With the original initiative for the NFT proposed over one decade ago, it is concerning as to whether or not the new TVET Strategy is being implemented efficiently with adequate resources.

Another problem arising from the financial constraints on the TVET system is that donor activity is not published. While this means that the privacy of the individual contributor is maintained, this secrecy has the broader effect of hindering the development process, statistical analysis, and eliminates chances of total transparency.

Another area of concern is the status of TVET Councils, otherwise known as LET Councils. A 2014 European Training Foundation (ETF) report documented the creation of 12 pilot councils set in place across various governorates throughout Palestine. These councils are partly responsible for filling the information gap within the current TVET structure, coordinating with local stakeholders, and suggesting methods of improving integration between local and governmental agencies. As of an updated 2016/2017 ETF report, despite the optimistic language suggesting drastic improvements to this area, only 4 LET Councils are now currently operational across four governorates, and all still remain in their pilot stage. This same report also noted that there is no cost analysis mechanism in place at this time to gauge the amount of funds used per student or overall resource allocation across institutions.

Coordination One of the most pressing issues facing the TVET system is a lack of coordination between governmental, local, and private actors. The lack of a consolidated, viable plan and data collection has continued to offset effective implementation and progress for more than a decade. Basic data involving the vocational system has not been supplied for public usage such as the number of students in vocational programs in Palestine, and it is questionable if an agreed upon number has been set. The MOEHE released a 2016/17 report detailing statistics on the number of Palestinian students within a given higher education program. The number of registered students for TVET across traditional universities, university colleges, community colleges, and open education institutions was 130 students, along with 97 newly-enrolled students. Besides the fact that the tens of vocational training centers not affiliated with universities and colleges are not accounted for in these totals due to not being considered “formal education”, this number is still inaccurate. One example showing this discrepancy would be the Center for Continuing Education at Birzeit University. The statistics for this vocational program in the 2017-2018 school year show 148 students currently enrolled under “diploma and other”, whereas the MOEHE totals for a students at this VTC was 0.

Due to the currently fractured structure of the Palestinian vocational system, partly governed by the MOEHE and partly overseen by the Ministry of Labor, the MoL had different student totals to offer when addressing TVET in Palestine. An article posted to the MoL site regarding the opening of 2018/2019 training states that between the cities of Tulkarem, Jenin, Qalqilya, Nablus, Beit Jala, Beit Ur, Hebron and Halhul, Yatta, and Salfit, there are currently a total of 4,200 students across 25 programs. In 2017, the Ministry reports that there were 1,400 graduates throughout 140 centers and numerous disciplines. These totals did not reflect the number of Palestinians working in other areas of the West Bank or East Jerusalem. As of a 2015 report prepared by the Palestine Economic Policy Research Institute (MAS), there were approximately 1,495 students enrolled in vocational programs between five additional institutions in East Jerusalem.(Training Provision and Employment in Palestine. Deutsche Zussammenarbeit, 2015).

The lack of a comprehensive and unified database of statistics on the TVET system in Palestine remains one of the greatest barriers to development, and will perpetuate this fragmented system until rectified.

To highlight a few positive, recent developments in the TVET system, in September 2018 the MOEHE and MoL met to discuss the implementation of a nationwide campaign to guide youth

into vocational programs, and begin brainstorming ways to make TVET more attractive to high school students. The article was brief and did not detail the timeline, scope, or strategy for this plan. Another area that needed addressing appears to have taken the first step towards progress: continuous training of TVET teachers. In late 2017, a 4 day course was held in Nablus for trainers on the topic of training methodologies. The course brought in 17 trainers and vocational teachers from Nablus, Tulkarem, Jenin, and Qalqilya. With concerns of quality assurance and skill level of trainers in question and calls for training programs for current educators spanning several years of TVET report recommendations, it is encouraging to see such courses effectively executed. The concern now rests with the continuity of such training programs, ideally taking place annually or every two years, the range of such programs to be extended to every vocational training facility beginning with those containing the highest volume of students, and reaching a much higher number of vocational instructors. Additionally, all of the information compiled from the MoL above was pulled from short articles within the “News from the Administration” section of the MoL website. “Reports and Achievements” and “Management Plans” links under the TVET section of the Ministry website were empty. Recommendations ● The TVET system is fragmented. There is a need for a unified approach to TVET development in Palestine, involving a higher level of coordination between the MOEHE and the MoL. ● Vocational Training Centers are currently labeled as “informal education”, therefore these institutions, though educational, are not included in formal statistics reporting on VET students being educated in other facilities. This is once again a coordination issue between Ministries and the question of categorization changes that can be made. ● A unified system of statistic gathering needs to be implemented in order to track TVET trends and aid in future development and reform. ● VTCs need to be able to have a more autonomous method of producing funds for supplemental costs that arise throughout the year outside of the rigid financial structure currently in place. This change will simultaneously address the limited absorption capacity as centers will be able to accommodate higher student enrollment rates as is desired. ● There is a low social image of employment opportunities relating to TVET. A national campaign that approaches youth in secondary school to present the need for skilled laborers and increase the awareness of the importance of such programs could prove beneficial. ● The private sector needs to become actively more involved at the forefront of the provision of labor market analysis in order to increase its accuracy. ● There is no overall approach to quality assurance outside the AQAC ● There is a weak link between TVET and continuing on to formal education. This gap can be bridged through providing counseling options at a number of VTCs to give the proper guidance to students looking to seek higher education after the completion of their program. ● There is a need for the social inclusion of refugees within the vocational programs under UNRWA jurisdiction.

