BEIRUT (Reuters) – One of the Arab world’s oldest universities faces its worst crisis since its foundation, with huge losses, staff cuts and an uphill battle to stay afloat as Lebanon’s economic meltdown and the coronavirus pandemic hit revenues.
The American University of Beirut has graduated leading figures in medicine, law, science and art as well as political leaders and scholars over the decades including prime ministers.
It has weathered many crises, including Lebanon’s 1975-1990 civil war, when a number of staff including two presidents were killed or abducted and a bomb destroyed one of its main halls.
But Lebanon’s problems now may be the biggest threat yet to the institution founded in 1866 by Protestant missionaries. It ranks among the world’s top 200 universities and its collapse would deprive future generations in Lebanon and the wider region of internationally recognized higher education.
“This is one of the biggest challenges in AUB’s history. The country is crashing catastrophically,” AUB President Fadlo Khuri told Reuters in an interview.
With inflation, unemployment and poverty high, many families have little means to cover food and rent, let alone tens of thousands of dollars in tuition fees.
The heavily indebted state, which defaulted on its foreign currency debt in March, owes AUB’s medical centre – which attracts patients from across the Middle East and Central Asia – more than $150 million in arrears, Khuri said.
Government officials have ruled out a haircut on the bank deposits of non-profit universities such as AUB, but Khuri still fears his institution may take a hit if a state rescue plan puts part of the burden on large depositors and includes colleges.
Along with other universities, his school has lobbied the state and, he said, received assurances from the president and finance minister that any such measures would not impact them.
But he remains worried, with government plans for plugging vast holes in the national finances not yet finalised.
Government officials could not be reached for comment.
“We have all this money they (the state) still owe us for the hospital so it’s very hard to rely on well-intentioned people who may or may not have the ability (to deliver),” he said.
The university and hospital expect real losses of $30 million this year after bleeding revenues. For 2020-2021 alone, it projects a 60% revenue reduction from this year, down to $249 million.
FIGHTING TO SURVIVE
The stark revenue forecasts rely on an “optimistic assumption” that the Lebanese pound will stabilize at 3,000 to the dollar, but Khuri has said they do not take into account a possible haircut imposed on AUB’s bank deposits in Lebanon.
Finance Minister Ghazi Wazni has said there will be a shift to a flexible exchange rate in the “coming period”.Slideshow (3 Images)
Khuri said AUB will have to set its own rate in the meantime, taking into account people who have said they can pay in dollars to help cushion the impact of the pound’s collapse on poorer students.
AUB has already lost donations and scholarships it was expecting before the pandemic. On top of benefit and wage cuts, it is studying options such as closing whole departments and halting spending.
In an email to students and families, Khuri promised to work to protect their livelihoods and to raise money via an emergency fund.
“But there is no question that sacrifices must and will take place at every level,” Khuri wrote. “We must fundamentally change in order to survive … Saving AUB must be our only priority. And save it we will.”
University World News in its GLOBAL Edition of 11 April 2020 by Bernard Hugonnier produced Internationalising higher education for a better world. It is always good to remind that the University offers an education that stimulates, fundamentally through training aspirants to careers with specific skills sets. It does, in fact, prepare these aspirants to make their impact, offering training that encourages, leading to careers with the skills to make profound contributions to society. When the background of this happening is widened to the world, some of the intrinsic benefits are enumerated here.
Internationalisation of higher education (IHE) consists mostly of helping students to study abroad. Only 5% are taking advantage of such mobility, which helps them towards a better professional career. Hence, IHE follows a tendency toward a rather elitist model of excellence.
However, excellence can also be of a social nature (allowing students of all social classes to have access to the best training) as well as of a societal nature (helping students become responsible citizens as they are more aware of their responsibilities in civic and environmental matters). It is difficult to dispute that such approaches are at the same time more equitable and more effective to the benefit of the common good in the world.
First, the historical development of IHE and its consequences must be fully comprehended. Originally, universities around the world had few relationships with each other. Higher education systems were thus independent, with only a few students engaged in study abroad.
As student mobility has increased, universities have naturally developed relationships with each other. Higher education systems have become interdependent, opening up a new era, that of the globalisation of higher education.
Finally, as relations between universities (in both education and research) have developed further, higher education systems have converged into a world model: the globalisation of higher education, which has tended to become transnational. It is essential to fully comprehend the consequences of these developments in order to take the appropriate regulatory measures.
A wider perspective
Going forward, instead of focusing solely on economic objectives, the institutional strategies of both countries and higher education must also take into account wider social and societal objectives. This clearly requires a change of priorities.
Both countries and institutions also need to integrate into their decision-making processes the geopolitical and geo-cultural implications of IHE. That means questioning the dominance of the Western model.
At the same time students who have benefited from international mobility tend to occupy the best positions in society. As a consequence, resentments may build towards both the most developed countries and the students constituting the elite of society in these countries. Steps should hence be taken both by countries and institutions.
If the objectives of social and societal excellence are better implemented, IHE could lead to the constitution of “citizens of the world and for the world”.
Internationalisation and global politics
Answers must also be found to the tensions resulting from the fact that IHE is not a phenomenon that is disconnected from the main problems facing economies and societies: the extension of neoliberal globalisation, the growth of economic and social inequalities, the rise of populism and the emergence of illiberal democracies.
As an avatar of globalisation, IHE offers opportunities and risks at an international level as well as for countries and institutions. For example, at the international level, opportunities for IHE include the improvement of the quality of higher education in the world, the development of a global knowledge society and the global development of international standards in the field of quality assurance and that of intellectual property protection.
The main risks are the globalisation of curricula, an asymmetry in the benefits of IHE in favour of developed countries and a standardisation of ways of thinking.
Countries and institutions should hence take steps to seize opportunities and limit risks.
Finally, measures must be taken to make internationalisation accessible to a much larger number of students in the world.
