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https://doi.org/10.18502/gespr.v2i1.9306
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Abdeljalil Akkari
Abdeljalil Akkari
University of Geneva (Switzerland) and Kazakh National University (Kazakhstan)
Published Date
- Jul 1, 2021
Arab countries and the global education agenda 2030: Incomplete path
Abstract
The 2030 global education agenda sets a progression path for all countries. About ten years before this deadline, this paper explores potential trajectories for Arab countries to achieve significant advances in education. The article examines major challenges related to access and quality of education. While most countries made major progress on quantitative dimensions of education (enrollment, years of schooling), important challenges remain such as limited learning outcomes, persistent illiteracy, inequalities and poor governance of education. This paper proposes new ways to rethink education in this region. The tension between credentials(prioritized by students, family and the state) and skills (needed by society and the job market)is one of the most relevant issue in reforming education in the region.
References
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[2] Akkary, R. K. (2014). Facing the challenges of educational reform in the Arab world. Journal of Educational Change, 15(2), 179–202.
[3] Abdel-Moneim, M. A. (2015). A Political Economy of Arab Education: Policies and Comparative Perspectives. Routledge.
[4] Backeberg, L., & Tholen, J. (2018). The frustrated generation youth exclusion in Arab Mediterranean societies. Journal of Youth Studies, 21(4), 513–532.
[5] Boutieri, C. (2016). Public Cultures of the Middle East and North Africa. Bloomington: Indiana University Press.
[6] Chaaban, J. (2013). Expanding Youth Opportunities in the Arab Region. United Nations Development Programme, Regional Bureau for Arab States.
[7] Devarajan, S., & Ianchovichina, E. (2018). A broken social contract, not high inequality, led to the Arab Spring. Review of Income and Wealth, 64, S5–S25.
[8] Dhillon, N., Salehi-Isfahani, D., Dyer, P., Yousef, T., Fahmy, A., & Kraetsch, M. (2009). Missed By the Boom, Hurt By the Bust: Making Markets Work for Young People in the Middle East. Washington, DC: MEYI.
[9] Hammoud, H. (2005). Illiteracy in the Arab World. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000146282
[10] El-Kogali, S. 2018. Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa: Overview (English). Washington, D.C.: World Bank Group. Retrieved from http://documents.worldbank.org/curated/en/527931542039352771/Overview
[11] Fargues, P. (2011). International migration and the demographic transition: A two-way interaction. International Migration Review, 45(3), 588–614.
[12] Farzanegan, M. R., & Thum, M. (2017). More Oil, Less Quality of Education? New Empirical Evidence (CEPIE Working Paper No. 09/17). Center of Public and International Economics (CEPIE). Retreived from https://ideas.repec.org/p/zbw/tudcep/0917.html
[13] Hammud, M. A., & Jarrar, A. G. (2017). Fighting illiteracy in the Arab world. International Education Studies, 10(11), 116–122.
[14] Harber, C. (2014). Education and International Development: Theory, Practice and Issues. Symposium Books Ltd.
[15] International Labour Office. (2020). Global Employment Trends for Youth 2020: Technology and the Future of Job. Geneva: ILO.
[16] Kingsbury, I. (2018). Making sense of low private returns in MENA: A human capital approach. International Journal of Educational Development, 61, 173–183.
[17] Krafft, C., Elbadawy, A., & Sieverding, M. (2017). Constrained school choice in Egypt (GLO Discussion Paper No. 134). Global Labor Organization. Retrived from https://econpapers.repec.org/paper/zbwglodps/
[18] Malik, A. & Awadallah, B. (2013). The economics of the Arab Spring. World Development, 45(C), 296–231.
[19] Massoud, T. G., Doces, J. A., & Magee, C. (2019). Protests and the Arab Spring: An empirical investigation. Polity, 51(3), 429–465.
[20] Mazawi, A. E. (1999). The contested terrains of education in the Arab states: An appraisal of major research trends. Comparative Education Review, 43(3), 332–352.
[21] Mazawi, A. E. (2002). Educational expansion and the mediation of discontent: The cultural politics of schooling in the Arab states. Discourse: Studies in the Cultural Politics of Education, 23(1), 59–74. DOI 10.18502/Article-1 Page 29 Gulf Education and Social Policy Review Abdeljalil Akkari
[22] Mazawi, A. E. (Ed.). (2007). ‘Knowledge society’ or work as ‘spectacle’? Education for work and the prospects of social transformation in Arab societies. In World Yearbook of Education 2007 (pp. 269–285). Routledge.