Annex 7 2017 Google Scholar Research Findings *Total authors in this section exclude collaborators*

Al-Quds University Total Authors: 191 Total Publications: 145 An-Najah University 1 Publication: 123 Total Authors: 450 Total Publications: 384 2 Publications: 29 1 Publication: 376 3 Publications: 12 2 Publications: 42 4 Publications: 6 3 Publications: 16 5 Publications: 4 4 Publications: 8 6 Publications: 3 5 Publications: 4 7 Publications: 0 6 Publications: 2 8 Publications: 1 7 Publications: 2 9 Publications: 1 8 Publications: 3 9 Publications: 0 10 Publications: 2 11+ Publications: 7

3 Publications: 5 4 Publications: 2 5 Publications: 0 6 Publications: 2 7 Publications: 1

8 Publications: 1 9 Publications: 1 Bethlehem University 10 Publications: 1 Total Authors: 32 Total Publications: 29 1 Publication: 26 Hebron University 2 Publications: 2 Total Authors: 45 Total Publications: 39 3 Publications: 2 1 Publication: 39 4 Publications: 1 2 Publications: 4 5 Publications: 0 3 Publications: 1 6 Publications: 1 4 Publications: 1

Birzeit University Bethlehem Bible College Total Authors: 227 Total Publications: 219 Total Authors: 1 Total Publications: 1 1 Publication: 158 2 Publications: 39 Palestine Ahliya University 3 Publications: 9 Total Authors: 10 Total Publications: 11 4 Publications: 11 1 Publication: 8 5 Publications: 3 2 Publications: 2 6 Publications: 1

7 Publications: 5 8 Publications: 0 Palestine Polytechnic 9 Publications: 0 Total Authors: 195 Total Publications: 108 10 Publications: 0 1 Publication: 174 11+ Publications: 1 2 Publications: 17 3 Publications: 2 4 Publications: 1 Arab American University of Jenin 5 Publications: 1 Total Authors: 75 Total Publications: 87 1 Publication: 46 2 Publications: 16

Total WB Authors/Publications: Medicine: 17 Total Authors: 1,226 Physical Education: 1 Physics: 10 Total Publications: 1,022 Political Science: 11 Psychology: 4 Field of Study per University: Public Health: 22 An-Najah University Religion Studies: 2 Agriculture: 3 Sociology: 3 Architecture: 5 Urban Planning: 2 Biology: 21 Women and Gender Studies: 3 Business Administration: 1 Chemistry: 66 Bethlehem University Computer Science: 4 Biology: 7 Economics: 5 Business Administration: 1 Education: 22 Computer Science: 1 Engineering: 46 Education: 1 Environmental Science: 36 Environmental Science: 2 Geography: 1 History: 1 Global Health: 1 Linguistics: 1 History: 1 Medicine: 5 Humanities: 1 Political Science: 3 Linguistics: 12 Psychology: 2 Literature: 4 Public Health: 1 Mathematics: 12 Religion Studies: 1 Medicine: 40 Sociology: 3 Pharmaceutical Sciences: 29 Physics: 37 Al-Quds University Political Science: 4 Archaeology: 2 Psychology: 13 Biology: 8 Public Health: 8 Business Administration: 1 Religion Studies: 1 Chemistry: 9 Sociology: 1 Computer Science: 7 Urban Planning: 3 Economics: 6 Veterinary Science: 5 Education: 7 Women and Gender Studies: 2 Engineering: 9 Environmental Science: 10 Birzeit University Genetics: 1 Agriculture: 1 Global Health: 1 Archaeology: 1 Law: 1 Architecture: 1 Linguistics: 3 Biology: 9 Business Administration: 4 Mathematics: 2 Chemistry: 11 Medicine: 37 Computer Science: 24 Pharmaceutical Sciences: 4 Economics: 9 Physics: 4 Education: 8 Political Science: 7 Engineering: 21 Psychology: 4 Environmental Science: 19 Public Health: 14 Finance: 1 Religion Studies: 1 Global Health: 2 Sociology: 3 History: 3 Veterinary Science: 2 Law: 12 Women and Gender Studies: 2 Linguistics: 4 Literature: 3 Arab American University of Jenin Mathematics: 10 Biology: 6

Business Administration: 9 Religion Studies: 1 Chemistry: 1 Computer Science: 10 Dentistry: 5 Economics: 4 Male/Female and Collaborator Education: 2 Statistics: Engineering: 6 Environmental Science: 1 Arab American University of Jenin Finance: 2 Male Authors: 128 Law: 1 Female Authors: 25 Mathematics: 1 Collaborators: 257 Medicine: 23 Pharmaceutical Sciences: 1 An-Najah University Physics: 11 Male Authors: 529 Political Science: 2 Female Authors: 235 Public Health: 1 Collaborators: 1,587 Urban Planning: 1 Al-Quds University Hebron University Male Authors: 239 Agriculture: 1 Female Authors: 60 Business Administration: 1 Collaborators: 823 Chemistry: 1 Computer Science: 1 Bethlehem University Education: 3 Male Authors: 32 Engineering: 1 Female Authors: 14 Environmental Science: 1 Collaborators: 122 Law: 1 Linguistics: 9 Literature: 5 Bethlehem Bible College Mathematics: 9 Male Authors: 1 Medicine: 1 Female Authors: 0 Pharmaceutical Sciences: 1 Collaborators: 1 Political Science: 1 Psychology: 3 Birzeit University Male Authors: 236 Palestine Polytechnic Female Authors: 137 Archaeology: 1 Collaborators: 1,321 Biology: 9 Business Administration: 2 Hebron University Chemistry: 2 Male Authors: 38 Computer Science: 23 Female Authors: 17 Economics: 11 Collaborators: 77 Engineering: 50 Philosophy: 1 Palestine Ahliya University Physics: 9 Male Authors: 14 Female Authors: 0 Bethlehem Bible College Collaborators: 22 Philosophy: 1 Palestine Polytechnic Palestine Ahliya University Male Authors: 122 Business Administration: 1 Female Authors: 105 Computer Science: 2 Collaborators: 302 Linguistics: 4 Psychology: 1 West Bank Gender Totals: Public Health: 1 Total Males: 1,339

