Dezeen reports that in the United Kingdom architectural professions top the list of all elite occupations. For millennia, humans make and build the most things in the world, but also contaminate it the most, as it is getting more and more obvious these latter days. Would this impact this article’s assertion if generalised to the rest of the world, mean that those privileged society elites are responsible for what we got now?
This means architectural careers such as architects, town planning officers and technicians rank as number one in the study’s list of the 25 most elite occupations in the UK.
The report also found that class-based exclusion is more prominent in the creative industries than in other sectors of the economy, with other creative occupations ranking in the top 25 including artists, journalists and musicians.
Architecture sector “dominated by the privileged”
“Creative occupations such as architects; journalists and editors; musicians; artists; and producers and directors are, in fact, as dominated by the privileged as doctors, dentists, lawyers and judges,” the report states.
“They are even more elite than management consultants and stockbrokers.”
The report also found that in 2020, those from privileged backgrounds were twice as likely to be employed in the creative industries as those from working-class backgrounds (9.8 per cent and 4.9 per cent respectively.)
The Social Mobility in the Creative Economy report was carried out by Heather Carey, Dave O’Brien and Olivia Gable as part of a three-year programme led by the Policy and Evidence Centre (PEC) exploring class in the creative industries.
In the report, privilege is defined as people who had at least one parent who worked in a “higher or lower managerial, administrative or professional occupation” when they were 14 years old.
This references the National Statistics Socio-Economic Classification (NS-SEC), which clusters various occupations together into eight groups. The report considers those who belong to groups I or II, which includes doctors, CEOs and lawyers, to be privileged.
One in four creative roles filled by working class people
The report also states that in 2020 just one in four people working in the creative industries sector were from lower socio-economic backgrounds and this has remained largely unchanged since 2014.
This means that the UK’s creative industries would need to employ 250,000 more working-class people to become as socio-economically diverse as the rest of the economy.
“To put this figure in perspective, this deficit is greater in scale than the size of the creative workforce in Scotland, Wales and Northern Ireland combined,” the report states.
As such, the authors of the report have also called on the government and industry to adopt a 10-point plan to establish a socially inclusive creative economy.
Recommendations include prioritising creating fair foundations for success and widening access to higher education, eliminating unpaid internships and accelerating the progression of diverse talent.
A Qatar based media The Peninsula dwelt on how a local institution Qatar Foundation aka QF is stemming the brain drain meaning of earlier times. Qatar representing 0.10% of the total MENA region land area could perhaps be only doing that to the same proportion. Is it still worth it? Another hiccup would be that of the increasingly divested from and diminishing fossil fuels export-related revenues; could these be that helpful at the same rate in the future, be it near or far? In any case, let us see what it is all about.
The image above is for illustration only and is of the Qatar Foundation headquarters in Doha, Qatar.
QF stemming the brain drain
Doha: In the past decades, many of the MENA region’s best Arab scientists, inventors, engineers, designers, and innovators left their home countries for better opportunities in the West.
While the reasons for the “brain drain” in this part of the world have been varied, many of these talented youth cite a lack of support and resources as their reason for leaving. However, the situation is evolving – for the better.
For more than a decade, Qatar has become a confluence for science and innovation in the MENA region. It is home to Qatar Foundation’s (QF) edutainment show Stars of Science, and it hosts Qatar Science & Technology Park (QSTP).
The show falls under QSTP’s umbrella of programmes that support incubation and start-ups, enhancing capacity to further develop the Qatar Foundation Research, Development and Innovation (QF RDI) ecosystem. The area is fast becoming recognised as the epicentre for technological, engineering, and scientific innovation.
This ecosystem supports and nurtures home-grown innovations from some of the region’s brightest young Arab minds with a view to stemming the tide of MENA innovators seeking resources, support, and mentorship elsewhere. It provides inventors with a nurturing environment where they can refine their inventions, gain guidance, confidence, and mentorship, with the aim to retain promising talent. And with numerous alumni creating innovations that are being used globally, the program also helps to showcase Arab talent to the wider world.
While Stars of Science helps shape the region’s future through revealing the potential of innovators, QSTP promotes one of QF’s key objectives; empowering the innovator behind the idea.
