Qatar Foundation is a non-profit organization made up of more than 50 entities working in education, research, and community development. It is a state-led organization in Qatar, founded in 1995 by then emirHamad bin Khalifa Al Thani and his second wife Moza bint Nasser. Qatar Foundation (QF), chaired by Moza bint Nasser, has spearheaded Qatar’s endeavours to establish itself as a leader in education, science, and cultural development on both a regional and global scale. It is within these prerogatives that Qatar Foundation and Rolls-Royce sign strategic partnership.
Rolls-Royce and Qatar Foundation will enter into a long-term partnership to create a global centre for climate technology innovation.
As partners, Rolls-Royce and Qatar Foundation will develop two world-class campuses dedicated to launching, investing in and growing businesses that can accelerate the global energy transition.
The centre will help entrepreneurs create and grow new climate technology businesses, aided by academic leadership, funds for R&D and early-stage venture capital investment. Businesses will be able to use infrastructure on the campuses to test, prove and scale their technologies, enabling them to have a rapid impact. This integrated approach is a global first in climate technology.
Qatar Foundation and Rolls-Royce are ambitious in their vision for the centre and for the scale of investment and technological change it will create. To address the challenge of climate change, the world needs tangible, technology-driven businesses at a scale that matters. This centre is intended to create and scale-up businesses worth multi-billions of pounds.
Rolls-Royce and Qatar Foundation will work in partnership to build the campuses, generating up to 1,000 jobs in the centres, and at least 10,000 within the related start-up companies and broader ecosystem by 2040. A substantial investment pool will be created for venture funding at the scale needed to create global climate tech businesses with real impact and in anticipation that third-party investors will co-invest, with a target to grow up to 5 unicorns by 2030, and up to 20 by 2040, driving significant economic value for investment partners. (A “unicorn” is a privately held start-up company valued at over $1 billion).
This partnership will position Qatar among the top 5 countries globally investing in clean energy RD&D (in terms of spend per GDP) and as a pioneer within Small Advanced Economies. It is also in line with Qatar’s vision to further promote the state’s economic diversification, including legislative and commercial incentives to develop projects that preserve the environment and counter climate change.
Qatar Foundation will serve as the operating partner for Qatar, working with Rolls-Royce to establish and operate the innovation campuses by drawing on its expertise and experience in large-scale research and education collaborations. The project is forecast to generate as many as 1,300 new high-value jobs in Qatar by 2040, as well as new investment opportunities for Qatari businesses and investors via dedicated funding vehicles.
This global centre will ensure innovation has a clear and practical route to market, whilst bringing together the key stakeholders and capabilities to create a fundamentally innovative way of developing climate tech businesses. The network will launch virtually in 2022, with campuses launching as early as 2023.
Warren East, Chief Executive, Rolls-Royce, said: “Rolls-Royce has pioneered power since its inception and we are already playing a key role in accelerating the energy transition in some of the hardest sectors to decarbonise. For us, the transition to net zero is both a societal imperative and an excellent commercial opportunity. This partnership with Qatar Foundation will enable us to accelerate progress in clean energy, including by allowing us to fully take advantage of nascent technologies that could have a significant impact on tackling climate change.”
Her Excellency Sheikha Hind bint Hamad Al Thani, vice chairperson and CEO of Qatar Foundation, said: “Today’s most pressing problems: climate change, soil restoration, water resources, animal welfare and human health are all inextricably linked. We stand ready to work together with our partners Rolls-Royce in developing innovative solutions and clean energy technologies. The expansion of Education City’s research ecosystem will inevitably further Qatar Foundation’s mission to pave the way to a better future.”
UK Prime Minister Boris Johnson said: “This partnership fuses the outstanding British engineering of Rolls-Royce with the vision of the Qatar Foundation, confirming the UK’s position as a science superpower and hub for investment. This will not only strengthen ties between our two countries but will help facilitate the climate-tech innovations we need to tackle climate change headfirst, delivering green jobs and green growth.”
The MENA region enjoys less academic freedom and it was copiously reported here and there. The countries students’ limitations in academic research study fields ranging from architecture to filmmaking were known for some time. The comparatively limitless European and American universities atmospheres were as always unattainable in terms of openings or ease of integration. Al Fanar Media produced this article by Burton Bollag to confirm that the MENA region enjoys less academic freedom, highlighting the centrally related and common freedom of speech and thoughts problematics.
Arab Region Scores Lowest in the World for Academic Freedom
16 Mar 2021
Scholars and students in the Arab region enjoy less academic freedom than their counterparts elsewhere in the world, the second annual Academic Freedom Index 2020 found.
