In Masdar, FAB full retrofit mission for Abu Dhabi-based Future Rehabilitation Centre
Renewable vitality firm Masdar has introduced the completion of an vitality and water-saving retrofit mission for the Abu Dhabi-based college for Individuals of Willpower.
The Future Rehabilitation Centre in Mohammed bin Zayed Metropolis is benefitting from vitality reductions of over a 3rd and water financial savings of almost 30% as a direct result of the retrofit, based on a press release from Masdar.
The mission was accomplished in collaboration with First Abu Dhabi Financial institution (FAB), and funds from a particular co-branded, biodegradable bank card had been used to finance the retrofit. This adopted an intensive audit of the Future Rehabilitation Centre by Masdar’s Vitality Providers crew and contractor Smart4Power.
Masdar added that the intensive vitality conservation mission included the set up of an on-grid rooftop photo voltaic photovoltaic system offering 30 kWp capability, a sophisticated air flow and air-conditioning management system, numerous water-saving gadgets, particular soil components, LED lights, and thermal coatings on the college’s roof to scale back warmth acquire. A monitoring system has additionally been put in to confirm the achieved financial savings.
Commenting on the mission, Yousif Al Ali, government director for Clear Vitality at Masdar, stated: “The UAE and Abu Dhabi are dedicated to tackling the numerous problem of lowering building-related carbon emissions, which account for almost 40% of whole emissions globally. Masdar is proud to be supporting the UAE authorities’s mandate by leveraging its experience in retrofitting to ship vital vitality and water-savings for the Future Rehabilitation Centre.”
“We’re honoured to have the ability to make a optimistic contribution to the unimaginable work of the Future Rehabilitation Centre, which is devoted to supporting younger Individuals of Willpower.”
Masdar added that the conservation measures recognized as a part of the retrofit mission had been put in on the 5,500 sqm. purpose-built facility by Smart4Power, who’re additionally answerable for monitoring the ability’s ongoing operations.
In the meantime, Dr Mowfaq Mustafa, director of the Future Rehabilitation Centre, stated that they had been delighted to be awarded this vitality saving mission.
“As we anticipated, this mission gives our college students and employees a greater setting with improved air high quality and visible acuity, making a optimistic impression. The mission delivers significant financial savings on our utility payments and permits us to redirect funding towards new expertise and growth of our academic programme for the scholars,” he added.
Masdar additional acknowledged that the retrofit is advancing the school-wide vitality conservation program in help of the UAE Imaginative and prescient 2021 and Vitality Technique 2050, and the United Nations Sustainable Improvement Objectives.
This year, the United Nations, at a time when the world is struggling with the global COVID-19 pandemic, says that 10 November, will be the focus of World Science Day for Peace and Development on “Science for and with Society in dealing with the global pandemic.”
Established by UNESCO in 2002, the World Science Day for Peace and Development is an annual event that takes place on the 10th of November: all about STEM.
Electric cars line up at the official start of the Zero Emissions Race outside the United Nations Office at Geneva (UNOG), Switzerland.PHOTO:UN Photo/Jean-Marc Ferré
Celebrated every 10 November, World Science Day for Peace and Development highlights the significant role of science in society and the need to engage the wider public in debates on emerging scientific issues. It also underlines the importance and relevance of science in our daily lives.
By linking science more closely with society, World Science Day for Peace and Development aims to ensure that citizens are kept informed of developments in science. It also underscores the role scientists play in broadening our understanding of the remarkable, fragile planet we call home and in making our societies more sustainable.
The Day offers the opportunity to mobilize all actors around the topic of science for peace and development – from government officials to the media to school pupils. UNESCO strongly encourages all to join in celebrating World Science Day for Peace and Development by organizing your own event or activity on the day.
2020 Theme: Science for and with Society
This year, at a time when the world is struggling with the global COVID-19 pandemic, the focus of World Science Day is on “Science for and with Society in dealing with the global pandemic.”
Throughout this unprecedented health crisis, UNESCO, as the UN Agency with the field of science in its mandate, has endeavoured to bring science closer to society and to bolster the critically needed international scientific collaborations. From the science perspective, UNESCO’s response to COVID-19 is structured around three major pillars: promoting international scientific cooperation, ensuring access to wate,r and supporting ecological reconstruction.
To celebrate the 2020 World Science Day, UNESCO is organizing an online roundtable on the theme of “Science for and with Society in dealing with COVID-19.”
Join the conversation with the hashtags #ScienceDay.
The response to the COVID-19 pandemic requires a far more collaborative relationship between scientists and policymakers, and the fruits of scientific research, including potential vaccines, must be shared universally. LEARN MORE!
