Education in the Arab World

Shawn Ferreira

Roger Williams University

13 March 2016
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Political activist and former president of South Africa, Nelson Mandela, once said,

"Education is the most powerful weapon which you can use to change the world" (BrainyQuote).

Education is heralded as the backbone of any modern society. An effective education system

plays a significant role in the development process of a country. For a society to reach its full

potential it must have strong business, health, law, agriculture, and service industries, etc. All

of these industries may only thrive if there also exists competent, progressive, and technological

education to back them up. The vast majority of well-developed countries the world over place

education as their top priority. Doing so helps to efficiently progress a country’s rank in the

various sectors that make up an economy.

Without an education the majority of a country's populace becomes vulnerable. Young

boys and girls become grown men and women who are unable to provide for their families or

even themselves. When there are people starving and hardly anyone working this also has a

significant effect on the economy due to major declines in gross profit. Unfortunately, many

countries the world over are experiencing this particular struggle. As the price of oil per barrel

continues to drop so will many oil-dependent economies suffer huge deficits. One area of the

world where we see the effect of low oil prices taking its toll is the Middle East and North Africa

(MENA) region also known as the Arab world.

Those countries of the MENA region, which are not currently being riddled with and

destroyed by war, are in the process of preparing their economies to move away from oil and

toward other industries in the range of renewable energy, industrialization, small business, and

tourism among other areas. Though, before much progress can be made in those areas, many

Middle Eastern and North African countries will first have to take steps toward improving their

quality of education. Education in general in many countries throughout the region, especially
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Egypt; Tunisia; Morocco; Algeria; and Libya to name a few, is in need of a complete overhaul.

Supplying a better quality of education will provide students with the skills that they need to join

the workforce, successfully thrive in their fields, and bring this region back to its glory days of

being an economic powerhouse and educational hub.

Whenever this paper makes use of the terms Middle East and North Africa (MENA)

region or the Arab world or any other geological signifier, the countries that are being referred to

are the twenty-two nations that make up the League of Arab States also known as the Arab

League. These countries consist of Algeria, Bahrain, Comoros, Djibouti, Egypt, Iraq, Jordan,

Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia,

Sudan, Syria, Tunisia, United Arab Emirates, and Yemen (“Member States”). Iran may

eventually, albeit reluctantly, join the league as well. Both MENA region and the Arab world

remain the most common terms and are used interchangeably by most organizations, academia,

and political entities, including those within the region itself. The World Bank, UNDP and

even the UNSC all use both terms.

However, several of these countries have conflicts that supersede the problem of

education. This paper aims to offer a long run solution to the education problem while the

region makes an effort to solve its own internal affairs and mutual disagreements in the

meantime. There are simply too many countries in the region to cover each of them in detail.

Therefore, this paper will only acknowledge those nations that generally play a significant role in

the economy of the Arab world. On top of that, only conflicts specifically pertaining to

education will be discussed in great detail.

There are numerous much more controversial conflicts that are preventing the Arab

economy from flourishing as it should. Many of these obstacles are of a religious, political and
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often economical nature. The religious divide exists between Sunni and Shia Muslims. Each

insisting that their way of practicing Islam is the correct way to do so. This is often, but not

always, fuel for the political differences. Political differences turn into economic exploitation

and we end up with countries like Saudi Arabia going to war with Yemen for control of their oil

and natural gas reserves (Butler). The web of division and partiality among these three

important facets of the Arab region is much more intricate than that depicted here. However,

the message is still clear: unification and secularization of all Arab nations is and should remain

on the minds of Arab students as they graduate from university and start their careers.

Those countries that are currently suffering the wrath of war; namely Iraq, Syria, and

Yemen; must first create peace before they can actively concern themselves with expanding their

education systems and more importantly their economies. Iraq has been at war with the United

States since 2003, which saw the collapsing of the regime under Saddam Hussein, and has

recently started a civil war in 2014. In Yemen there is a civil war and the Saudi Arabian-led

military intervention coalition that includes eight other Arab countries; Egypt, Morocco, Jordan,

Sudan, the United Arab Emirates, Kuwait, Qatar and Bahrain. The effects of war in Iraq and

Syria are especially daunting to their education and economy as both countries were once

renowned for their education both in and outside of the Arab world (Cordesman).

The Syrian civil war is divided up into several factions: the Syrian Government and its

supporters, an alliance of Sunni Arab rebel groups (including the Free Syrian Army), the Syrian

Democratic Forces, Salafi jihadist groups (including al-Nusra Front) who often co-operate with

the Sunni rebels, and the Islamic State of Iraq and the Levant (ISIL). The factions receive

considerable funding and weapons support from foreign entities, which has led many to label the

conflict a proxy war instigated and commissioned by both regional and global powers. These
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factions are annihilating the country and turning whole thing into a giant war zone. These

issues need to be resolved before any further progress can be made (Cordesman).