[23] Mazawi, A. E. (Ed.). (2006). Globalization, development, and policies of knowledge and learning in the Arab states. In Concepts of Knowledge and Learning: The Learning Society in Europe and Beyond (pp. 335–383). New York. Peter Lang.
[24] Mazawi, A. E. (2010). Naming the imaginary: ‘Building an Arab knowledge society’ and the contested terrain of educational reforms for development. In O. Abi-Mershed (Ed.), Trajectories of Education in the Arab World: Legacies and Challenges (pp. 201–225). London: Routledge.
[25] Mirkin, B. (2013). Arab Spring: Demographics in a Region in Transition. United Nations Development Programme, Regional Bureau for Arab States.
[26] Morgan, C. (2017). Constructing educational quality in the Arab region: A bottom-up critique of regional educational governance. Globalisation, Societies and Education, 15(4), 499–517.
[27] Morgan, C., & Ibrahim, A. (2019). Configuring the low performing user: PISA, TIMSS and the United Arab Emirates. Journal of Education Policy, 35(6), 1–24.
[28] Patrinos, H., & Montenegro, C. E. (2014). Comparable estimates of returns to schooling around the world (World Bank Policy Research Working Paper No. 7020). Retrived from http://documents1.worldbank.org/curated/en/830831468147839247/pdf/WPS7020.pdf
[29] Orkodashvili, M. (2018). Learning from successful examples: From local testing to international assessments. In A. W. Wiseman & P. M. Davidson (Eds.), Cross-nationally Comparative, Evidencebased Educational Policymaking and Reform (International Perspectives on Education and Society
(Vol. 35, pp. 219–239). Emerald Publishing Limited.
[30] Rashad, H. (2000). Demographic transition in Arab countries: A new perspective. Journal of the
Australian Population Association, 17(1), 83–101.
[31] Ridge, N. Y., Shami, S., & Kippels, S. M. (2016). Private education in the absence of a public option: The
cases of the United Arab Emirates and Qatar. FIRE: Forum for International Research in Education, 3(2), 41–60.
[32] Rowell, C. (2020). Education Policies and Issues in Developing Countries. Literature Review. Glasgow: Center for Sustainable, Healthy and Learning Cities and Neighborhoods (SHLC).
[33] Salehi-Isfahani, D. (2012). Education, jobs, and equity in the Middle East and North Africa. Comparative Economic Studies, 54(4), 843–861.
[34] Schweisfurth, M. (2015). Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning. International Journal of Educational Development, 40, 259–266.
[35] Shafiq, M. N., & Vignoles, A. (2015). Beyond the Arab Spring: Education, earnings, and protest participation. Paper prepared for the AALIMS – Princeton Conference on Islam and Human Capital. Retrieved from URL. Retrived from http://www.pitt.edu/~mnshafiq/M_Najeeb_Shafiq_%28University_of_Pittsburgh%29/Research_files/Returns%20%26%20protests%20%28AALIMS%202015%29.pdf
[36] Soumaya, M., Julie, B., Marguerite, C., Elizabeth, F., Hannah, K., & Isobel, M. (2018). Examens de l’OCDE du cadre d’évaluation de l’éducation: Maroc. OECD Publishing.
[37] Tikly, L. 2011. Towards a framework for researching the quality of education in low-income countries. Comparative Education, 47(1), 1–23.
[38] UNDP. (2016). Arab Human. Development Report 2016. Youth and the Prospects for Human Development in a Changing Reality. New York: UNDP.
[39] UNESCO. (2014). EFA Global Monitoring Report Teaching and Learning: Achieving Quality for All. Paris: UNESCO.
[40] UNESCO. (2018). Global Education Monitoring Report, 2019: Migration, Displacement and Education: Building Bridges, Not Walls. Paris: UNESCO.
[41] ISU-UNESCO. (2017). Literacy Rates Continue to Rise from One Generation to the Next. Retrieved from http://uis.unesco.org/sites/default/files/documents/fs45-literacy-rates-continue-rise-generation-to-next-en-2017_0.pdf
[42] ISU-UNESCO. (2020). Technical Cooperation Group on the Indicators for SDG 4. Retrieved from http://tcg.uis.unesco.org/data-resources/
[43] World Bank. (2008). The Road Not Traveled. Education Reform in the Middle East and North Africa. Washington DC: The World Bank.