Since its proclamation by UNESCO in 2001, World Science Day for Peace and Development has generated many concrete projects, programmes and funding for science around the world. The Day has also helped foster cooperation between scientists living in regions marred by conflict – one example being the UNESCO-supported creation of the Israeli-Palestinian Science Organization (IPSO).
The rationale of celebrating a World Science Day for Peace and Development has its roots in the importance of the role of science and scientists for sustainable societies and in the need to inform and involve citizens in science. In this sense, a World Science Day for Peace and Development offers an opportunity to show the general public the relevance of science in their lives and to engage them in discussions. Such a venture also brings a unique perspective to the global search for peace and development.
The first World Science Day for Peace and Development was celebrated worldwide on 10 November 2002 under UNESCO auspices. The celebration involved many partners, such as governmental, intergovernmental and non-governmental organizations, UNESCO National Commissions, scientific and research institutions, professional associations, the media, science teachers and schools.
HortiDaily‘s story on Jordanian women trained on modern agricultural technology published on 29 October 2020 is about empowering young women with leadership skillsets in the agricultural sector. This should not come as a surprise whereas elsewhere in the MENA region, Arab women are thriving in science and math education.
Sahara Forest Project and Al Hussein Technical University (HTU) completed the first phase of the Technical Training Program in Agricultural Technology, where 15 female trainees from seven different universities took part in a field tour of the Sahara Forest Project site in Aqaba.
This program comes to support and empower young women to obtain employment opportunities and the skills required to take leadership positions in the agricultural sector and support the applications of modern agricultural technology in Jordan.
Director of Sahara Forest Project in Jordan, Frank Utsola, expressed his pride in participating in bettering the opportunities of a group of young Jordanian women and widen their horizons to change the future of the agricultural sector in Jordan. “The young women were excited. During the tour, they asked about everything, every tiny detail, which gave me confidence in this group and their ability to find new ideas and applications in the agricultural sector and supports their visions for the future of agriculture in Jordan.”
Ms. Zein Habjoka, Program Manager at HTU was also positive, saying: “Today we launch a new path for the active female workforce in the agricultural sector. Today we offer students the opportunities, skills, and knowledge required to enable them to assume leadership positions and highly skilled jobs in the agricultural sector.”
Yasmine, one of the participants in the program, added: “Participating in this program and interacting with the project managers helped me a lot to understand what I want and how I can achieve it. Here I learned that there are many applications of agricultural technology that may help Jordan make use of its resources better and overcome the food security challenges that it faces.”
The female training program is supported by the Norwegian government and Costa Crociere Foundation. The importance of the program stems from the fact that food and water security is one of the most important objectives on the national agenda in Jordan, as it has become imperative to empower the younger generation to support small and large projects that work on the principle of sustainability in energy, water and food.
The training program was designed to utilize partnerships between the academic and industrial sectors, whereby expert Ruba Al-Zoubi and Zeina Fakhreddin guided the trainees throughout the course of the training, in addition to cooperating with the Mira Association to develop irrigation and agricultural methods.
The project harnesses renewable resources such as seawater and solar energy (panels seen on the roof of the building in the picture above) to produce desalinated water and cool greenhouses, which allows the cultivation of all types of crops throughout the year and makes the use of arid lands possible.
Sahara Forest Project was inaugurated in Jordan in 2017 under the patronage of His Majesty King Abdullah II of Jordan and His Royal Highness Crown Prince Haakon of Norway.
The current demonstration facility is located 12 kilometres outside the city centre of Aqaba. It uses saltwater, sunlight and desert areas to produce vegetables, freshwater, biomass and clean energy. The ambition of the project is to rapidly scale up- It is the understanding of the parties that the new land will have an area of 200,000 SQM allocated to develop the project, and another 300,000 SQM for further roll-out.
In Manama, 5G and edge: unlocking new possibilities could have been perceived by all elites of the Gulf media as a reassuring means to help reach landscapes of a better future.
With 5G we’ll see an entirely new range of applications enabled by low latency of 5G and the proliferation of edge computing – transforming the art of the possible, said professional services firm Accenture in a new report.
“5G standards have been finalized late last year. We’ll soon start to see a growing number of devices rolling out across the regions. By 2025, it’s estimated that there will be 1.2 billion 5G connections covering 34% of the global population,” said Tejas Rao, Managing Director – Technology Strategy & Advisory, Growth Markets at Accenture in the company’s Business Functions Blog.