Total Females: 593 ● History: 5 Total Collaborators: 4,492 ● Humanities: 1 ● Law: 15 West Bank Stats ● Linguistics: 33 ● Agriculture: 5 ● Literature: 12 ● Archaeology: 4 ● Mathematics: 34 ● Architecture: 6 ● Medicine: 123 ● Biology: 60 ● Pharmacology: 35 ● Business Administration: 20 ● Physical Education: 1 ● Chemistry: 90 ● Physics: 71 ● Computer Science: 72 ● Political Science: 26 ● Dentistry: 5 ● Psychology: 24 ● Economics: 35 ● Public Health: 47 ● Education: 44 ● Religion Studies: 6 ● Engineering: 133 ● Sociology: 10 ● Environmental Science: 69 ● Urban Planning: 6 ● Finance: 3 ● Veterinary Science: 7 ● Genetics: 1 ● Women and Gender Studies: 7 ● Geography: 1 ● Global Health: 4 STEM = 773 out of 1,014 (76.2%)

Annex 8 High Education Programs in Palestinian Universities Bethlehem University

University Faculty BA Programs Arabic Language and Literature English Language and Literature Faculty of Arts Sociology Social Work Religious Studies Faculty of Business Accounting Administration Business Administration Hotel Management Hotel Management and Tourism Education in Upper Basic Level - Teaching Arabic Language Education in Upper Basic Level - Teaching English Language Education in Upper Basic Level - Teaching Faculty of Education History and Geography Education in Upper Basic Level - Teaching Bethlehem Mathematics University Education in Lower Basic Level Education in Pre-School Biology Chemistry Faculty of Science Software Engineering Mathematics Physics Nursing Faculty of Nursing & Physiotherapy Health Sciences Occupational Therapy Midwifery

Master Programs International Cooperation and Development Faculty of Business Administration (MICAD) Faculty of Science Biotechnology Hotel Management and Tourism Tourism Studies Faculty of Arts Social Work

Diploma Programs Arts Religious Education Hotel Management Hotel Management and Tourism Travel Agency Management Tour Guiding

Higher Diploma Programs Emergency Nursing

Neonatal Nursing Faculty of Nursing & Health Sciences Oncology and Palliative Care Nursing

Midwifery

Diploma of Education Programs Teaching Arabic Language - Secondary Level Teaching English Language - Secondary Level Upper Basic Level -Teaching Social Studies Upper Basic Level -Teaching Sciences Upper Basic Level -Teaching Mathematics Teaching Christian Religion

Palestine Ahliya University

University Faculty BA Programs Arabic Language and Literature Applied English Language Faculty of Arts Sociology Islamic Studies Accounting Administrative and Finance and Banking Finance Department Business Administration Palestine Ahliya Medical Imaging- Radiology Medical Allied Sciences University Physiotherapy Information Technology Information Technology Management Information System (MIS) Multimedia and Digital Production Law Department Law Program

Diploma Programs Management and Office Automation Marketing and Product Management Technical Accounting Media Technology Community Rehabilitation Specialized Professional Diploma Special Education Maintenance of Smart Phones English Language for Professional Purposes

Al-Istiqlal University Faculty BA Programs Public Administration and Military Faculty of Administrative Sciences Sciences Management Information Systems Psychology Faculty of Humanities Security Sciences Criminology And Law Faculty of Law Law and Police Sciences Criminal Science International Relations and Diplomacy English Language - Minor Hebrew

Diploma Programs Security Sciences Military Physical Training

Specialized Professional Diploma Security Sciences Police Sciences Hebrew Language Training of Trainers English Language For Security Officers Military Intelligence Financial Management In Security Institutions Customs Sciences

Master Program Public Administration

Palestine Technical University – Kadoorie

Diploma Programs Physical Education Communications Engineering Industrial AutomationEngineering Architectural Engineering Conditioning and Refrigerating Engineering Fashion Designer Protected Agriculture Techniques Accounting Software Development and Databases Computer Networks Interior Design and Decoration Graphic Design Finance and Banking Management

Specialized Professional Diploma Cars Mechanics

Ramallah Branch BA Programs Management Design and Applied Arts Education Technology Diploma Programs Accounting Management and Office Automation Interior Design Graphic Design Software Development and Databases Design and Development of Web Pages Smart Devices Maintenance Physical Education

Arroub Branch BA Programs Education Technology Media Technology

Accounting Information Systems Diploma Programs Media Technology Graphic Design Multimedia Technology Software Development and Databases Computer Networks Management and Office Automation Finance and Banking Management Accounting Food Processing

Tulkarem Branch BA Programs Electrical Engineering

Faculty of Engineering and Technology Electrical Engineering - Industrial Automation Communication Engineering Technology Sustainable Energy Engineering Computer Systems Engineering Mechatronics Engineering Mechanical Engineering Building Engineering Applied Mathematics

Physics Faculty of Arts Chemistry Applied Computing Molecular and Applied Biology Technological Education Physical Education Computerized Banking and Finance System Faculty of Business and Economics Industrial Management

Accounting Information Systems Business Administration and E-Commerce Faculty of Science and Agriculture Environment and Sustainable agriculture Technology Horticulture and Agricultural Extension Agricultural Biotechnology MA Programs Agricultural Biotechnology Mathematical Modeling Public Administration

Arab American University - Jenin University Faculty BA Programs Faculty of Dentistry Doctor of Dental Surgery Telecommunications Engineering Computer Science Computer Networks - Minor Information Security Faculty of Engineering and Multimedia Technology Information Technology Geographic Information Systems (GIS) Computer Systems Engineering Electrical Engineering and Renewable Energy Biology and Biotechnology Chemistry Faculty of Sciences Mathematics and Statistics Physics Medical Imaging

Laboratory Medical Sciences

Physiotherapy Faculty of Allied Medical Environmental and Community Health Sciences Occupational Therapy Faculty of Nursing Nursing Faculty of Sport Sciences Sport Sciences Law Faculty of Law Fiqih and Law Arab American University Arabic Language and Media - Jenin English Language Elementary Basic Education

Educational for the Upper Basic Level

for teaching Science

Educational for The Upper Basic level

for teaching Mathematics Faculty of Literature Educational or The Upper Basic level for teaching Arabic Educational for The Upper Basic level for teaching English Accounting Business Administration Hospitals and Health Care Services Management Information Systems Faculty of Administrative (MIS) and Financial Sciences Hotels and Tourism Management Financial and Banking Sciences Marketing Human Resources Management