International higher education has important consequences for students: those who have benefited from mobility acquire an intercultural competence and professional skills which increase their employability and their potential for success. They also benefit from the development of their own personal skills thanks in particular to greater adaptability and autonomy.
Similar results can be achieved without mobility, by making students interact more with students from different countries than their own and by internationalising programmes, curricula and pedagogies.
Obviously less expensive, this so-called ‘internationalisation at home’ is of a more social nature and allows more students to benefit from the effects of internationalisation. Here, more research should be carried out to better understand the effects of this alternative internationalisation and to identify the measures to be taken to make it more effective.
An irreversible phenomenon
International higher education is an irreversible phenomenon. Everything must therefore be done to help it achieve greater social and societal excellence. Measures must be taken by countries and institutions.
In addition, more research is required to achieve a better understanding of the phenomenon, its modes of operation and expansion and all of its consequences. To discern the future of international higher education, several methods can be used, whether they relate to prediction, forecasting or prognosis.
If international higher education as currently carried out could benefit more students, it would only do so to a limited extent and it will not have a big societal impact. Internationalisation should therefore be actively developed at home, which is a less expensive and more effective means of achieving social and societal excellence to the benefit of higher education in the world.
Bernard Hugonnier is maître de conférences at Sciences Po, former joint director of education at the OECD and co-director of the École et République du Collège des Bernardins in France. This paper benefited from comments from Stamenka Uvalic-Trumbic.
Global Trends posted on November 19, 2019, The Dilemma of English-Medium Instruction in International Higher Education written by Philip G. Altbach, Research Professor and Founding Director, and Hans de Wit, Professor and Director at the Center for International Higher Education, Boston College. This article gives us an instead glance at the worldwide debate that is emerging about the role of English and languages in general in higher education. The issue in the MENA region has been de facto settled sometime back, despite resurging questions as to the position of the local language utilisation in the universities. Hence the featured picture above.
WENR would like to congratulate our partners at Boston College’s Center for International Higher Education (CIHE) for its upcoming 100th issue of International Higher Education. Enjoy this advance look into the issue with Philip G. Altbach and Hans de Wit’s article on the increasing global dominance of English-language instruction.
By the mid-twentieth century, English had become the global language of science and scholarship. With the rise of the internet and globalization in the latter years of the century and in the new millennium, this domination has only increased. The top 50 scientific journals are published in English, as are the vast majority of internationally circulated scholarly articles.
The advent of mass student mobility (more than five million students now study outside of their home countries, the majority of whom choose countries where English is spoken) has also increased the attraction of English. An increasingly mobile professoriate, including thousands of postdocs, gravitate to English-speaking universities. In non-English-speaking countries such as Ethiopia, academic programs and even entire universities use English as a language of instruction, or even as the only language of instruction. In Africa, Rwanda moved from French to English as a country and in higher education; and Algeria’s minister of education recently announced a shift from French to English in higher education.
Indeed, most countries now have English-medium universities, branch campuses that use English, or complete graduate programs in English. For example, one can obtain an English-medium Master of Business Administration from more than 30 universities in China. Universities in Russia are offering academic programs in English that target mainly Russian students, who seek such degrees to boost their prospects in local and international job markets. Chinese universities urge their faculty members to publish in prestigious English language journals and offer them handsome financial rewards for doing so—while, at the same time, publishing in Chinese journals yields few benefits. Indeed, the number of journals in English in China is growing exponentially. The same is true in South Africa and other countries. Without question, English will remain the key global scientific language and an important language of instruction for the foreseeable future. Even in these days of nationalism and populism, its role is likely to increase. Countries, institutions, and individuals are seeking to adapt to the impact of global English on academic life worldwide. Yet, at the same time, a worldwide debate is emerging about the role of English and of languages in general in higher education.
Questions Worth Asking
It is worth raising questions concerning the impact of the tide of English. In the broader sense, there is no use in rejecting it; just as globalization is an inexorable force, so is the role of English in higher education.
Language is more than just a means of communication; it is also an aspect of culture. The implications of using English as a key language for higher education in non-English-speaking countries may affect culture and ways of thinking. The French and the Italians, historically protective of their culture, have long resisted the use of English in higher education, but even they have recently yielded. There are now a growing number of English-medium courses in France and Italy, despite intense protests not only by nationalists and advocates of safeguarding their national cultural heritage, but also by academics.
Using English also has implications for research methodology, publication, and academic orientation. This is true for several reasons. The prestigious English-medium journals are edited almost exclusively by academics in English-speaking countries, and these editors rely in large part on reviewers also located in these countries. Even the most internationally minded editors will bring a bias toward the methodologies and academic orientations favored in English-speaking academe, as will most reviewers. Studies show that the journals and articles that are most cited are written in English, disadvantaging academics from non-English-speaking environments in several ways: The academics’ command of the English language will often be imperfect. More important, in general, they will be pressured to conform to the methodological strictures of mainstream English-dominated trends in their disciplines. This may be less consequential in the natural sciences where methodologies may be more universal, but it has considerable salience in the social sciences, where cultural and national realities shape scholarship. And researchers and scholars in all fields may be tempted to orient their research topics toward what will appeal to journal editors and publishers in the dominant English-medium markets.
Another implication, especially for the humanities and social sciences, is that the pressure to publish in English-medium international journals limits opportunities to contribute to the debate in local language media and to contradict fake news. Academics in the Netherlands have argued against this pressure. In International Higher Education No. 88, Winter 2017, Akiyoshi Yonezawa noted that “limited publication in English in these fields is becoming a serious obstacle to the further development of the humanities and social sciences in Japan,” and that “it is unlikely and undesirable that English as an academic language should continue to monopolize fields such as the humanities and social sciences, which are deeply rooted in multilinguistic and multicultural activities and values.”