From digital to augmented consumer
The evolution of the consumer is one major leap forward. 3G and 4G helped to create the digital consumer, always connected to the internet through their mobile devices. But with 5G we’ll see an entirely new range of applications enabled by the low latency of 5G and the proliferation of edge computing – transforming the art of the possible. Rather than simply experiencing digital through their devices, consumers will have their experience of the world around them enhanced and augmented through real time data and the technologies such as augmented reality/virtual reality (AR/VR) that it enables through edge computing.
The edge cloud forms
The evolution of the network in this context is synonymous with the evolution of the cloud. So rather than what we typically see today in the public cloud, which is services residing in centralized data centers, those cloud services will move to the edge of a mobile network – the ’edge cloud’ – to drive real time cloud computing capabilities. And that development will support a wide range of new use cases across every industry, with network connectivity itself becoming the platform on which others can build new services and solutions.
From capacity and coverage to network as a platform
Accordingly, we are starting to see the strategic intent of maximizing capacity and coverage that informed network build in the 3G/4G world shift. Instead the focus is now on how to unlock 5G to deliver innovative solutions and services.
With networks no longer having to be the same everywhere, they can be built or sliced to support new use cases and opportunities for specific industries. Today’s web platform companies are already exploring this and making investments in order to capitalize on the transformational changes that 5G’s low latency can offer.
Low latency–currency for the 5G world
Ultra-reliable low latency is the new currency of the network world, underpinning new capabilities in many industries that were previously impossible. And these are not in the realm of science fiction. They are becoming possible today, ranging from real-time language translation to remote robotics and from autonomous logistics to AR-enabled industrial maintenance.
As they plan their future networks, operators need to understand how to intelligently direct 5G network investments from just pure coverage and capacity, and towards unlocking new revenue streams and business value. This is a significant departure from previous generations of network deployment. The network has moved from being a pipeline to instead becoming a platform and gateway for solution innovation and real-time connectivity services.
Partnering and collaboration will become more important than ever as operators sit at the center of new ecosystems developed around the ultra-reliable low latency, real time data at scale and responsiveness that the ‘edge cloud’ delivers.
New landscape of opportunity–and challenge
This emerging landscape of mobile edge networks can unlock many new opportunities to create value. These consist of new services to drive revenue and new possibilities for managing network costs. But the new networks also pose some novel challenges to preserving margins.
Today’s cloud world is characterized by the presence of a limited number of mega data centers in remote locations with data travelling from device to cloud and back again in order to execute a computational process or data analysis. Data typically makes the round trip travelling at 50 to 100 milliseconds over today’s 4G mobile networks.
Data travelling over 5G at less than five milliseconds facilitates the edge cloud and the ability to create new services that it empowers. But achieving that requires a proliferation of micro data centers numbering in the tens of thousands. To support edge capabilities, these will need to be deployed closer to the consumers and enterprises that use them and densely installed in urban settings.
They will need to handle the progression from millions to billions of connected devices. And move from remote connectivity to providing ultra-reliable, low-latency capabilities at the edge as data flows accelerate to real-time in order to execute time-sensitive services, from autonomous vehicles to real-time visual analytics.
Deciding where and how to play
As they create these capabilities, operators need to understand where they want to locate the edge and what the operational implications of their choice will be. That means understanding the likely demands of the territories they cover and the use cases for specific industries that are likely to be most relevant.
The one-size-fits-all approach of the 3G/4G world is no longer useful. Instead, operators need to take a more targeted view of where they want to play and the likely returns they can generate from placing much more specific bets than in the past.
The answer to What is the State of Human Capital in the MENA Region? is given by Keiko Miwa, Regional Director, Human Development, Middle East & North Africa – World Bank and Jeremie Amoroso, Strategy & Operations Officer, Human Development, Middle East & North Africa – World Bank.
The World Bank recently released the Human Capital Index 2020 (HCI). This update covers 174 countries—17 more than when the index was first launched in 2018. Not surprisingly, the HCI scores among MENA countries vary widely from 0.67 in the United Arab Emirates (UAE) to 0.37 in Yemen. Countries affected by conflict, such as Iraq and Yemen, score low on the index, which poses an important question on how to support the protection and enhancement of human capital even in the midst of conflict.
Looking at the 10-year trend, the HCI improved in 11 out of 14 MENA countries (with available data). Morocco, Oman, and the UAE registered the largest gains in the HCI during this period. School enrollment—at the preprimary and secondary levels—as well as harmonized test scores and adult survival, are the main drivers of the region’s HCI improvements. During this period, girls surpassed boys in educational attainment. On the other hand, enrollment declines in primary and lower-secondary school outweighed gains in other components of HCI for Kuwait, Tunisia, and Jordan.