“If you compare world regions, the MENA region scores worse than others,” said Ilyas Saliba, a researcher at the Global Public Policy Institute, in Berlin, and one of the report’s authors.
He was speaking at a virtual news conference to launch the report on March 11.
“There are a few bright spots, like Tunisia,” he said. A guarantee of academic freedom was included in the country’s rewritten 2014 constitution, making Tunisia the only Arab country to enshrine that right in its basic law.
But overall, the situation in the Arab region is deeply troubling.
The index assesses academic freedom in 175 countries and territories worldwide, placing each in a category going from A, indicating complete freedom of research and teaching, to E, indicating the least academic freedom.
High Marks for Tunisia
Tunisia is the only Arab country in Category A. Category B, indicating a few restrictions, includes Lebanon, the West Bank and the Comoros. Category C, indicating moderate restrictions, includes Kuwait, Libya, Gaza, Morocco, Somalia and Sudan.
The majority of the Arab countries are in Category D or E, indicating severe or complete restrictions, and university teachers and students in those countries face expulsion, jail, or worse if they carry out unwelcome research or express views unpopular with the authorities.
This is the second yearly installment of the Academic Freedom Index. The project was jointly developed by researchers from Friedrich-Alexander-Universität Erlangen-Nürnberg in Germany, the V-Dem Institute at the University of Gothenburg in Sweden, and the Global Public Policy Institute in Berlin, working in close cooperation with the Scholars at Risk Network, based at New York University.
“In the longer term we could still see a more drastic impact. For example: self-censorship in digital teaching.”
Katrin Kinzelbach A professor at Germany’s Friedrich-Alexander-Universität Erlangen-Nürnberg and one of the report’s authors
The index is compiled from five indicators: (1) freedom to research and teach, (2) freedom of academic exchange and dissemination, (3) institutional autonomy, (4) campus integrity, and (5) freedom of academic and cultural expression. The indicators are assessed by some 2,000 experts, typically academics in the countries being evaluated.
The index can be explored with a powerful graphing visualization tool that can show academic freedom trends over time within a single country or a region.
Particularly sharp deterioration in academic freedom has taken place in Egypt, especially after Abdel Fattah al-Sisi seized power in 2013, and in Turkey after the failed 2016 coup.
Many campuses have been closed during the past year due to the coronavirus pandemic. The impact on academic freedom appears less than was feared, the report’s authors say, but the potential for surveillance of online education is troubling.
“In the longer term we could still see a more drastic impact,” said Katrin Kinzelbach, a professor at Friedrich-Alexander-Universität Erlangen-Nürnberg and one of the report’s authors. “For example: self-censorship in digital teaching.”
Globally, the index finds that from 2019 to 2020, the countries that experienced the largest declines in academic freedom were Belarus, Hong Kong, Sri Lanka and Zambia.
Countries experiencing the largest decline in academic freedom over the past five years were: Brazil, Colombia, Hong Kong, Nicaragua, Turkey and Zambia.
Countries that experienced the largest improvement in academic freedom over the past five years were: Gambia, Kazakhstan, the Maldives, North Macedonia and Sudan.
Universities in the oil-rich Gulf states “are modern and engage in international partnerships. But it is in the context of particularly brutal repression of any forms of dissent,” both on and off campuses.
Laurie A. Brand A professor at the University of Southern California
Still, said report co-author Kinzelbach, “overall we found that only about 20 percent of the world’s population lives in countries where academic freedom is well protected.”
Does a lack of academic freedom really matter? The report argues that it does. “Academic freedom is essential to top-quality teaching and research, which are themselves essential to national competitiveness in a global knowledge economy.”
Which is why the report’s authors argue that the index’s country scores should be used to improve established university rankings. “At present,” the report says, “leading rankings narrowly define academic excellence and reputation as a function of outputs. … They thereby mislead key stakeholders and make it possible for repressive state and higher education authorities to restrict academic freedom without incurring a reputational loss.”
A lack of academic freedom is often associated with countries in conflict, such as Syria, which has one of the lowest ratings in the index. Yet the index presents some surprises. Libya, for example, which is mired in a civil war between two competing governments, ranks in the C, or middle, category.
At the same time, Bahrain, Saudi Arabia and the United Arab Emirates, three affluent and rapidly modernizing Gulf states, are in Category E, the lowest level.
“It’s paradoxical,” comments Laurie A. Brand, a professor at the University of Southern California and chair of the Middle East Studies Association’s Committee on Academic Freedom. Universities in those oil-rich Gulf states “are modern and engage in international partnerships. But it is in the context of particularly brutal repression of any forms of dissent,” both on and off campuses.