A consequence of offering English-medium courses and programs in many non-English environments is the poor quality of the instruction offered by many faculty whose command of English may be only rudimentary, or whose ability to teach in the language is limited. This low-quality instruction, often combined with limited English comprehension on the part of many local and non-Anglophone international students, creates an environment where little actual learning is taking place. Additionally, knowledge of and access to current course texts and other materials in English may be limited. In short, offering high-quality programs in English is a complex undertaking that requires a high level of fluency on the part of both faculty and students.
A little-noticed consequence of the rise of global English in universities is the deteriorating status of learning other languages by students in English-speaking countries. Enrollments in “foreign language” courses and programs throughout the English-speaking world have declined, with many students (and faculty) feeling that they can communicate anywhere in the world in English. This trend has also led to declines in courses on world cultures and world civilizations, thus reducing in-depth knowledge of cultures among native English-speaking students. An additional concern is the increasing sophistication of machine translation of academic materials of all kinds, further reducing the perceived need to learn languages other than English.
There is also a consideration about the role of colonial languages in the developing world, particularly in Africa. Local languages are used in public primary and secondary education but, with some exceptions, are not the language of instruction in higher education. The risks of such policies are high and can result in or exacerbate elitism in higher education access, lower quality education and research, lack of alignment with local needs, and the dominance of Western paradigms.
The Debate in the Netherlands
Resistance to the use of English as a language of instruction in the developed world is increasing. In Italy and the Netherlands, academics have gone to court to stop universities from adding more English-taught programs to their course offerings. Arguments vary, from concerns about maintaining the national culture and the quality of education, to claiming that internationalization is a source of revenue that is promoted at the expense of good education for local students. These last two arguments are dominating the current debate in the Netherlands, where there is a general feeling that the spread of English as a language of instruction, with its lack of a strategic approach, has gone too far and become a liability.
The following are among the questions that have been raised:
Why should subject areas such as Dutch literature, history, or law be taught in English?
Are disciplines like psychology taught in English in order to attract international students and compensate for a decline in interest among local students?
Should the substantial contribution that international students make to institutional budgets and to the local and national economy count more than investing in quality education for local students?
Why should local students have to compete with international students for limited student housing?
How does one counteract the declining interest of local students in Dutch language and literature?
The Dutch minister of education, culture, and science along with institutional leaders is caught between the pressure to compete internationally and the imperative of responding to these arguments—as well as those of nationalists in parliament. Finding a compromise is not easy. Other countries, like Denmark and Germany, are having similar debates.
There are no easy solutions to what some are calling “English imperialism.” It is a fundamental reality today that English is the dominant language of science and scholarship, and increasingly of communication, both formal and informal, among students and academics globally. Understanding all the implications of selecting the language of instruction of a program or of an entire institution, including the costs and benefits of that decision, is crucial, and decision makers bear a heavy responsibility.
This article is part of a series on academic freedom where leading academics from around the world write on the state of free speech and inquiry in their region.
Last year I was imprisoned for nearly seven months in the United Arab Emirates (UAE). I was held predominantly in solitary confinement, endured heavy interrogations, with my human rights violated on a daily basis.
During my imprisonment, I was force fed drugs, battled depression and thoughts of self-harm. Later, having endured nearly half a year of isolation and mistreatment, I wrestled with thoughts of suicide.
Eventually, in a trial lacking all due process and disregard for international legal standards, I was handed a life sentence. My crime? Undertaking academic research for my doctoral thesis.
My research examines the evolving national security strategy of the UAE, and my knowledge has evolved from years of professional work and research in the UAE and the wider Middle East and North Africa.
I had no reservations about conducting research in the UAE. And I underwent a rigorous ethical and fieldwork assessment and was sure to follow established protocols before and during my trip.
I complied with the university’s requirement to remove all Emirati research subjects as it was assessed that these nationals would not be safe nor trusted when engaging in security-related academic research. And I was happy to go along with the university and the third-party risk firm employed to assess any other risks for researchers travelling overseas. But unfortunately, as my experience proved, this was simply not enough to protect me or my integrity as an academic.
A vulnerable position
It became clear there was a lack of understanding by the Emirati authorities about what a legitimate academic is, and about how research is carried out. Standard actions needed to complete field research – such as interviewing sources, researching books, articles and maps along with taking notes – were very quickly taken out of context and distorted by the UAE security authorities. I routinely battled to explain how information cited in my thesis was referenced from publicly available academic books and not from “secret intelligence sources” as the interrogators would often claim.
Following my release, I have had the opportunity to reflect upon my experience. I have also been lucky to travel to academic institutions in the UK and US to discuss the ramifications of my experience upon academic research.
When discussing how academic fieldwork actually works, my main observation has been that beyond the academic community, there is a very limited understanding of what academic research actually consists of. As such, there is little understanding of the risks it entails.
This leaves academics engaging in fieldwork research in a particularly vulnerable position. It can even lead to a situation, like in my case, where their integrity and legitimacy as an academic is under question.
Indeed, I believe that this lack of information on academic practice exacerbated my situation. Trying to speak reason to the authorities holding me captive, and to those with the power to intervene diplomatically and politically on my behalf, went nowhere. And baseless accusations cast a shadow of doubt upon the legitimacy of my work.
Safety and security
For researchers and academics at all levels, the problem of misinformation has consequences extending to the very institutions to which they are affiliated. My experience demonstrates how bureaucracy-led universities are not equipping their students and staff with the appropriate skills and competencies needed to undertake their job in today’s world. Ultimately, effective instructions for fieldwork safety and security are lacking. Furthermore, as the technical capabilities of many states improve, there is an increased risk of deployed researchers falling victim to surveillance and unjust prosecution.
Another issue widely under-reported is that while researchers may be somewhat supported by their university, their human subjects are not. This leaves many academics, including myself, questioning whether it’s even possible or ethical to engage in fieldwork in the current age.