Contestants are automatically enrolled into the flagship accelerator programme, XLR8, where they can continue working on their projects with QF’s support. This unique innovation hub assists inventive entrepreneurs with successful startups, helping them bring their creations to the market within the region, but also internationally.
One such innovator is Dr. Nour Majbour, former researcher at Qatar Biomedical Research Institute, part of QF’s Hamad Bin Khalifa University (HBKU), who took her fascination with the human brain and created a laboratory kit designed to diagnose Parkinson’s disease in its early stages through antibodies. After the show, Dr. Majbour went on to further develop her Stars of Science project, named QABY, within Qatar’s supportive technological ecosystem and officially registered it as a trademark with QF.
Another alumnus from the show is veterinarian Dr. Mohammed Doumir from Algeria – his ingenious project addresses the issue of limping in racing camels. Post Stars of Science, Qatar’s unique collaborative ecosystem appealed to Dr. Doumir, and he stayed in the country pushing for technological advancement and promoting innovation. With the support of the QSTP Product Development Fund – which incubated and funded his idea – he opened his own company named Vetosis, and is now the director for veterinary research and innovation at QSTP. He is currently adding new applications to his device for camel training and fitness promotion.
In Stars of Science Season 11, Abdulrahman Saleh Khamis, from Qatar, took inspiration from his Islamic faith to develop Sajdah, the unique Smart Educational Prayer Rug. Targeted at young and newly converted Muslims, the rug teaches the user the correct way to pray — and more.
After Stars of Science, he started his own company, Thakaa Technologies currently incubated at QSTP where he received funding through the QSTP Product Development Fund. He also successfully completed a pre-order crowdfunding campaign on Launchgood, a platform co-founded by another Stars of Science alumnus, Omar Hamid.
These projects serve as prime examples of incredible collaborations with Qatar’s technological ecosystem, and are a testament to successfully promoting Arab innovators. They highlight Qatar’s unique atmosphere of innovation and support, to the benefit of the Arab region – and beyond – transforming ideas into inventions that positively impact local and international communities.
Overall, 22 Saudi Arabian universities are ranked in the list. On average, the country performs particularly well on metrics relating to the share of international staff, international co-authorship and institutional income.
The United Arab Emirates is the only other nation with more than one institution in the top 10; Khalifa University and United Arab Emirates University are sixth and seventh respectively, with both institutions receiving high scores for metrics relating to the research environment.
Qatar has only one representative in the table – the flagship Qatar University – but it claims second place thanks to strong scores across the board.
Meanwhile, Egypt is the most-represented nation, with 31 institutions, led by Zewail City of Science and Technology in 10th place. Five other Egyptian universities feature in the top 20. The country receives a strong average score for citation impact and teaching reputation, the latter of which is based on the first THE survey exclusively dedicated to published academics in the Arab region. Egypt is also home to the most leading large universities in the region; there are 20 ranked institutions with more than 50,000 students and all of the top 10 are in the North African country.
Overall, 125 institutions from 14 countries are ranked in the inaugural Arab University Rankings, with the vast majority (100) being public institutions. A further 30 institutions are listed with “reporter” status, meaning that they provided data but did not meet our eligibility criteria to receive a rank. The top-ranked private university is Saudi Arabia’s Prince Mohammad Bin Fahd University in fourth place.
The ranking is THE’s most comprehensive assessment of higher education in the Arab region to date. Fifty-five of the ranked institutions, including Bahrain and Palestine’s two representatives each, did not feature in the latest World University Rankings due to its stricter eligibility criteria. Iraq is the third most-represented nation in the Arab ranking, with 16 ranked institutions (and a further 15 with reporter status), but only two of these were included in the global table.
The methodology behind the Arab ranking is based on the same framework as the global table, but some adjustments have been made and some new metrics have been included to reflect the features and missions of universities in the Arab region. There are regional measures on reputation and collaboration as well as metrics related to social impact.
Nasser Al-Aqeeli, Saudi Arabia’s deputy minister for research and innovation, said that the country’s strong performance in the ranking was partly driven by recent policies to strengthen research and innovation in universities.
The Ministry of Education has worked with a number of public and private sectors to establish 12 national research and innovation priority areas “to help universities focus their research on what is needed in Saudi Arabia”, Professor Al-Aqeeli said. It has also worked directly with institutions on their own research strategies based on their strengths and what is needed in their local cities and regions.