Professional Diploma

Dental Assistant Medical Labs First Aid Software Development and Data Analysis Finance and Banking Management and Office Automation Information Technology Higher Diploma Oral Implantology

Master Programs Business Administration Computer Science Strategic Planning and Fundraising Commercial Law Conflict Resolution Quality Management Molecular Genetics and Genetic Toxicology Health Informatics Ophthalmic Nursing Contemporary Public Relations Intercultural Communication and Literature Physics Applied Mathematics

PhD Program PhD In Business

Birzeit University University Faculty BA Programs Arabic Language and Literature English Language and Literature French Language Major English Language and Literature /Minor Translation Major Geography / Minor History Major Media - Journalism / Minor Sociology Philosophy (Minor) Sociology Major History / Minor Palestinian Archeology Major Geography - Minor Political Science Major History - Minor Political Science Faculty of Arts Major Psychology /Minor Sociology Media Major Media - Broadcasting / Minor Television German Language Women Studies (minor) Major Psychology / Minor Education Physical Education Major Media - Journalism / Minor Political Science Business Administration Actuarial Finance

Marketing

Birzeit University Finance and Banking Faculty of Business and Economics Economics Business Economics Accounting Upper Elementary School Teacher Program – Teaching of Technology Upper Elementary School Teacher Program – Teaching of Mathematics Upper Elementary School Teacher Program – Faculty of Education Teaching of Social Studies Upper Elementary School Teacher Program – Teaching of Science Teaching English as a Foreign Language Mechanical Engineering Mechatronics Engineering Urban Planning and Design Computer Science Faculty of Engineering Computer Engineering and Technology Civil Engineering Architectural Engineering Electrical Engineering Environmental Engineering Public Administration

Law International Relations (Minor) Sciences of the State Faculty of Law and Major Public Administration / Minor Political Public Administration Science Major Public Administration / Minor Economics Major Political Science / Minor Economics Major Political Science / Minor Public Administration Public Administration (Minor) Mathematics Physics Biology Chemistry

Major Physics / Minor Electronics

Major Mathematics / Minor Statistics Faculty of Science Major Physics / Minor Mathematics Major Physics / Minor Computer Science Major Biochemistry (Minor) Applied Mathematics in Economics Audiology and Speech Therapy Faculty of Pharmacy, Doctor of Pharmacy Nursing and Nutrition and Dietetics Health Professions Nursing Arabic Music Faculty of Arts, Music Design and Design Contemporary Visual Art

Diploma Programs Education for the Upper Elementary Level /Teaching Education for the Secondary Level/Teaching Professional Diploma Strategy and International Communication Marketing Business Management (Small and Medium Enterprises) School Guidance Managerial Skills for Public Sector Employees NGO Management Institutional development Supply Chain Management Legislative Drafting Legal Skills Guidance and Counseling (Focus On Family Protection) Supervision Sports Management Higher Diploma Primary Health Care Medical Laboratory Science

Women, Law and Development Master Program Arab and Muslim History Contemporary Arab Studies Geography Sociology Business Administration Governance and Local Governance Economics Gender and Development Studies Democracy and Human Rights Applied Statistics Chemistry Physics Mathematics Biology Law and Economics Environmental Water Science International Studies Education Law Medical Laboratory Science Computing Community Public Health Water and Environment Engineering Israeli Studies Industrial Pharmaceutical Technology Arabic Language and Literature Translation/Interpretation in Three Languages Urban Planning and Landscape Architecture Sustainable Engineering in Production Software Engineering Electrical Engineering Environmental Biology Community Psychology

PhD Program Social Science

Palestine Polytechnic University

University Faculty BA Programs Electrical Engineering / Industrial Automation Engineering Electrical Engineering / Medical Devices Engineering Electrical Engineering / Telecommunications and Electronics Engineering Electrical Engineering / Electric Power Engineering Mechanical Engineering /Automotive Engineering

Mechanical Engineering / Air Conditioning and

Refrigerating Engineering

Mechanical Engineering / Mechatronics Engineering Faculty of Engineering Environmental Technology Engineering Architectural Engineering Civil Engineering / Building Engineering Civil Engineering / Surveying and Geomatics Engineering Civil Engineering and Infrastructure Faculty of Information Computer Engineering Technology and Information Technology Palestine Computing Computer Science Polytechnic Engineering University Information Systems Multimedia / Graphics Contemporary Business Management Faculty of Contemporary Business / Minor Project Administrative Management Sciences and Contemporary Business Management / Minor Informatics Entrepreneurship and Innovation Business Economics Accounting E-Marketing Applied Physics Applied Chemistry Applied Biology College of Applied Applied Mathematics Sciences Applied Statistics and Data Analysis Therapeutic Nutrition Occupational Therapy Family Sciences

Diploma Programs Industrial Automation Computer Technology Computerized Electronics Control Telecommunication Engineering Air Conditioning, Cooling and Heating Production and Machinery Smart Systems For Buildings

Architectural Engineering Civil Engineering Surveying Marble and Stones -Management and

Technology Applied Arts Interior Design Technical Accounting Design and Development of Web Pages

Computer Networks Computer Software Development and Databases Multimedia Technology Computerized Financial Management Administration and Office Automation Secretary and Medical Records Secretary and Legal Records Administrative and Financial Management of Sports Facilities Project Management Sales and Marketing

Specialized Professional Diploma Training of Trainers Industrial Automation Maintenance of Electronic Devices Computer Electrical Wiring Conditioning and Cooling Modern Automotive Technology Occupational Safety and Health

Master Program Master of Mathematics Master of Informatics Master of Biotechnology (Jointly with Bethlehem University) Master of Electrical Engineering Jointly with Birzeit University Master of Renewable Energy and Sustainability Jointly with Al-Quds University Master of Mechatronics Engineering Master of Sustainable Building