Having heard testimony from academics with diverse research backgrounds, it is abundantly clear that my experience was not isolated. Hundreds of scholars around the world are targeted and prosecuted for their research. Yet, while their cases are of great concern within the academic community, they continue to rest dormant in the public eye, the political arena and higher education boards.
If academics and universities are to continue to contribute to the generation of knowledge, then research practice and its risks must be acknowledged and respected. The freedom to research is paramount for knowledge creation. And if it is not protected, we risk being accomplices to those who wish to silence us.
As Yalies continue to push for greater Middle Eastern and North African representation on Yale campus, the student organization advocating for the creation of a MENA Cultural Center held a launch event Thursday.
While there are only four institutionalized cultural centers at Yale, the Middle Eastern and North African Students Association has advocated for MENA to become the fifth cultural center for the past two years. Spearheaded by members of the Arab Students Association and other cultural groups, the association is still in the midst of advocating for full-fledged cultural center status from the University. With support from the Yale College Council, the club plans to proceed in the meantime with programming similar to that of existing cultural centers.
Thursday’s MENA “Welcome Mixer” was intended to connect students and faculty who identify as Middle Eastern, as North African or who are interested in the region. The event was the club’s second official event since becoming a formally registered student organization last semester.
“[Last year], I started thinking about why a MENA house did not exist on campus to act as a [homey] umbrella for various students on campus who did not identify with the existing four institutionalized cultural centers,” MENA Co-Presidents Shady Qubaty ’20 and Yasmin Alamdeen ’21 said in a joint email to the News on Monday. “After all, breaking up the MENA region into an ‘Asian’ identifying region in the [Asian-American Cultural Center] and an ‘African’ identifying region in the [Afro-American] House disregards the social and cultural realities of Middle Eastern and North African identifying persons.”
Approximately 40 people attended the welcome mixer, including undergraduate Yale students, a student from Gateway Community College in New Haven and Jackson Institute World Fellows. They served a wide array of food, including treats from the MENA region such as baklava and grape leaves. The desserts came from Havenly, a startup bakery created by Yale students that employs refugee women in New Haven.
Qubaty and Alamdeen explained that the cultural house project first started to gain attention at the YCC Elections Debate in 2018, where Qubaty introduced the idea of a fifth cultural center to each of the candidates. They added that each candidate then incorporated the initiative into their platform, starting the YCC’s involvement in advocating for the MENA club.
According Qubaty and Alamdeen’s email, three questions related to the MENA club received a “nearly [unanimously]” positive reaction on the 2018-2019 YCC survey, motivating Qutaby and Alamdeen’s team to move forward with the project. Since then, they explained, the club has secured a base room at 305 Crown St., which is also next to the AACC and La Casa Cultural.
Qubaty and Alamdeen also emphasized that the momentum gained since receiving the official endorsement of the YCC signals that a MENA cultural center is “no longer just the demand of [their] association, but one concerning Yale’s official undergraduate student government.”
They added that this “huge step forward” has provided a YCC-based task force that has helped facilitate contact and advocacy on the prospective cultural center’s behalf.
“In addition, we have managed to garner the support of countless faculty members and are now in the process of forming an advisory board for the club consisting of Yale Alumni who are very passionate about this proposal,” the email said. “In that respect, we will have students, faculty and alumni all heading in the same direction.”
YCC President Kahlil Greene ’21 said that while MENA is “still in the process of advocacy that started last year,” the first step in establishing an official cultural center has already been achieved.
According to the email, Qubaty and Alamdeen characterized the process of achieving formal recognition as “very sticky” and one that “involves a lot of bureaucracy that is not just related to funding.”
They noted that the establishment of the other cultural houses took decades and that Yale administration has to be convinced that demand for a new cultural center is “real.” The email also explained that from there, the Administration will have to form a committee devoted to discussing its need and its feasibility “which takes time.”
Still, Qubaty and Alamdeen emphasized that formal recognition is “definitely possible” and that they “will not stop pushing” for a MENA house to be established.
Zakaria Gedi ’22, communications chair for the MENA Students Association, told the News that there is a large group of students who could be served by a MENA house and that this need applies “especially for a first-year who is trying to find their identity and make friends of similar heritage.”
Onur Burcak Belli, a Turkey-based journalist and Jackson Institute World Fellow at Yale, attended Thursday’s event and told the News that she was “really disappointed when [she] learned you don’t have a particular place to represent an area that has a lot to do with U.S. politics.”
She is proud of the students who have pushed for the establishment of the MENA Cultural Center and hopes to send a message that people living in the MENA region “are much more than victims.”
As the MENA Students Association does not currently have their own space, the Welcome Mixer took place on the first floor of the Asian-American Cultural Center.
So vital is education to the future of society, billionaire Jack Ma has just stepped down from Alibaba to focus on it. But does it matter where you go to be educated?
The former teacher, who studied for a BA in English at Hangzhou Normal University, told the World Economic Forum he was rejected from Harvard Business School 10 times, but it didn’t deter him from building a world-beating company.
Asia’s top two universities – Tsinghua (23rd) and Peking (24th) – are both in mainland China. With 81 institutions, China is also the fourth most-represented nation in the list for the fourth year in a row.
The ‘THE’ says: “Overall, China’s universities have improved in the areas of citation impact, share of international staff and share of international co-authorship over the past year, driven by higher levels of funding.”
There are 11 more Iranian universities ranked this year, taking its total up to 40, and new regions whose institutions join the list for the first time this year include Brunei, Cuba, Malta, Montenegro, Puerto Rico and Vietnam.
These are the top five:
1. University of Oxford
Topping the rankings for the fourth year in a row, Oxford prides itself on having an ‘international character’. It’s first overseas student, Emo of Friesland, was enrolled in 1190. Today, 40% of its faculty are from overseas.
Among its famous alumni are 30 modern world leaders, including Bill Clinton, Indira Ghandi and the current British prime minister, Boris Johnson.