Arab women outnumber men in pursuing university degrees, but since it seems there is still a lot to do, this initiative is more than welcome. It is the New U.S.- Middle East Partnership Initiative in Lebanon that could help to redress the worldwide exclusion of women from participation in peace negotiations and related political processes in particular in the Levant region of the MENA.
To this end, a sizable grant from The U.S.- Middle East Partnership Initiative will cover a full semester for up to 900 students per an article of Zawya of July 8, 2020, elaborates on how Students to profit from new U.S.-Middle East partnership initiative tomorrow’s leaders’ program.
The U.S.-Middle East Partnership Initiative (MEPI) has awarded LAU MEPI-Tomorrow’s Leaders (LAU MEPI-TL) a grant of $10 million for a new Tomorrow’s Leaders Gender Scholars (TLS) Program to strengthen undergraduate student awareness, preparedness, and skills in gender education and activism. For the last 12 years, MEPI has been providing scholarships to promising students from across the MENA region to study at either the Lebanese American University or the American University of Beirut.
The grant aims to redress the worldwide exclusion of women from participation in peace negotiations and related political processes because of discriminatory laws, social stereotypes, institutional obstacles, and in particular, to promote inclusiveness at a time when women’s active involvement is pivotal during the current crises across the MENA region.
By supporting pedagogic interventions in higher education and endorsing the delivery of gender studies courses to increase the awareness of university students on gender disparities, MEPI’s objective is to build a culture of inclusiveness and foster an environment for women’s success in the workforce, leadership positions, and policymaking arenas.
This substantial grant covers up to two academic years starting in the Fall 2020 and it targets students who have demonstrated strong academic performance and a need for support towards their tuition fees.
Up to 900 students will benefit from full tuition for at least one semester provided they enroll in and complete a gender course, as well as engage in a relevant conference where they present their subject-related papers, and publish on their scholarly achievements in academic journals such as LAU’s own Arab Institute for Women’s flagship journal Al-Raida. To this end, the School of Arts and Sciences at LAU has designed a bespoke program, a Gender Series of courses, that consists of multidisciplinary sets of problems relating to national, regional and global issues around Gender and its manifestations in the social, economic, political and cultural lives.
The grant is extended to students from the School of Arts & Sciences, Adnan Kassar School of Business, the School of Engineering and the Alice Ramez Chagoury School of Nursing.
“We are proud of our affiliation with world-renowned academic institutions like LAU,” said US Ambassador Dorothy C. Shea. “You are recognized around the globe for the top-tier education you provide. That is a source of pride to the Lebanese people, and to us at the US Embassy. We are your partner, and we welcome this opportunity to strengthen our partnership and, fundamentally, to help Lebanese students.”
Thanking Ambassador Shea and the American people LAU President Joseph G. Jabbra said: “Your continued generosity and support of students in the Arab world gives them hope to attain their aspirations to improve their lives, and the lives of their loved ones and their community. The belief that education is the only answer to the ills that afflict society in Lebanon and the Arab world remains at the heart of our mission.”
The news comes at a crucial time as the university and the country wrestle with the growing needs of families in dire financial distress, as a result of the deepening economic crisis.
“At a time when Lebanon is undergoing such acute social and political change, coupled with economic distress and a pandemic to boot, it is heartening to receive such substantial support from MEPI to promote gender equity in the region,” said Vice President for Student Development and Enrollment Management Elise Salem. “The grant will make a big difference in raising awareness and instituting policy change to achieve gender equality, while encouraging female leadership amongst students.”
In its twelfth year, the LAU MEPI-TL Program in AY 2019-2020 welcomed 36 new scholars from seven different countries. Earlier this year, the program celebrated 13 TL students who presented capstone projects focused on pressing social, economic, and cultural issues in their home countries.
“Indeed, MEPI continues to give hope to the youth of Lebanon and the MENA region,” commented Director of International Services and MEPI-TL Program Director Dina Abdul Rahman. “I dare to say that the Tomorrow’s Leaders Program is ‘lifesaving!’ It transformed the lives of hundreds of underprivileged talented young women and men for over a decade and continues to open up new horizons for our youth into a world of opportunity, prosperity, and success.”
The grant falls within LAU’s drive to alleviate the financial burden placed on students and their parents by Lebanon’s economic crisis. To that end, the university last year implemented a set of measures which included a yearly financial aid budget in excess of $50 million, and the launch of the Emergency Financial Fund last October.
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.”
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.
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