Al-Quds University University Faculty BA Programs Faculty of Medicine Human Medicine Faculty of Dentistry Dentist Faculty of Pharmacy Pharmacy Medical Laboratory Sciences Nursing Medical Imaging Faculty of Health Professions Public Health and Nutrition Physiotherapy Midwifery Urban and Applied Studies BARD Faculty of Arts and Human Rights and International Science Law Electronic Engineering Computer Engineering Materials Engineering Faculty of Engineering Communications Engineering Food Engineering Electrical Engineering Computer Science Chemistry Life Sciences Faculty of Science and Mathematics Technology Physics

Information Technology

Chemical Technology Al-Quds University Business Management Accounting Marketing Business and Economics Economy Banking and Finance Business Administration Faculty of Law Law Faculty of Dawa and Origins Dawa and origins of religion of Religion Fiqih Faculty of Quran and Islamic Quran and Islamic Studies Studies Psychology Origins of Educational Basic Level Education Sciences Kindergarten Special Education Geography and Urban Studies Archeology Political Science Faculty of Arts Fine Arts Physical Education Social Work Arabic Language and Literature

English Language and Literature History Media Diploma Programs Smartphone Application Programming Master Programs Translation Geography and Regional Planning Program Contemporary Islamic Studies Philosophy in Islam Social Science Maintenance and Restoration Law Criminal Law Intellectual Property and Innovation Management Pharmaceutical Sciences Computer Science Physics Mathematics Software Engineering Applied Industrial Technology Origin of Religion Fiqih and Legislation and its Origin Medical Sciences Nursing Maternal and Child Health Nursing Pediatric Nursing Nursing Management Institute of Regional Studies Sustainable Development Child Health Public Health Mental and Social health Jerusalem Studies Policies and Health Management Medical Imaging Technology Accounting and Taxation Biochemistry and Microbiology Renewable Energy and its Utilizations Environmental Studies Teaching Methods Psychological and Educational Guidance Criminology Profitable Agricultural Businesses Educational Administration

PHD Programs Al Fiqih and Its Origins

Hebron University

University Faculty BA Programs Origin of Religion College of Islamic Fiqih and Legislation Studies Sharia and Teaching Methods of Islamic Education Arabic Language English Language History Media Applied Geography Faculty of Arts Tourism & Archeology Major English Language and Minor French Language Major History and Minor Geography Major History and Minor Archeology Mathematics Faculty of Science & Chemistry Technology Biology Environmental Sciences & Technology Plant Production & Protection Animal Production & Protection Faculty of Agriculture Soil & Irrigation

Nutrition & Food Technology

Agricultural Economics & Extension Psychological and Education Counseling Hebron University Teacher of the Lower Elementary Level Education, Upper Elementary School Teacher Program -Teaching Islamic Education Education, Upper Elementary School Teacher Program - Teaching Arabic Language Education, Upper Elementary School Teacher Faculty of Education Program, Teaching English Language Education, Upper Elementary School Teacher Program, Teaching Social Studies Education, Upper Elementary School Teacher Program, Teaching Mathematics Education Upper Elementary School Teacher Program, Teaching Science Education, Upper Elementary School Teacher Program, Teaching Information Technology Business Administration Faculty of Finance & Finance and Accounting Management Public Administration Marketing

Nursing Science Faculty of Nursing Midwifery Faculty of Pharmacy & Pharmacy Medical Science Medical Science Public Law Faculty of Law and Private Law Political Science Fiqih and Law Political Science Web technology and multimedia Faculty of Information Computer Networks - Security and Protection Technology Computer Science

Diploma Programs Physical Training Mobile Technology Animal Production Protected Agriculture and Nurseries Specialized Professional Diploma Hebrew Language

Master Program Arabic Language & Literature Applied Linguistics & the Teaching of English Language History Plant Protection Natural Agricultural Resources Management Business Administration Origin of Religion Islamic Judiciary Mathematics Chemistry Public Administration PhD Program Al Fiqih and its Origin

An-Najah National University

University Faculty BA Programs Accounting Business Administration Economics Financial & Banking Sciences Geography Major Psychology minor Faculty of Economics and Social Psychological Counseling Sciences Marketing Political Science Journalism Public Relations & Communication Broadcasting & Television Social Work Arabic Language & Literature English Language & Literature French Language History Faculty Of Humanities American Studies (Minor) French Language (Minor) Hebrew Language (Minor) Tourism & Archeology An-Najah National University Geomatics (minor)

Kindergartens Education of the lower basic Level Physical Education-Training Physical Education Teaching Arabic Language Faculty Of Educational Sciences Teaching Social Studies And Teachers' Training Teaching Mathematics Teaching Sciences Teaching Technology Teacher in English Language Origin of Religion Fiqh & Legislation

Islamic Banks Faculty of Sharia Religion Basics/ Minor Arabic Language Faculty of Law Law Ceramic Art Graphic Design

Interior Design Faculty of Fine Arts Music Drawing & Photography

Applied Chemistry Biology Biotechnology Chemistry Faculty of Science Life Sciences

Statistics

Major Physics Minor Electronics

Mathematics Physics Architectural Engineering Building Engineering Chemical Engineering Civil Engineering Computer Information Systems Computer Networks and Information Security Computer Science

Electrical Engineering

Energy & Environmental Faculty Of Engineering And Engineering Information Technology Industrial Engineering Management Information Systems Materials Science Engineering Computer Engineering Mechanical Engineering Mechatronics Engineering Telecommunication Engineering Urban Planning Engineering Biomedical Sciences Medical Imaging Medical Laboratory Sciences Human Medicine Midwifery Faculty of Medicine and Nursing

Optometry Health Sciences Pharmacy Pharmacy Doctor Physiotherapy Hearing and Pronunciation Science Higher Diploma Programs Teaching English

Diploma Program Education Program

MA Programs

Computerized Mathematics Chemistry Life Sciences Biology Physics Plant Production and Protection Structural Engineering Urban and Regional Planning Nutrition and Food Technology Translation in Three Languages Psychological and Educational Guidance Intensive Care Nursing Intellectual Property and Creativity Management Clinical Psychology Finance Talented Education Public Relations and Contemporary Fiqih and Legislation Mathematics Applied Linguistics and Translation Animal Production Community Mental Health Nursing Clean Energy and Consumption Engineering Environmental Sciences Private Law Public Law Arabic Language and Literature History Geography Economic Policy Management Accounting Business Management Taxation Teaching Methods Curricula and Teaching Methods Physical Education Origin of Religion Water and Environment Engineering Engineering Management Architecture Engineering Public Health Clinical Health