2. California Institute of Technology
Despite having an unusual anti-growth model, Caltech has risen three places to take the second spot this year, thanks to an improvement in its score for international staff.
“We try to get better, not bigger,” says its president, Thomas F. Rosenbaum.
Along with MIT, it’s one of just two institutions in the ranking to achieve a score of more than 80 out of 100 in all five areas: teaching, research, citation impact, knowledge transfer and international outlook.
3. University of Cambridge
Like Oxford, Cambridge is a ‘good all-rounder’, but this year it slips from second to third place. It’s called home by more than 18,000 students – including 4,000 international students from more than 120 countries.
It also boasts more than 100 libraries, which hold 15 million books.
4. Stanford University
Stanford has also dropped one place this year, to fourth.
Like the other two US institutions in the top 5, MIT and Caltech, is known for its technology focus.
THE says: “Companies founded by Stanford affiliates and alumni generate more than $2.7 trillion annual revenue – which would be the 10th largest economy in the world.”
Among them are Google, Nike, Netflix, Hewlett-Packard and Instagram.
5. Massachusetts Institute of Technology
MIT rounds off the top five this year. Major scientific discoveries and advances accredited to the university include the development of radar, the first chemical synthesis of penicillin, the discovery of quarks, and the invention of magnetic core memory, which enabled the development of digital computers.
The MENA region according to a UNICEF report, without improved education and meaningful work opportunities will have to face the critical risk of an unprecedented increase of 5 million out-of-school children, and over a 10 per cent rise in youth unemployment by 2030. Xinhua came up with the following article edited by Mu Xuequan.
UNITED NATIONS, Aug. 8 (Xinhua) — Without improved education and meaningful work opportunities in the Middle East and North Africa (MENA), the region faces a critical risk of an unprecedented increase of 5 million out-of-school children by 2030, according to a United Nations Children’s Fund (UNICEF) report: MENA Generation 2030, which was published Thursday.
MENA Generation 2030 is the first report to make a direct link between investment in children, economic growth and social development.
The report warns that over a 10 per cent rise in youth unemployment by 2030 is expected, if the situation remains unchanged.
According to the report, the region has the highest youth unemployment rates in the world; nearly 15 million children are out of school due to a combination of poverty, discrimination, poor quality learning, violence in schools and armed conflict.
“We are at a serious risk of not meeting the Sustainable Development Goals in the MENA region with devastating consequences on children and young people,” said Geert Cappelaere, UNICEF Regional Director for the Middle East and North Africa.
“The only way out is through the implementation and budgeting of policies for children, ending violence and armed conflict, having a politically and socially stable environment, and promoting gender equality,” Cappelaere added.
The report urges governments to increase financing for early childhood development, improve basic education and simultaneously nurture the skills needed to match the rapidly changing economy.
Dr. Sohair Wastawy, Executive Director of Qatar National Library, has more than 40 years of international library and university management experience in the Middle East and the US, and has practiced and taught librarianship in Egypt, Saudi Arabia, and the US.
Prior to her new role, Dr. Wastawy worked as Dean of Libraries at Florida Institute of Technology. She held the position of Dean of University Libraries at Illinois State University, and was the first Chief Librarian for the new Bibliotheca Alexandrina in Egypt. Dr. Wastawy also served as Dean at Illinois Institute of Technology in Chicago.
As well as her work in library management, Dr. Wastawy has worked as a consultant to many not-for-profit organizations, corporations, and accreditation commissions, and has been the recipient of international awards, including a Peace Fellowship and a Fulbright Scholarship.
Dr. Wastawy began her library career at Cairo University Library, Egypt, and taught librarianship in the first women’s library program in Saudi Arabia. She holds a Doctor of Arts in Library and Information Management from Simmons College, Boston, MA; and a Masters in Library and Information Science from The Catholic University of America, Washington, DC.
Having an extensive international library experience in the US and the Middle East, we would like to know more about you, since the beginning of your distinguished career till now?And how did you come to leave Egypt and become an American citizen?
I hadn’t originally planned to study library science, and I later discovered that many who joined the profession had stumbled on it from different backgrounds.
Earlier, I majored in comparative linguistics, and I began with a BA degree in Semitic languages (Hebrew and Aramaic) from Cairo University then pursued an MA degree in African languages followed by a PhD in comparative linguistics at Cairo University. Before I could complete my PhD, however, my advisor Dr. Mourad Kamel, unfortunately, passed away. Because I was dealing with 6 languages as part of my thesis, it was difficult to work with any other advisor. At that time, I was working at the university library as a temporary job until I finished my PhD. Once I knew I wasn’t going to finish, I decided to stay on as a librarian and take up librarianship as a profession. However, I didn’t want to go into a profession without formally studying it.
After the Camp David Accords in 1978, the US was offering peace fellowships to a few Israeli and Egyptian students to pursue postgraduate studies in the US. I learned about this by walking past the AMIDEAST building in Cairo where I spot a big sign that read “Scholarships in the US”, so, I applied. Then, I didn’t know that in the US, unlike in Egypt, you could pursue a post graduate degree in a field other than your major. Knowing that I could choose any field of study, I shifted my career to library and information sciences.
After I completed my master degree, I was accepted in the second top program in the US: a private women school called Simmons College in Boston, Massachusetts, where I completed my PhD studies in 1987. After my PhD, I came back to Egypt and stayed for eight months, during which I met my then-husband. I eventually moved back to the US with him I started my career in the US as a part-time research librarian at Illinois Institute of Technology in Chicago and I have been practicing librarianship since then.
As a woman pursing her career and a working mother, what are/were the major obstacles and challenges that you had to face in your life and career?
