This book explores the prospects for higher education development in the Middle East and North African (MENA) region. Adopting a South-South perspective (from the viewpoint of a developing country), it seeks to promote a deeper understanding of this colourful and highly diverse, yet volatile region. As such, it examines six selected MENA countries that serve as case studies for identifying the gaps and challenges as well as their potentials in terms of higher education development. Based on expert interviews and focus-group discussions with more than 85 individuals across the six countries and complemented by related facts and figures from both international and national documents, it presents an in-depth discussion and analysis of the countries’ respective political, security, and economic situations. These serve as preconditions for the cultivation of an environment conducive to facilitating the advancement of higher education. It also provides a critical overview of higher education in these countries, notably in terms of the current national system, legislative framework, accreditation, quality assurance, recognition concerns, and other critical issues that enable and/or constrain the development of their respective higher education sectors, and that of the region, as a whole.

This book addresses some of the challenges posed by the globalization of higher education. It examines the emergence and resulting challenges of English as Lingua Franca (ELF) and of the decision to use English as the Medium of Instruction (EMI) as part of a strategic policy of internationalization. It looks at survival challenges caused by globalization and expansion, the diversity challenge, the concept of marginality and how marginality can lead to creativity, teaching and encouraging entrepreneurialism, the tools needed for internationalizing higher education in developing countries, innovative approaches, the intelligent use of technology, and finally, the value of non-constraint engagement in driving teaching and course quality improvements. The expansion of higher education and the increasingly international body of students and staff continue to inspire and drive the development of global higher education systems. Whilst these systems began locally, many are now engaging with the challenges of retaining their local flavour whilst embracing the march of globalisation. The challenge is to find local solutions that also meet the requirements of the rapid development of what might be termed the ‘massification’ of international higher education. This book reflects these contemporary challenges through its variety of topics taken from countries as diverse as Hong Kong, Panama, South Africa, USA and Saudi Arabia. The topics are as diverse as some of the local solutions but each chapter represents a response to a rapidly changing global landscape.

The chapters in this volume do not represent the whole of the Middle East and North Africa, as such a collection would have been too large for one volume. Rather, the selection here is intended to present different perspectives on a range of educational issues, relevant to a particular focus or country, or common to a number of countries in the area. There is no overarching theme beyond that which is common to most of the countries in this area; such as modernity versus tradition; the spread of education effecting sociological changes - most pronounced in the rural and tribal areas; the changing fortunes and roles of women; the aspiration and expectation of youth; and the state having become the major player in providing education. These are all shared by most of the countries represented here.

"This book examines the need for a paradigm shift in the area of post-secondary education and innovation in the emerging, yet relatively understudied, MENA region"--Provided by publisher.

The Middle East and North Africa are constantly in the news due to political turmoil, and it is difficult for students in those countries to attend school and live the life of a child or teenager. What is it really like? This volume traces the history of education in countries of the Middle East and North African region, identifying the types of education available for different genders and social classes, and how race, ethnicity and gender affect education for those students. Primary, Secondary, and Post-Secondary educational opportunities are examined, along with curriculum, and teaching menthods. Major reforms and philosophies are also presented. Countries included are: Algeria, Morocco, Tunisia, Egypt, Libya, Saudia Arabia, Iran, Iraq, Israel, Jordan, Syria, Lebanon.

In the last decade, due to factors of ICT infrastructural and broadband maturation, rising levels of educational attainment and computer literacy, and diversification strategies, e-learning has exploded in the Middle East and North Africa (MENA) region. However, significant barriers remain in the region’s e-learning development: lack of research on outcomes and effectiveness, paucity of Arabic language learning objects, monopolies and high cost of telecommunications, cultural taboos, accreditation, censorship, and teacher training. This unique volume is the first comprehensive effort to describe the history, development, and current state of e-learning in each of the 20 MENA countries from Algeria to Yemen. Each entry is expertly written by a specialist who is acutely familiar with the state of e-learning in their respective country, and concludes with a bibliography of key reports, peer-reviewed books and articles, and web resources. E-Learning in the Middle East and North Africa (MENA) proves itself as a vital compendium for a wide readership that includes academics and students, transnational program directors, international education experts, MENA government departments, commercial vendors and investors, and ICT development and regulatory agencies involved in e-learning in the Middle East.

Education, which has been at the heart of the Middle East and North Africa (MENA) region’s history and civilizations for centuries, has a large untapped potential to contribute to human capital, well-being, and wealth. The region has invested heavily in education for decades, but it has not been able to reap the benefits of its investments. Despite a series of reforms, MENA has remained stuck in a low-learning, low-skills level. Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa identifies four key sets of tensions that are holding back education in the region: credentials and skills, discipline and inquiry, control and autonomy, and tradition and modernity. These tensions are shaped by society and are reflected in classrooms. If they are not addressed, MENA will continue to operate at a level below its potential. This report outlines a new framework with a three-pronged approach that can help address these tensions and unleash the potential of education in MENA: • A concerted push for learning that starts early for all children regardless of background, with qualified and motivated educators, and that leverages technology, uses modern approaches, and monitors learning outcomes • A stronger pull for skills by all stakeholders in the labor market and society that involves coordinated multisystem reforms within and beyond the education system • A new pact for education at the national level with a unified vision, shared responsibilities, and accountabilities. Education is not just the responsibility of the education system—it is everyone’s business. The push, pull, and pact framework offers an opportunity for MENA to move forward to reclaim its heritage of a learned region and to meet the expectations and aspirations of its people. The current situation in MENA requires a renewed focus on education, not just as a national priority for economic growth and social development, but as a national emergency for stability, peace, and prosperity.