Figure 1. Change in HCI 2020 and HCI 2020 in MENA countries
Source: World Bank. 2020. The Human Capital Index 2020 Update: Human Capital in the Time of COVID-19.
Note: Arrows indicate a decline in the HCI between 2010 and 2020. Data unavailable for Yemen, Iraq, Lebanon, and West Bank and Gaza for HCI 2010. See World Bank’s list of countries/economies by region.
WHAT’S NEW IN THE HUMAN CAPITAL INDEX 2020?
The HCI 2020 update introduces the Utilization-Adjusted Human Capital Index (UHCI). This is quite relevant in several MENA countries since there is a large gap between human capital and labor market outcomes. The utilization of human capital accounts for the fact that when today’s child becomes a future worker, she may not be able to find a job (Basic UHCI). And even if she can, it might not be a job where she can fully use her skills and cognitive abilities in better employment that increases her productivity (Full UHCI). When adjusting for the proportion of the working-age population who are employed, MENA’s HCI value declines by at least one-third—from 0.57 to 0.32 (Basic UHCI) and 0.38 (Full UHCI). Low female labor force participation rates in MENA countries are a key factor for the region’s low Utilization-Adjusted HCI.
Figure 2. The average MENA HCI value declines by more than a third when accounting for the proportion of the working-age population who are employed.
RISKS TO HARD-EARNED HUMAN CAPITAL
COVID-19 has cascaded into education shocks and the worst economic recession since World War II. At the height of the pandemic, almost 84 million children were out of school in MENA, and now countries that started to open schools are now reconsidering their decision due to the second wave. This could result in the loss of 0.6 years of schooling (adjusted for quality). Nevertheless, some MENA countries took early actions and adopted innovative measures to continue education. In Jordan, for example, the private sector and education officials collaborated to develop an education portal and dedicated TV channels for virtual lectures in Arabic, English, math, and science for grades one through 12. And Saudi Arabia’s universities achieved unprecedented results as more than 1.2 million users attended over 7,600 virtual classes, totaling 107,000 learning hours.
The HCI 2020 update uses data gathered as of March 2020—prior to the COVID-19 pandemic. It serves as a baseline for policymakers to track changes in human capital and inform policies to protect and invest in people through the pandemic and beyond. Previous pandemics and crises taught us that their effects are not only felt by those directly impacted, but often ripple across populations and, in many cases, across generations. COVID-19 is no exception. As a result, the region can—and must—build on its human capital progress amid the turmoil in three key ways.
First, the MENA region needs to continue building its human capital even during the pandemic or conflict. Crisis response measures that emerged out of necessity—such as distance learning and telemedicine—present new opportunities for building back better and differently the “new normal.”
Second, many countries in MENA have shown their sharp focus on protecting human capital by ramping up cash transfers and strengthening social safety nets since the onset of the pandemic. However, stronger efforts are still needed to preserve the human capital of internally displaced persons and refugees and to foster social inclusion for economic mobility.
Third, utilizing human capital is important to the immediate recovery and long-term development of MENA—the region with the highest youth unemployment in the world at more than 25 percent. Utilizing human capital requires job-focused policies as concerns about the future of work grow louder.
The HCI 2020 update shows that many MENA countries have made meaningful human capital progress over the past 10 years. As the pandemic threatens these precious gains, investment in human capital is more important than ever. Governments in MENA have launched promising initiatives that will help to build a better future. When today’s children in MENA become adults, hopefully, they will see how their region of the world turned the unprecedented crisis in 2020 into an opportunity to build stronger human capital.
Jeffrey R. Young elaborates on how an Interest in Online Courses Surges in the MENA region. It started as for elsewhere, as a palliative to the lockdown imposed closure of all schools and education facilities.
12 October 2020
Providers of online higher education have seen a spike in interest in their courses and degree programs from the Middle East and North Africa region since the start of the Covid-19 pandemic. And some say the sudden exposure to online learning may lead to a shift in attitudes about the value of digital delivery methods.
Edraak, a Jordan-based provider of free online courses delivered in Arabic, served one million new learners in the past six months, a big jump from the 650,000 new learners it served in all of 2019. The platform now serves four million learners total.
And Coursera, a U.S.-based provider of online courses and programs from well-known universities, said that since mid-March, it saw a 500 percent increase in learners from the Middle East compared to the same period last year.
FutureLearn, a British company offering similar online courses, also reports a 500-percent increase in participation from the region. Officials from edX, a nonprofit founded by Harvard University and the Massachusetts Institute of Technology to offer free and low-cost online courses, says its enrollments from the region have gone up more than 200 percent since the start of the pandemic.