Since 1988, my job has always been about building and managing libraries. I managed the Illinois Institute of Technology (IIT) main library with its 5 branches for 14 years, before I was appointed as chief librarian at the Library of Alexandria in Egypt, which also required building the library sector services and collections. After my tenure in Alexandria, I held the position of dean of university libraries at Illinois State University followed by similar position at Florida Institute of Technology.
Being a working mother is a difficult task; juggling between family and work is often relentless. It is also a delicate balancing act, especially when you are away from family and friends. I didn’t have the kind of support system that comes with living in your home country. You have to be extremely organized and very judicious with your time. In general, the responsibility of being a manager is challenging as you often don’t operate with fixed hours. It is all about getting the job done. If the job takes 10 hours or 15 hours, you owe that much time. Creating a balance between family and work requires super organizational skills. You have to organize activities for the kids and you have to share tasks with your partner.
Did you find any cultural gaps between women’s role in society in the Middle East and the US?
Gender discrimination exists in most societies. The US has given me opportunities and leadership skills, and I was for the most part, treated equally and was selected on the basis of merit. When I got my first position as a dean, I was 37 years old. I was also the first female dean IIT since it was established in 1890. I was a woman with an accent; different in completion and background which made some people regard me with suspicion. When I attended a meeting with a number of male deans, my proposed ideas fell on deaf ears. When the other male deans reiterated what I said, their ideas were met with “Oh, wow! That is quite wonderful”. I took issue with this and long before equal pay became a big thing in the US, I told my president that I was no less intelligent than these men, and I demanded to be paid as much as the other deans.
I must say that in Egypt, women have assumed leadership positions in governmental and national institutions, but we still have not seen many women judges or some other high-ranking professions. We still have quite a journey ahead of us.
Being an effective manager who has a broad repertoire of management styles, can you tell us more about the styles you used throughout your career with your employees all over the world? And how did you develop them?
There is no single management style that fits all. It is situational. You maintain certain values for equality, fairness, objectivity, and professionalism. You honor these core values, but remain flexible in how you execute them. In general, management techniques are not magic mantras but simply tools to be reached for at the right times.Some situations require the leader to hover closely; others require long, loose lines.
To be a manager does not merely entail giving orders. Being a leader is about understanding that strategy equals execution and that all the great ideas and visions in the world are worthless if they can’t be implemented in an efficient manner at the right time. As a leader, you delegate and empower others, but you also pay attention to details, every day, never above operational details. In a service profession like librarianship, loyalty to the ethos of the profession of equality and democracy are crucial. On the personal level, you must have a high-energy drive, a balanced ego, and the drive to get things done.
5- As a working mother, how did you raise your son? Has he understood the role you played in the cultural arena? How has that affected his perspective on life?
The year my son was born, I was made dean for the first time. Meaning that my son has always seen me throughout his life in leadership roles. He has always been very proud of what I have achieved. He used to brag about me when he was little, telling his friends that I was the president of the university.
Because Kariem has always seen me in leadership positions, this has had both a positive and some unhelpful effect on him. As proud as he was, my son often thought that he has to do everything perfectly in order to get my approval.
Being an immigrant in the US, you are always judged. I didn’t want my son to acquire this trait: judging people or situations prematurely. I tried to instill in him empathy toward people, and I taught him to treat people equally and with respect. Kariem grew up in a post-9/11 America, which was a very hard time for all Arabs. He was bullied by kids at school who told him that all Arabs were terrorists. This was alienating to a child who cannot defend himself, had neither the vocabulary nor the understanding to be able to say that this wasn’t our fault or that these terrorists were different people.
The atmosphere was very difficult and Arab children, like my son, had to struggle through all that because of the name-calling. Some kids told him to go back home, and Kariem used to tell them that this was his home. I tried to help him understand that these children knew little, and to teach him empathy during this time of ignorance. I also taught him not to be defensive and help educate others. Those were some of the values I tried to instill in my son. I am proud to say that he has an amazing sense of empathy, kind, open and have friends of all backgrounds and religions.
Reflecting on how your parents raised you, what ideologies do you wish to instill in girls in Egypt to become future leaders in society?
Though my father was born in 1917, he was such a liberal man in his way of thinking. He supported me all the way, and I was the first girl in the family to study abroad. That was not very common then. For a man from a different era, I think it was all a matter of trust, which he tried to foster between him and his 5 children. He always wanted us to believe in what we did. He had such work ethics and was a real patriot. He wanted us to succeed not only for our own sake but also because we owed it to our country.
We were 4 girls and 1 boy, and he urged us to choose whatever we wanted to do with our lives. Two of my sisters are doctors, one is a pharmacist, and my brother is an engineer. His advice was to always be the best at whatever you choose.
Both my parents were teachers who believed in girls’ education and independence. They were like any good parents who give their children wings to fly. That’s why each and every one of us led the life they wanted without being hindered by any limitations. Those are values that I wish all parents instill in girls in Egypt. If they do not acquire them at a young age, they will become more difficult to acquire as adults.
Having contributed to promoting an excellent image of inspiring remarkable Egyptian women and change makers, what advices do you wish to pass on to women of Egypt all over the world?
To believe in what they do, have a purpose in life, and to try to make a difference. It doesn’t matter if it is going to be gardening, teaching, a factory worker, a doctor, or engineer. Just try to make a difference. Being a stay home mom, in my opinion, is a tough job. Raising future leaders and good citizens is not for the faint of hearts. Women, who have the ability to give, can volunteer at any institution and receive a sense of accomplishment for being able to give something back to their community—either their time or energy.
Your self-worth and self-esteem rise when you contribute to the welfare of others. It is not about making money or attaining a high position; it is about what you want to be remembered with. No matter what profession you belong to, what is really important is to ask yourself these questions: how can I make any difference in my brief time on earth? If you find answer to such a question, then you will be able to find your path.
What are your future plans on both the professional and personal levels?
