Public Disclosure Authorized Internationalization of Tertiary Education in the Middle East and North Africa Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized gx e INTERNATIONALIZATION OF TERTIARY EDUCATION IN THE MIDDLE EAST AND NORTH AFRICA 3 Internationalization of Tertiary Education in the Middle East and North Africa © 2020 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute, imply, or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: [email protected]. Cover design: www.wizlemonstudio.co.uk CONTENTS 4 5 6 7 1. 20 1. Aims of this report 21 2. The diverse rationales for internationalization 21 3. The “push-pull” factors that influence student mobility 23 4. Current global trends in internationalization 24 5. Tertiary education in the MENA region and its internationalization 26 2. 28 3. 32 1. Economy 32 2. Quality of tertiary education 35 3. Influence 37 4. Employability through skills enhancement 38 4. 44 1. Context of tertiary education 44 2. Current status of internationalization 52 3. Student mobility 58 A. Inbound mobility 58 B. Outbound mobility 68 4.Branch campuses 73 4 5 Internationalization of Tertiary Education in the Middle East and North Africa 5. International education hubs 73 6. Spotlight: internationalization and refugees in the MENA region 74 A. Refugees in the MENA region 74 B. Refugees’ access to tertiary education 75 C. Pointers for action 76 5. 79 1. Differing internationalization strategies for differing contexts 80 2. Increasing internationalization across MENA 80 A. Inbound mobility 81 B. Outbound mobility 82 C. Internationalization “at home” 83 D. COVID-19: challenges and opportunities 85 3. Filling research gaps 86 4. Awareness raising and prioritizing internationalization 87 5. Internationalization in contexts of fragility 88 6. A regional approach and regional networks 89 6. 90 7. 96 LIST OF FIGURES Dynamics of the global number of Growth of domestic and foreign students by region 22 students enrollment in Arab states (UNESCO definition) Top 12 destinations of international 58 students: number of mobile students in top 12 Comparison of the annual growth rate of countries of destination, as percentages of total the domestic and foreign student population over mobile students, 2017 24 the period 2005-2016 60 Top 12 countries of origin of international Number of foreign students by region of students: Number of mobile students by top 12 origin, 2016 61 countries of origin, as percentages of total mobile Distribution of foreign students studying students, 2017 25 in MENA by region of origin, 2016 63 Global distribution of mobile students in Average education quality scale of tertiary education by region of origin, 1999 and 2017. 25 inbound students 64 Number of international campuses Share of internationally mobile students considering top home and host countries, 2017 26 studying in Saudi Arabia, Morocco, Jordan, Tunisia Correlation between GCI and share of and Iran*, 2016 67 foreign students in 2018 35 Share of students leaving their country to Perceptions of extent of potential study by region (outbound mobility rate), 2016 personal impacts of time spent abroad for UK 68 respondents who had been mobile 39 Evolution of inter-regional and intra- regional students leaving their country in the Long term unemployment of Erasmus MENA region and non-mobile alumni (more than 12 months 69 after graduation) 40 MENA to MENA versus MENA to non- MENA student mobility compared, 2016 Start-ups realized or planned by Erasmus 70 alumni 40 Distribution of MENA students studying Enrolment in tertiary education in the abroad in 2017 by major destination 70 MENA region, number of students 45 Shares of outbound students from Enrolment ratios, tertiary (gross) and Maghreb countries by destination: Top 10, 2018 71 upper secondary (net), both sexes (%), 2016 46 Shares of outbound students from Gulf Government expenditure on tertiary countries by destination: Top 10, 2018 72 education per student, as % of per capita GDP 47 Shares of outbound students from Education quality and youth unemployment 49 Mashreq countries by destination: Top 10, 2018 72 Geographic priority in internationalization Evolution of the number of branch policy (2019) 54 campuses in MENA 73 6 7 Internationalization of Tertiary Education in the Middle East and North Africa LIST OF TABLES International students’ spending in France 33 Cross country regression of the Global Competitiveness Index in 2017-2018 over the Netting out the aggregate costs and share of foreign students and the quality of returns of state funding in the event that 20% or education 30% of international students remain in a host 98 country, in millions of euros and years 34 Linear regressions to project PISA 2015 math scores using TIMSS math scores Panel regression of the dimensions 98 of tertiary education quality on past Quality of education scale consolidated internationalization outlook 37 using math test scores from PISA (2015) and TIMSS (2015 & 2011) Share of public employment 2012-2015. 99 Selected countries 51 Cross country regression between the change in the higher education quality index Marginal impact of human capital on derived from the Global Competitiveness Index social development indicators in MENA and non- and the change in the share of foreign students MENA countries 52 over three-year periods, 2008- 2016 101 Share of Inbound and outbound students Number of universities by country of the as percentages of total enrolment (average of MENA region in 2018 102 2016, 2017 and 2018) by countries 53 Determinants of the number of foreign Top countries and regions of origin of students among the universities appearing in the foreign students in selected countries in MENA 66 TIME ranking, 2016-2018 102 Student mobility indicators in MENA 96 Determinants of the number of foreign Panel regression of the tertiary students by country, 1999-2016 and 2000, 2005 enrollment rate in MENA 98 and 2010 103 ACKNOWLEDGEMENTS This report was authored by Giulia Marchesini, Senior Partnerships Officer, World Bank, CMI, with contributions from Consultants Lise Barbotte, Paul Cahu, Aurelia Hoffmann, Holly Johnstone, Mirna Mehrez and Marco Pasqualini. Various drafts of the report greatly benefited from the excellent comments and substantial inputs from Francisco Marmolejo, Education Advisor, Qatar Foundation, and former Lead Tertiary Education Specialist, Education Global Practice, World Bank. The work was conducted under the overall guidance of CMI Manager, Blanca Moreno-Dodson. The team would also like to thank Mourad Ezzine, former CMI Manager and former Education Sector Manager, Middle East and North Africa, World Bank, for the essential role he played driving the work forward in the conception stages of the report. The report underwent a peer review process with both internal (World Bank) and external reviewers. The Review Meeting was chaired by Rabah Arezki, Chief Economist, Middle East and North Africa, World Bank, whom the team would like to thank enormously for his insightful comments and overall guidance in this role. The constructive Review Meeting greatly helped guide the final editing of the work. The team is also extremely grateful for the peer reviewers’ detailed and helpful comments. The internal World Bank reviewers were Javier Botero Alvarez, Lead Education Specialist, Education Global Practice, Roberta Malee Bassett, Global Lead for Tertiary Education, Senior Education Specialist, Education Global Practice, and Mourad Ezzine, former CMI Manager and former Education Sector Manager, Middle East and North Africa. The external reviewer was Hans de Wit, Professor and Director, Center for International Higher Education, Boston College. 8 9 Internationalization of Tertiary Education in the Middle East and North Africa EXECUTIVE SUMMARY The Middle East and North Africa (MENA) region is one which today faces several social, political and economic challenges, including political instability,