Educational Administration Methods of Teaching Mathematics Methods of Teaching Science Methods of Teaching English Language Road and Transport Engineering Women Studies Pharmaceutical Sciences Planning and Political Development Anesthesia Nursing Advanced Computing Electrical Power Engineering Sustainable Engineering in Production Criminal Law Disaster Risk Management

PHD Program Fiqih and its Origins Arabic Language and Literature Physics Chemistry

Al-Quds Open University University Faculty BA Programs Information System Information Technology and Faculty of Technology and Telecommunication Applied Science Mathematics Science Information Security Agriculture Production and Faculty of Agriculture Protection Animal Production Gender and Development Child Care Social Development Social Work Local Community Development Business Administration Economy Economic and Administration Accounting Al-Quds University Science Marketing Finance and Banking Health Management Special Education Social Studies Education and Teaching Faculty of Education Technology Elementary Level Islamic Education Arabic Language and Literature Faculty of Arts English Language and Literature French Language Media Media Public Relations

Diploma Programs Education Program Master Programs Arabic Language and Literature Psychological and Educational Guidance Professional Diploma Managerial Skills Secretary and Office Management Knowledge Management Information Technology Training of Trainees ToT Social Work for School Guidance and Social Work for Children and Youth E-Learning

Al - Azhar University

University Faculty BA Programs Arabic Language and Literature English Language and Literature English Language/ Minor French Language Sociology/Minor Political Science Sociology/Minor Psychology Sociology/Minor Social Work History History/ Minor Political Science Geography Geography / Minor Maps and Area Faculty of Arts and Geography / Minor Planning Human Sciences Media and Mass Communication Major Arabic Language / Minor Media Mass Communication / Minor English Language Political Science / Minor Media Political Science Economics Faculty of Economics Business Administration and Administrative Statistics Sciences Applied Statistics Accounting Al – Azhar Department of Basic Education University Department of Islamic Education Education Arabic Language and teaching Methods Education English Language and Teaching Methods Education Physics Language and Teaching Methods Education Chemistry language and Teaching Methods Education Biology Language and Faculty of Education Teaching Methods Education Mathematics Language and Teaching Methods Education History Language and Teaching Methods Education Geography Language and Teaching Methods Educational guidance Faculty of Law Law Mathematics Mathematics / Minor Physics Mathematics/ Minor Computer Life Sciences

Biology/ Minor Microbiology Physics Faculty of Science Physics/ Minor Electronic Physics Physics/ Minor Medical Physics Physics/ Minor Computer Physics/ Minor Nanotechnology Chemistry Chemistry/ Minor Applied Chemistry Chemistry/ Minor Food Chemistry Chemistry/ Minor Environmental Chemistry Geology Geology/ Minor Water Sources Geology/ Minor Chemistry Geology/ Minor Geography Geology/ Minor Geology Survey Geology/ Minor Environment Science Animal and Poultry Production Food Technology Faculty of Agriculture Plant Production and Protection and Environment Agricultural and Environmental Sciences Laboratory Medicine Medical Imaging Faculty of Applied Nursing Medical Sciences Physical Therapy Clinical Nutrition Information Systems Computer science Computer Systems Engineering Mechatronics Engineering Faculty of Engineering Computing and Communication and Information Information Technology Technology Renewable Energy Engineering Engineering & Medical Equipment Dentist Faculty of Medicine Human Medicine Faculty of Pharmacy Pharmacy Faculty of Sharia Al- Sharia

Diploma Program Education Program Professional Diploma Program TV Broadcasts Occupational Therapy

MA Programs Geography Political Science Faculty of Arts and Humanities Middle East Studies Arabic Language and Literature Statistics Faculty of Economics and Management Applied Statistics Sciences Accounting Business Management Psychology Faculty of Education Curricula and Teaching Methods Origins of Education Private law Faculty of Law Public Law Chemistry Mathematics Faculty of Science Life Science Physics Agriculture Faculty of Agriculture and Environment Agriculture Specialized in Animal Production Faculty of Engineering and Information Computing and Information Systems Technology Faculty of Medical and Applied Sciences Medical Imaging Clinker nutrition Faculty of Pharmacy Pharmaceutical Sciences Al-Hadith and its Sciences Faculty of Sharia Comparative Jurisprudence Faculty of Graduate Studies and Scientific Hydrology and Environment Research

PhD Programs Chemistry Water Technology

Al - Aqsa University

University Faculty BA Programs Sociology History Geography

Arabic and Islamic Studies

Faculty of Arts and English Language and Literature Humanities Arabic Language and Literature French Language Library Science Management and Business Administration Finance Accounting Education, Basic Level Arabic Language and Teaching Methods Education, Teaching Arabic and Islamic Education Education, Teaching Social Studies Al -Aqsa University Education, Teaching Mathematics

Education, Teaching Science Education, Teaching English Language Education, Teaching French Language Education, Teaching Science and Technology Education, Islamic Studies and Teaching Methods

Faculty of Education Education, English Language and Teaching Methods Education, Physics and Teaching Methods Education, Chemistry and Teaching Methods Education, Biology and Teaching Methods Education, Geology and Teaching Methods Education, Mathematics and Teaching Methods Education, History and Teaching Methods Education, Geography and Teaching Methods Education, Computer and Teaching Methods Economics

Computer Psychological Counseling Faculty of Physical Physical Education Education and Sports Physical Training Art Education

Fine Arts Faculty of Fine Arts Decor and Interior Design Media Faculty of Media Educational Media Mathematics Chemistry Faculty of Applied Science Biology Physics Faculty of Medical Laboratory Medical Sciences Sciences Nursing Faculty of Computing Applied Information Technology and Information Technology Computer Science

Diploma Program Faculty of Education Education Program Specialized Professional Diploma NGO Management Mental and Social Health Executive Secretary and Office Management Culture Management and Development Human Resources Occupational Therapy Broadcasting –Radio and Television Public Relations and Journalism