On the personal level, I am very much looking forward to retirement. I want to pursue hobbies that didn’t have time for when younger. I like to write, and I have been writing a collection of short stories for over 25 years now that I would like to finish. I would also like to take digital photography, gardening, creative writing and ballroom dancing classes. I also plan to volunteer with Doctors Without Borders and other humanitarian organizations that help in the relief of human suffering.
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The Middle East’s top engineering schools have been revealed.
The significance of young engineers in the oft-traditional construction industry is well known around the world, as well as in the Middle East. But which colleges and universities will produce the engineers needed to build the tourist attractions, solar parks, and transport infrastructure projects – among various others schemes – that are needed support the economic diversification plans under way in the GCC and the wider Middle East?
The UAE Ministry of Education’s Majors in Demand Study 2018, published in January 2019, revealed those who studied civil engineering were the most likely to be snapped up when entering the job market in the UAE. Read the study on the education ministry’s website here.
For young professionals seeking exciting and rewarding careers, the good news is that there is plenty of choice when it comes to studying engineering in the region. From Saudi Arabia and the UAE to Lebanon, Jordan, and Egypt, every Middle Eastern country has engineering institutions to be proud of. The UAE is also the home of various international universities from Australia and the UK, which have established regional centres in the Emirates.
In the following list, Construction Week takes a look at 25 of the best universities in the Middle East offering engineering qualifications.
The Middle East’s 25 best universities to study engineering are:
The University of South Wales
American University of Science and Technology
Kafr El Sheikh University
Holy Spirit University of Kaslik
German Jordanian University
La Sagesse University
Tafila Technical University
Westford University College
Heriot Watt University Dubai Campus
Al Ain University of Science and Technology
American University in Dubai
University of Wollongong Dubai
Jordan University of Science and Technology
Misr University of Science and Technology
Lebanese International University
King Abdulaziz University Saudi Arabia
Higher College of Technology Oman
Imam Abdulrahman bin Faisal University
Sharjah Women’s College
Abu Dhabi Vocational Education and Training Institute
American University of Sharjah
Please note that this article is not a ranking and has been published in random order.
The University of South Wales in Dubai
The University of South Wales (USW) is the first international campus to be launched by USW. Based in Dubai South’s business district alongside Al Maktoum International Airport, the campus is ideally placed to prepare students for entry into employment.
Home to its aircraft maintenance engineering degrees, students can look forward to a learning experience that combines academic study with practical training using impressive facilities.
To help meet the skills demand in the aerospace sector, the university works in partnership with organisations to offer staff development opportunities through prior experiential learning. Employees can top-up to a recognised qualification by having some of their prior learning accredited; some of the training and development that staff have already undertaken can normally be taken into account by the university and, in many cases, count towards completion of a degree – a cost-efficient way to gain a higher education qualification.
WASHINGTON D.C., United States of America, March 27, 2019 / APO Group/ —
The Centers of Excellence will align with the current needs of Egypt’s commercial, academic, and public sectors by solving local problems
Today, U.S. Agency for International Development (USAID) Administrator Mark Green announced a $90 million investment in three leading universities in Egypt, which will form partnerships with American universities to create Centers of Excellence in energy, water, and agriculture.
The three Centers of Excellence will establish linkages between Egyptian universities and leading counterparts in the United States, help forge relationships between Egyptian and American researchers and experts, and drive research and innovation in sectors that are key to Egypt’s future economic growth. The three partnerships will be the following:
The Massachusetts Institute of Technology will partner with Ain Shams University to establish a Center of Excellence in Energy;
Cornell University in New York will partner with Cairo University to create a Center of Excellence in Agriculture; and
The American University in Cairo will partner with Alexandria University to develop a Center of Excellence in Water.
Through the establishment of the Centers of Excellence, USAID and the Egyptian Ministry of Higher Education and Scientific Research, will increase the capacity of Egypt’s higher-education institutions and create linkages between research and the public and private sectors in the areas of agriculture, water, and energy. Each Center of Excellence will use applied research to drive innovation and competitiveness in the public and private sectors, strengthen Egyptian Government policy to stimulate economic growth, and contribute solutions to Egypt’s development challenges. The three Centers of Excellence are a part of the investment by the American people in Egypt’s human and economic development.
The Centers of Excellence will align with the current needs of Egypt’s commercial, academic, and public sectors by solving local problems, driving innovation, and leading to lower unemployment and improved performance in the private and public sector.
The main activities of the partnership will include the following:
Creating lasting partnerships between Egyptian public universities and U.S. universities;
Updating university curricula and teaching methods to align Egyptian university education with the needs of local industry; and
Establishing undergraduate-and graduate-level scholarships for students with high financial need; and
Implement exchange programs to foster cross-border learning.
Since 1978, the American people have invested $30 billion to further Egypt’s human and economic development based on our shared ideals and interests.
Distributed by APO Group on behalf of Africa Regional Media Hub.
March 12, 2019, we celebrate the 30th anniversary of the
“World Wide Web”, Tim Berners-Lee’s ground-breaking invention.
In just thirty years, this flagship
application of the Internet has forever changed our lives, our habits, our way
of thinking and seeing the world. Yet, this anniversary leaves a bittersweet
taste in our mouth: the initial decentralized and open version of the Web,
which was meant to allow users to connect with each other, has gradually
evolved to a very different version, centralized in the hands of giants who
capture our data and impose their standards.
We have poured our work, our hearts and a lot
of our lives out on the internet. For better or for worse. Beyond business uses
for Big Tech, our data has become an incredible resource for malicious actors,
who use this windfall to hack, steal and threaten. Citizens, small and large
companies, governments: online predators spare no one. This initial mine of
information and knowledge has provided fertile ground for dangerous abuse: hate
speech, cyber-bullying, manipulation of information or apology for terrorism –
all of them amplified, relayed and disseminated across borders.
control: between Scylla and Charybdis
Faced with these excesses, some countries
have decided to regain control over the Web and the Internet in general: by
filtering information and communications, controlling the flow of data, using
digital instruments for the sake of sovereignty and security. The outcome of
this approach is widespread censorship and surveillance. A major threat to our
values and our vision of society, this project of “cyber-sovereignty” is also
the antithesis of the initial purpose of the Web, which was built in a spirit
of openness and emancipation. Imposing cyber-borders and permanent supervision
would be fatal to the Web.