“There has definitely been a shift in the sense of recognizing they cannot ignore online learning anymore” in the region, said Maha Bali, an associate professor of practice at the Center for Learning and Teaching at the American University in Cairo.
Coursera has 3.4 million users in the Middle East out of approximately 70 million learners worldwide.
Shireen Yacoub, the chief executive of Edraak, called the growth in adult learning via online courses “one of the most inspiring observations we’ve had during the curfews and lockdowns.”
Even so, she worries about what she calls the “equity gap” when it comes to who is able to use the organization’s free courses. Most of Edraak’s users get to its platform through their smartphones, she added, and low-income families may have three or four kids all needing to share a phone. Computers and home Internet access are too costly for many, she adds. “We need to advocate for more equity in Internet connectivity,” she said. “Their lives will often depend on it. It’s not a luxury.” (See a related article, “The Shift to Online Education in the Arab World Is Intensifying Inequality.”)
Coursera has 3.4 million users in the Middle East out of approximately 70 million learners worldwide, according to Betty Vandenbosch, the company’s chief content officer. About 400 colleges and organizations in the region have signed up for a free program that lets them offer Coursera online courses to their enrolled students. That means that the colleges—including Al Hussein Technical University in Jordan—are offering at least some online courses based largely on content provided free from Coursera.
And she says that in recent months, Coursera has seen more interest from governments and organizations in the region to form partnerships. Such deals typically mean that governments and organizations pay Coursera a fee to get free access to Coursera’s online degree programs for their employees. That was starting to happen even before the pandemic: Last year the company announced a deal with the Abu Dhabi School of Government to train 60,000 government employees in data science, digital transformation and other high-tech skills.
“The governments in the Middle East are recognizing the challenges they have with their economies,” Vandenbosch said. “Some of those governments are saying, ‘Gosh, we really need to upskill our workforce because oil is not going to be there forever.”
New Attitudes Toward Online Learning
Experts in education technology say that the pandemic may end up being a turning point for online education in the region.
John Schwartz, head of Enterprise Global Business Development at edX, said that colleges in the MENA region have recently adopted the platform’s online courses as well. “Virtually no university had the time and resources to turn all their classroom content into online courses, so edX was able and continues to fill a large void,” he said. “In addition there has been a significantly higher degree of interest from the region’s schools to not only use edX content, but to put their own quality content online, as a partner on the edX.org platform.”
The most popular edX courses by students in the region are an introductory computer-science course by Harvard University and a course from the University of Queensland that prepares students to take the IELTS test of English-language skills.
“The pandemic really changed the dynamics towards online learning in the Middle East.”
Gehan Osman Assistant professor of instructional design and technology at the American University in Cairo
“The pandemic really changed the dynamics towards online learning in the Middle East,” said Gehan Osman, an assistant professor of instructional design and technology at the American University in Cairo’s Graduate School of Education, in an email interview. “Professors who had never considered even blended or web-based instruction before embraced online learning because it was the only alternative. Many of these professors said that they would never go back to completely face-to-face because they discovered many instructional value of going online.”
Curtis J. Bonk is a professor of instructional systems technology at Indiana University at Bloomington and author of The World Is Open: How Web Technology Is Revolutionizing Education, and other books about online learning. He said he is suddenly getting invitations to speak in the region at places that had not done much with online education in the past. One example: He recently spoke at an online forum for teachers at the grade school and university level in the United Arab Emirates run by the Ministry of Education, and more than 600 people attended.
The Biggest Concern: Cheating
However, some reservations about online education remain. The biggest concern: that the format will lead to rampant cheating. “Many insist that exams and major assessment need to be done in person in a proctored environment,” said Osman.
Bali agreed that academic integrity remains a key concern. “We know in Egypt many online standardized tests done in exam centers get leaked/cheated, et cetera,” she said, noting that people worry the same kind of thing could happen in online courses.
And even those providing online courses stress that they are not meant as a wholesale replacement for classroom instruction.
“Even at Edraak we don’t think that online ed and learning is a silver bullet to education in the region,” said Yacoub, that group’s chief executive. “We really believe in the value of in-person teaching.”
For Bali, the question for colleges should be what is the purpose of education, and “how to use the online effectively while preserving the best of what we can do face-to-face.”
New efforts are underway to help train professors in the region to teach online. Among them, the Center for Learning in Practice based at the Carey Institute for Global Good is running a series of free online workshops on how to teach with online technologies, with a focus on inclusive teaching.
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