MA Programs Faculty of Arts and Contemporary Historical Studies Humanities Law and Public Administration Faculty of Management and Diplomacy and International Relations Finance Leadership and Management

State Administration and Good Governance Psychological Guidance Faculty of Education Educational Administration Curricula and Teaching Methods Faculty of Applied Science Chemistry

Gaza University University Faculty BA Programs Faculty of Computer Science Computer Science and Information Technology Graphic Design and Multimedia Faculty of Communication English Language and Translation Sciences and Languages Media Faculty of Financial and Business Administration Banking Sciences Accounting Faculty of Law Law Upper Basic Level Teacher / Teaching Arabic Language Upper Basic Level Teacher / Gaza University Teaching Mathematics Upper Basic Level Teacher /

Teaching Information Technology Faculty of Education Upper Basic Level Teacher / Teaching Social Studies Upper Basic Level Teacher / Teaching English Language Lower Basic Level Teacher

Diploma Programs Child Education Management and Office Automation Financial and Banking Sciences Medical Secretary Legal Secretary Software Development and Databases Public Relations and Advertising

Islamic University – Gaza

University Faculty BA Programs Arabic Language History History and Archeology Geography

Journalism Faculty of Arts English Language Social Work Geography / Minor Geographic Information System Arabic Language / Minor Journalism Education, Teaching Arabic Language Education, Teaching English Language Education, Teaching Social Studies Education, Mathematics and its Teaching Methods Education, Computer & its Teaching Methods Education, Physics & its Teaching Methods Education, Chemistry & its Teaching Methods Education, Biology & its Teaching Methods Education, History & its Teaching Methods Education, Geography & its Teaching Methods Islamic University Faculty of Education Education, Arabic Language & its Teaching Methods Education, English Language & its Teaching Methods Psychology Psychological Counseling & Educational Guidance Education, Teaching Mathematics Education, Teaching Sciences Education, Teaching Islamic Education Education, Teaching Sciences & Technology Elementary Education Civil Engineering Architectural Engineering Electrical engineering Faculty of Industrial engineering Engineering Environmental engineering Computer Engineering Mechanical Engineering Mathematics Physics Chemistry

Chemistry / Minor Biochemistry Mathematics / Minor Statistics Faculty of Sciences Geology Earth and Environmental Sciences Biochemistry Biology

Applied Statistics

Marine Science

Biotechnology Mathematics / Minor Computer Plant Production Information Technology Software Development

Computer Science Faculty of Information Multimedia Technology and Web Technology Development Mobile Computing and Smart Device Applications Nursing Faculty of Nursing Midwifery Faculty of Medicine Medicine Medical Laboratory Sciences

Physiotherapy Health Sciences Optometry Economics & Political Science Economics Faculty of Economics Economics / Minor Applied Statistics and Management Business Administration Science Accounting Financial & Banking Sciences Political Science & Media Faculty of Origins of Religion (General) Fundamentals of

Religion Faculty of Sharia and Sharia and Law Law Islamic Sharia

Professional Diploma English Language Management of Civil Society Institutions Translation Entrepreneurship and Business Applications Hebrew Language Tourism and Travel Psychological Support and Counselling Creative Technology Foreign Trade and International Business Management

Anesthesia and Intensive Care for Physicians Computer and Smart Devices Maintenance Quality Management Emergency Health and Nutrition of Children for Doctors Finance and Banking Higher Diploma Mental and Community health Islamic studies Clinical Supervision for Maternity Departments Educational Administration Psychological Guidance And Counseling

Master Programs Mathematics Physics Tafseer and Quranic Sciences Hadith and Sciences Islamic Aqidah Fiqih and Legislation Community Mental Health Chemistry Civil Engineering Electrical Engineering Architecture Engineering History Geography Journalism Arabic Language Business Administration Public Law Biology Accounting and Finance Information Technology Psychology Environmental Sciences Crisis Management Biotechnology Foundation of Education Regional and International Studies Development Economics Curricula and Teaching Methods Community Mental Health Nursing Laboratory Medical Sciences Linguistics and Translation PhD Programs

Origins of Religion Curricula and Teaching Methods Arabic Language Mathematics Water Technology

Palestine University University Faculty BA Programs Management Information System E-Learning

Media and Information Multimedia Technology Media and Communication Media and Communication / Minor Multimedia Software Engineering

Construction Management Engineering Faculty of Applied Engineering Civil Engineering and Urban Planning Architecture Engineering

Engineering of Medical Equipment Accounting

Faculty of Business and Finance Business Administration Health Management Palestine University Law

Faculty of Law Major Law / Minor Business Administration Education, Teacher of Lower Elementary Level Faculty of Education Teacher of Upper Elementary Level English Language Health Nutrition Faculty of Medicine and Health Dentist Sciences Pharmacy and Biotechnology Diploma Programs Nursing Dental Assistant Multimedia Technology Public Relations and Marketing Computerized Accounting Management and Office Automation Legal Assistant Medical Secretary Source: MOEHE. 2019. “Studying in Palestinian Higher Education Institutions”. Masirat Al-Tarbiya Wal-Ta’leem, No. (101), February.

Annex 9 Proposed Ranking Criteria for Palestinian Universities

The First Criteria: Scientific Research, Publishing and Innovation (Mark: 300)

The scientific research and innovation criteria contains four indicators; these indicators reflect the university’s interest in the quality of research and innovation. The time period of the indicators will be measured for one year starting from 1/1 and ending in 31/12, since the reference database issues special reports for one year period.