To avoid such an outcome, many democracies have
favored laissez-faire and minimal intervention, preserving the virtuous
circle of profit and innovation. Negative externalities remain, with
self-regulation as the only barrier. But laissez-faire is no longer the
best option to foster innovation: data is monopolized by giants that have
become systemic, users’ freedom of choice is limited by vertical integration
and lack of interoperability. Ineffective competition threatens our economies’
ability to innovate.
In addition, laissez-faire means being
vulnerable to those who have chosen a more interventionist or hostile stance.
This question is particularly acute today for infrastructures: should we
continue to remain agnostic, open and to choose a solution only based on its
economic competitiveness? Or should we affirm the need to preserve our
technological sovereignty and our security?
a third way
To avoid these pitfalls, France, Europe and
all democratic countries must take control of their digital future. This age of
digital maturity involves both smart digital regulation and enhanced
Holding large actors accountable is a
legitimate and necessary first step: “with great power comes great
Platforms that relay and amplify the audience
of dangerous content must assume a stronger role in information and prevention.
The same goes for e-commerce, when consumers’ health and safety is undermined
by dangerous or counterfeit products, made available to them with one click. We
should apply the same focus on systemic players in the field of competition:
vertical integration should not hinder users’ choice of goods, services or
But for our action to be effective and leave
room for innovation, we must design a “smart regulation”. Of course, our goal
is not to impose on all digital actors an indiscriminate and disproportionate
Rather, “smart regulation” relies on
transparency, auditability and accountability of the largest players, in the
framework of a close dialogue with public authorities. With this is mind,
France has launched a six-month experiment with Facebook on
the subject of hate content, the results of which will contribute to current
and upcoming legislative work on this topic.
In the meantime, in order to maintain our
influence and promote this vision, we will need to strengthen our technological
sovereignty. In Europe, this sovereignty is already undermined by the prevalence
of American and Asian actors. As our economies and societies become
increasingly connected, the question becomes more urgent.
Investments in the most strategic disruptive
technologies, construction of an innovative normative framework for the sharing
of data of general interest: we have leverage to encourage the emergence of
reliable and effective solutions. But we will not be able to avoid protective
measures when the security of our infrastructure is likely to be endangered.
To build this sustainable digital future
together, I invite my G7 counterparts to join me in Paris on May 16th.
On the agenda, three priorities: the fight against online hate, a human-centric
artificial intelligence, and ensuring trust in our digital economy, with the
specific topics of 5G and data sharing.
Our goal? To take responsibility. Gone are
the days when we could afford to wait and see.
Our leverage? If we join our wills and
forces, our values can prevail.
have the responsibility to design a World Wide Web of Trust. It is still within
our reach, but the time has come to act.
This article is written in collaboration with Visual Capitalist by Jeff Desjardins, Founder and editor of Visual Capitalist, dated July 30, 2018, and posted on the World Economic Forum. It is about all those university degrees that command high salaries whether at start or mid-career of professional life, but only in the USA. It would undoubtedly be of interest if the same kind of study were to cover the MENA region Universities.
Graduating students enter the Paladin stadium before U.S. President George W. Bush watches them during the commencement ceremony at Furman University in Greenville, South Carolina May 31, 2008. REUTERS/Larry Downing (UNITED STATES)
If you’re a college graduate, you likely went to school to pursue an important passion of yours.
But as we all know, what we major in has consequences that extend far beyond the foundation of knowledge we build in our early years. Any program we choose to enroll in also sets up a track to meet future friends, career opportunities, and connections.
Even further, the college degree you choose will partially dictate your future earning potential – especially in the first decade after school. If jobs in your field are in high demand, it can even set you up for long-term financial success, enabling you to pay off costly student loans and build up savings potential.
Image: Visual Capitalist
Today’s chart comes to us from Reddit user /u/SportsAnalyticsGuy, and it’s based on PayScale’s year-long survey of 1.2 million users that graduated only with a bachelor degree in the United States. You can access the full set of data here.
The data covers two different salary categories:
Starting median salary: The median of what people were earning after they graduated with their degree.
Mid-career Percentiles: Salary data from 10 years after graduation, sorted by percentile (10th, 25th, Median, 75th, and 90th)
In other words, the starting median salary represents what people started making after they graduated, and the rest of the chart depicts the range that people were making 10 years after they got their degree. Lower earners (10th percentile) are the lower bound, and higher earners (90th) are the upper bound.
College degrees, by salary
What college majors win out?
Here’s all 50 majors from the data set, sorted by mid-career median salary (10 years in):
Image: Visual Capitalist
Image: Visual Capitalist
Image: Visual Capitalist
Based on this data, there are a few interesting things to point out.
The top earning specialization out of college is for Physician Assistants, with a median starting salary of $74,300. The downside of this degree is that earning potential levels out quickly, only showing a 23.4% increase in earning power 10 years in.
In contrast, the biggest increases in earning power go to Math, Philosophy, Economics, Marketing, Physics, Political Science, and International Relations majors. All these degrees see a 90% or higher increase from median starting salary to median mid-career salary.
In absolute terms, the majors that saw the highest median mid-career salaries were all along the engineering spectrum: chemical engineering, computer engineering, electrical engineering, and aerospace engineering all came in above $100,000. They also generally had very high starting salaries.
As a final note, it’s important to recognize that this data does not necessarily correlate to today’s degrees or job market. The data set is based on people that graduated at least a decade ago – and therefore, it does not necessarily represent what grads may experience as they are starting their careers today.
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