Meanwhile, last year the ministry initiated a new national funding system for universities. The “institutional fund program” gives a pot of research funding to each university and the university administration manages how this is distributed to its academics, instead of scholars submitting grant proposals to the ministry, to help speed up the process. As a result, Saudi Arabia was ranked first in the Arab world and 14th globally for the number of coronavirus-related research publications, Professor Al-Aqeeli said.
Habib Fardoun, director of the Observatory Center for Academic Standards and Excellence at King Abdulaziz University, said that the institution’s research projects are all done in collaboration with international, regional and national partners to acheive the strongest results, while over the last 10 years the university has worked on improving the quality of its education.
On the Arab ranking more broadly, Dr Fardoun said the methodology is “aligned with the Arab countries’ strategies”, which will enable governments to measure the outputs of their universities and to give institutions more support in shaping and fulfilling these strategies.
Phil Baty, chief knowledge officer at THE, said that universities in the Arab world have achieved “very strong progress” in recent years in the World University Rankings but “the increased presence of Arabic institutions in the global ranking does not do full justice to the rich diversity of the sector, and does not fully reflect the range of activities and missions at the regional level, or the priorities of more regionally focused institutions”.
“So it is very exciting that this new, bespoke ranking for the Arab region allows us to offer a more nuanced, regional context, allowing many more institutions in the region to benchmark themselves against a range of relevant performance indicators and deploy THE’s trusted data to support their missions and their development,” he said.
Countries represented in the Arab University Rankings 2021
Egypt has one of the largest numbers of students enrolled in higher education in the Middle East and North Africa (MENA) region, with a total of around 2.4 million students, according to a new Union for the Mediterranean (UfM) report.
The UFM launched a regional dialogue process on the internationalisation of higher education in the Mediterranean region. It noted that internationalisation is not understood as a goal by itself, but a process aimed at enhancing the quality and standards of education and research.
This dialogue intends to facilitate continuous peer learning among the UfM countries on policies and practices addressing common challenges and priorities, and to foster joint projects and initiatives.
In intent to address regional needs and pave the way for a change of scale in the support mechanisms, the UfM launched a study, conducted by the Mediterranean Universities Union (UNIMED).
The study aims at being an effective tool for policymakers and other stakeholders, and set out to investigate the internationalisation of higher education in 10 countries, namely: Algeria; Egypt; Palestine; Israel; Jordan; Lebanon; Libya; Mauritania; Morocco; and Tunisia.
The study focused especially on resources and opportunities available at the national and regional levels.
The report found that in most cases, internationalisation is identified simply as mobility, while a more comprehensive internationalisation strategy would be highly beneficial for institutions and staff, and may increase attractiveness and participation.
The report also showed that in a year’s average before the pandemic, over 220,000 students moved around the world came from MENA countries, which in turn hosted over 134,000 international students.
“Algeria, Mauritania, Morocco, and Tunisia have a net outflow of student mobility, while Egypt, Lebanon, and Jordan have a net inflow, particularly from the rest of Asia and some African countries,” according to the UFM.
The report also revealed that South and East Mediterranean Countries have been increasingly sending and receiving students to and from the MENA region, alongside Malaysia, Saudi Arabia, India, and China.
Malaysia is one of the most active actors in the Mediterranean area, constantly boosting its cooperation with Arab countries and higher education institutions.
The report showed that academic mobility is overwhelmingly from South to North in the region. The low attractiveness of local higher education systems, including quality and diversity of research, prevents Southern Mediterranean countries from achieving reciprocal mobility.
“The EU’s Erasmus+ programme is generating the largest impact on the internationalisation strategies of higher education institutions,” the report noted, “Meanwhile, in the South-Eastern Mediterranean region, there is a focus on national activities and bilateral cooperation, rather than on a regional approach.”
It added that universities in the MENA region perceive themselves as more teaching-oriented than research-oriented, as the research sector suffers from low budget allocation. All countries in the study spend less than 1% of GDP on Research and Developments (R&D).