The first criteria indicators, their weights and calculation method:

1-Research for each faculty member The equation Number of scientific papers published in the university /number of full-time faculty members and researchers Points 100 Result Number Correlation type Positive Source The Scopus Elsevier database (faculty and university) Period The average for the previous three years

2-Citations for each faculty member The equation Number of citations/number of full-time faculty members and researchers Points 100 Result Number Correlation type Positive Source Scopus Elsevier database (faculty and university) Period The average number of quotations for the previous three years

3-The total number of quotations over ten researchers within the social and human disciplines in Google Scholar The equation Total number of quotations over five researchers in the university as it is indicated in Google Scholar Points 50 Result Number Correlation type Positive Source Faculty/university (Google scholar) Period Continues

4-Internationally registered patents The equation Number of patents that the university registered internationally Points 30 Result Number Correlation type Positive Source University Period Previous calendar year

5-Percentage of joint researches with other researches from other countries The equation Number of joint researches/total number of researches for university provided that the research output should not be less than 10 researches Points 20 Result Number Correlation type Positive Source Scopus Elsevier database (faculty and university) Period Previous 3 calendar year

The Second Criteria: The Quality of the Educational Process and the University Environment(Mark: 200)

This criteria of teaching and learning contains four indicators. These indicators reflect the university’s interest in the quality of the educational process and its outputs by providing the appropriate number and qualified faculty members, utilizing the modern technology and suitable teaching methods in the educational process.

The second criteria indicators, their weights and calculation method:

1- The number of faculty members equivalent to students (take into consideration the special criteria for the open education) The equation The equivalent number of faculty members/ total number of students Points 50 Result Number Correlation type Positive Source University / Ministry of Education Statistics Period Previous academic year (average for first and second semester)

2- Student Satisfaction The equation The total result of the students’ satisfaction expected to graduate in the first and second semester from the educational institution. Points 100 Result Number Correlation type Positive Source Faculty Period -----

3- Integrated E-Learning The equation Number of courses implemented electronically (partially or wholly)/ the total number of suggested courses. Points 10 (30 for open education) Result Number Correlation type Positive Source University Period Average for first and second semester

4- Number of certified integrated programs such as Sandwich, Co-op, Dual (this criteria is not calculated for open education) The equation The number of integrated programs/ total number of suggested programs at the bachelor degree level Points 10 Result Number Correlation type Positive Source Faculty and University Period Continues

5- The joint or hosted educational programs (this criteria is not calculated for open education) The equation The number of joint or hosted academic programs with Arab, regional and international academic institutions/ total number of suggested programs Points 10 Result Number Correlation type Positive Source University and Faculty Period Continues

*The joint or hosted programs are the programs that issue a certificate from two universities or one stamped by the two joint universities in the program.

6- The percentage of faculty members holding Ph.D’s The equation Number of faculty members holding Ph.D.’s /the total number of faculty members Points 10 Result Number Correlation type Positive Source University and Ministry of Education Statistics Period The previous academic year

7- Institutional Governance and Administrative Transparency The equation The total result of the identification of the academic reputation within the institutional governance standards. Points 10 Result Number Correlation type Positive Source Faculty Period Continues

Source:

The Third Criteria: Interaction with the Local Community

This criteria contains five indicators; these indicators reflect the extent of the institution’s interaction with the local community and the university’s academic reputation as well as the role that plays in the community and the volunteer work.

1-Voluntary community service for the faculty members The equation The total hours of the awareness or educational lectures for the faculty members in the local community/total number of faculty members. Points 10 Result Number Correlation type Positive Source University/ Faculty Period Previous academic year

2- University Academic Reputation The equation The average response on the academic reputation survey that were nominated by the universities (Associate or Professor). Points 100 Result Number Correlation type Positive Source Faculty Period Continues

3- Job reputation for the graduates (satisfaction of employers) (it is calculated for the northern and southern governorates) (not calculated for Al- Istiqlal University) The equation The overall result of the satisfaction survey for the graduates in the current academic year Points 100 Result Number Correlation type Positive Source Faculty Period Current academic year

4- Refereed Conferences conducted by the University

The equation The number of the refereed conferences conducted by the University in cooperation with the local institutions and whereby the university publishes the approved researches Points 40 Result Number Correlation type Positive Source University Period Previous academic year

5-Social Responsibility The equation The overall result of the academic reputation survey within the social responsibility standard Points 50 Result Number Correlation type Positive Source Faculty Period ---

The Fourth Criteria: International Outreach (Mark: 200)

The international standards contain six indicators. These indicators reflect the university’s positive reputation. It also reflects the ability to market itself internationally and reflects the quality and efficiency of the faculty members through their participation as editors of international scientific journals. Also, it reflects to the number of the internationally approved programs as well as it reflects the status of the of the university website.

Third criteria indicators, their weights and calculation method.

1- Sabbatical The equation The number of faculty members and researchers spending their sabbatical leave in the foreign universities/the total number of the full-time faculty members Points 50 Result Number Correlation type Positive Source Faculty and University Period Previous academic year

2-The quality and content of the website calculating the average result in (Ahrefsand Magestic) The equation The overall result for the external networks (subnets) originating backlinks to the institution’s webpages Points 50 (70 for open education) Result Number Correlation type Positive Source Faculty (refer to Webornetrics) Period Latest version of classification

3- The number of refereed journals issued by the University and classified in Scopus The equation The number of refereed journals issued by the university and classified in Scopus Points 20 Result Number Correlation type Positive Source University and Faculty (Scopus Elsevier) database Period Continues

4- Number of internationally approved programs (not calculated for open education) The equation The numbers of approved programs by international institutions/total number programs of the university Points 20 Result Number Correlation type Positive Source University and Faculty Period Continues

5- Number of foreign faculty members The equation The number of foreign faculty members (visitors for one semester at least) and not Palestinian / Number of full-time faculty members Points 20 Result Number Period Previous academic year Correlation type Positive Source University and Faculty

6- Number of faculty members who work as editors in international scientific journals The equation Number of members who work as editors or editorial members in international scientific journals which registered in Scopus database/Number of full-time faculty members Points 20 Result Number Correlation type Positive Source University and Faculty Period Valid

7- Number of faculty members with Ph.Ds from well-known universities (best 500 universities according to the latest version of Shanghai Ranking') The equation The number of faculty members who graduated from prestigious university / Number of full-time faculty members Points 20 Result

Number Correlation type Positive Source University and faculty Period Continues

Source: MOEHE. 2018. Manual for Palestinian Ranking for Universities.