Another important notion to keep in mind is the differences between the old generations

still alive in the Arab world versus the rise of the new generations. The older generations of the

MENA region are often extremely conservative. These are a people who are steadfast in their

beliefs and there is not much that can be said or done to change their minds. This mindset often

causes conflict in the Arab world because most of the previously mentioned religious, political,

and economic challenges that the region currently faces can only be solved with a more liberal

point of view. The younger generations, individuals ranging from teenagers to those in their

early 30s and 40s, have a much more liberal, yet still fairly conservative, mindset and want to

make changes but their ideas are being stifled by the older generations who fear and loath any

form of change. The Arab world will always be more conservative compared to other parts of

the world; in fact, it is built into their religion. But, later on we will discuss moves that can be

made to combat the overly conservative mindset for future generations and bring liberalism to

these Islamic states (Al-Oraibi).

One of the most significant factors that has led to the Arab world finally being able to

make the changes that it so desperately needs is the Arab Spring that started in late 2010. It all

started with an act of protest via self-immolation by a fruit vendor in Tunisia. Just about fifty

percent of the Arab population are under twenty years old. These are the people protesting the

most in the streets. They are the very same people who will make a difference in the future.

Their ideas and ambitions first ignited revolutions and civil protest against authoritative regimes

in Tunisia, Algeria, Jordan, Egypt, and Yemen. These ideas soon spread to the rest of the

MENA region and suddenly the entire Arab world was having an uprising.
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Associate Professor Filipe R. Campante of the John F. Kennedy School of Government at

Harvard University writes, “[W]e are convinced that education and its connection with the

economic environment deserve prominent consideration in any inquiry into the Arab Spring and

other similar episodes of political change.” A strong argument can be made that recent

education developments are what led to the Arab Spring as an inevitable opposition to oppressive

regimes. Having a solid education system provides people with the knowledge that they are

more than just a factor of production. Proper schooling enlightens people to the fact that their

individual thoughts, opinions, needs, and desires actually matter.

The economic problems of the Middle East and North Africa are incredibly important not

only to the Arab region but also to the world economy as their affairs become ever more

prominent on the global scale. It is no secret that improving education in each country will

prove to be immensely beneficial. Thusly, many governments throughout the MENA region,

especially those in the Arab Gulf as well as Egypt, Jordan, Lebanon and several countries in

North Africa, have in recent years spent copious amounts of money on the expansion of

education. Sharene Lee, co-founder and COO of Melltoo, writes, “Here at home in the Gulf,

governments are anxious to encourage and foster entrepreneurship, but colleges are struggling to

keep up.” It was surely money well spent; however, it would seem for many of these nations

that their efforts were simply not good enough.

Over the last decade, there has been a significant expansion of education on the primary,

secondary and university levels. "Yet, the results have been more or less disappointing," says

Suhail Al-Masri, Vice President of Employer Solutions at Bayt.com. Currently, universities in

the Middle East are turning out large numbers of graduates who lack the skills necessary to be

successful in most job markets. This is happening because the education which students are
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receiving is not sufficiently preparing them for the skill requirements that are necessary to

succeed in the job market. See Figure 1 on the next page for a graphical representation of

unemployment in the MENA region versus that of other regions around the world.

The result of this is large amounts of unemployed Arabs who have already graduated

from college. This creates huge gaps in the job market where not enough successful individuals

are being entered into the workforce. "Despite a significant improvement in formal education

in the Middle East during the past few decades, the gap between education and employment is

still widening [...] the job market itself is hamstrung by economic mismanagement" (Al-Masri).

Based on government spending and improvements that have already been made, it is clear that an

effort is being made to solve the problem of education; however, it does not seem to be working

as well as it could. Therefore, something different must be done, something innovative and

forward thinking. This paper will offer solutions to this issue in subsequent paragraphs. But

first let us continue to describe the issue (WorldBank).

Figure 1
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Each country has their own barriers preventing them from turning out skillful graduates.

We must give attention to the problems that each country faces individually in terms of getting

students to become professionals. The goal is to create an academic environment that results in

economic growth. Doing so will take a collaborative effort from each country within the region.

It is imperative that individual countries focus first and foremost on their own education systems;

however, there are some countries that simply do not have the financial capability of building

their education system on their own. A joint collection known as the Pan Arab University fund

will be described in more detail later on. Though, for now we will focus on the individual

problems of certain nations and what they have done or must do to solve them.