The report revealed that obstacles to effective internationalisation include: high fragmentation in the procedures and systems of credit recognition and assessment of qualifications; and difficulties obtaining visas for international mobility. The latter point affects particularly MENA countries to access Europe.
A series of recommendations emerge from the study, both at national and regional level. They were formulated taking in consideration the most relevant existing best practices and initiatives that can be replicated and up-scaled in the region.
They point out proposals regarding information-sharing mechanisms, the improvement of present regional initiatives and programmes, and synergies and complementarities between existing mobility schemes and programmes. This is in addition to appropriate capacity-development mechanisms for Higher Education Institutions.
The report was presented during an online event recently, which introduced the results of the study and launched the preparation of a renewed policy agenda for the region.
Nasser Kamel, Secretary-General of the UfM, stated in the report that, only by investing in the region’s future and youth, will the region be able, as internationalisation practitioners, to guarantee a framework of sustainability and prosperity in the Mediterranean.
Leading scholar says region must place more importance on liberal arts, not just science and engineering, to build better societies by Anna McKie could be an unprecedented way of covering the recurring issue of underdevelopment not through traditional knowledge but by using the art and humanities knowledge. Let us see what is proposed as per the very words of a Professor: ‘certification’ mania hobbles Middle East development.
Professor: ‘certification’ mania hobbles Middle East development
April 8, 2021
Students in the Middle East and North Africa are too often more interested in “acquiring” a degree than developing the understanding that should come with it, a leading scholar has warned.
Safwan Masri, Columbia University’s executive vice-president for global centres and global development, said too many young people were steered into courses focused on science and engineering when critical thinking and intercultural understanding were desperately needed across the region.
Speaking at Times Higher Education’s MENA Universities Summit, Professor Masri said future leaders being trained in institutions across the region were “not fully prepared to lead”, the product of “technocratic societies led by a global technocratic class”.
“Students – and the parents who bankroll them – are often more interested in acquiring professional certification than truly understanding the world and the role of an educated citizen within it,” said Professor Masri.
“Here in MENA, young people fortunate enough to attend university are almost unilaterally steered into STEM training.
“But STEM competency is only half of the equation. We need people who also know how to organise societies, articulate and secure alignment on political ideals, and build robust civil societies that expand rights and freedoms to historically marginalised groups.”
Professor Masri, an expert on the contemporary Arab world and the head of Columbia’s study centre in Amman, Jordan, said the solution had to be a greater embrace of liberal arts education across the region.
He acknowledged that this “won’t be easy” because generations of Arabs “have been indoctrinated with hyper-nationalist propaganda, exclusionary rhetoric and dogmatic religious discourse at the expense of critical thinking and questioning skills”.
“Progress cannot be achieved without deprogramming and reprogramming this mindset, to learn to coexist with different points of view and ways of life,” Professor Masri said.
“Unless liberal arts training is more highly valued in this region, the region’s ambitions will be thwarted. We must achieve balance. We must help students – and the parents who fund many of them – understand the crucial interplay between content [of academic training] and context [understanding of society].”
At the summit, held online in partnership with NYU Abu Dhabi, Professor Masri also argued that at a time of geopolitical turmoil and “historic levels of misunderstanding” between countries and the people within them, knowledge diplomacy led by universities “may be our last and best tool if we are to rebuild a broken world”. He highlighted Columbia’s decision to maintain its global centre in Istanbul even in the face of increasing persecution of academics.
“The solution wasn’t to give in, we contended, but to dig in – to support academics and students, to continue to share knowledge,” Professor Masri said.
But Professor Masri expressed concern about the “weaponisation” of knowledge, highlighting that while Gulf states’ attempts to exercise soft power by funding Middle East studies centres in Western universities ostensibly had “no strings attached”, there were “uncomfortable stories” of researchers at these centres coming under pressure after writing about issues such as human rights and democracy.
A better model of knowledge diplomacy, he argued, was that of the Covid vaccines, which were the result of thousands of researchers crossing the globe over decades, generating the knowledge that informed the vaccines’ designs.
“The Covid vaccine represents decades’ worth, perhaps even centuries’ worth, of university-generated knowledge – distilled down to little more than an ounce of liquid, all concentrated in a single shot,” Professor Masri said.
“This medical and scientific breakthrough will reconnect the people of the world.”
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