There are those countries which require significant improvement in order to compete with

the rest of the region and the world. First up is the Arab Republic of Egypt. Egypt is the perfect

example of a nation that was once world renowned for its education in the 1970s and 1980s

which then went completely downhill shortly after the beginning of the second millennium.

The Egyptian economy was going through an economic upheaval during this time as well. A

great amount of American and European students would study abroad in the universities of Cairo

and Alexandria. Today the number of students studying abroad in Egypt, or anywhere in the

MENA region for that matter, has plummeted due to aforementioned economic and social

struggles ravishing the Arab world.

Egypt has a highly consolidated authority on government business called the Ministries

of Local Administration and Finance. This body is concerned with the majority of the decision

making encountered by schools in Egypt. Despite recent spending aimed at improvement, the

government has done a poor job of administrating and financing its education system.

Consequently, the level of community participation in education is scarce and parents are often
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reluctant to become more involved in their children's education. Moreover, schools are often

faced with overcrowded classrooms, under-qualified teachers and inadequate resources. The

country has a five-year program funded by USAID called the Egypt Education Reform Project

which aims to resolve these issues “through an integrated approach that combines community

mobilization, nonformal education such as life skills and literacy training, school construction,

teacher training, and girls' scholarships while ensuring effective leadership and participation on

the part of the Egyptian government” (Egypt Education).

An Egyptian friend and former student now working as a doctor in Cairo, Abdelrahman

Alshandidy, claims that the problems Egypt currently faces is rooted in Egypt's lack of industrial

skills. There are too many students all wanting to be doctors and engineers. None of them are

willing to settle for a vocational or other blue collar career. To remedy these problems these

schools should be accompanied with incentives for students to work in those fields. Since

Egypt is unable to fund education programs by itself it could look to the proposed Pan Arab

University fund for support. Two examples could be to offer grants to Egyptian students and

set up programs to help students find jobs as they near the end of their educational career.

In the Western Kingdom of Morocco the main difficulty facing education is getting

students to stay in school. A good number of students, almost sixty percent with a significant

amount of females among them, fail to finish middle school. An average of twenty-one percent

drop out before even finishing their primary education. Students that drop out in the poor rural

neighborhoods often do so to work in order to gain extra income for the family. Those that

make it to secondary school in Morocco “follow a core curriculum in either arts & science,

mathematics or original education (the pre-French Koranic system)” (Education System). After

two years individuals may choose to further their studies in the fields of agricultural science,
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earth & life sciences, mathematics, physics or technical studies. In an attempt to address

unemployment Morocco has implemented a vocational education program. “The program

includes doubling institutional capacity, and partnerships with commerce too” (Education

System). By 2013 there ought to be seven hundred and fifty thousand newly trained employees

eager to utilize their skills in a market that so desperately needs them.

Those who actually have the opportunity to enter tertiary education have fourteen

universities from which to choose. Mohammed V University in Rabat is considered the most

prestigious with courses on law, liberal arts, medicine and the sciences. The oldest institution

in the country is the University of Al Quaraouiyine. Established in 1947 on the grounds of a

Mosque School initially believed to have been founded in 859, it remains one of the prominent

educational and spiritual centers of the Muslim World. Despite these recent advancements in

the education system, there are many complications preventing the flourishment of the education

that is being offered (Education System).

The government is not giving enough importance to the education sector in terms of

human resources and financial aid. Classrooms are overcrowded and both teachers and

professors are not performing to their full potential or are simply not trained well enough.

There is a lack of communication between educators and their students. Moroccan teachers

will deny that they are part of the problem but the fact is that “these teachers neglect their role as

being leaders, supporters, mentors, facilitators, and providers” (Garmah). Most teachers prefer

to work in private schools where their wages are higher and those that remain in public schools

are drastically ineffective. Also missing from the classroom are technological devices such as

laptops, tablets, projectors, and printers (Education System).

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Badr Wakidi, a Moroccan friend studying at Roger Williams University, believes that one

of the most pressing issues facing education in Morocco is the illiteracy of all age groups in the

mountainous regions. Until this problem becomes resolved the Moroccan people will not be

able to move forward as a whole. Until then there will continue to be young people the nation

over that are without an education and without the means to be able to provide for their families

at their full potential. A major cause for this is that students are unable to access schools in

certain areas due to lack of roads. By building roads in these areas the government of Morocco

will give new generations the opportunity to take advantage of the education system that is

already in place. Also, these students will have the opportunity to contribute to the betterment

of education in Morocco overall.

Education in the People's Democratic Republic of Algeria is compulsory and cost free for

every Algerian child from age six all the way through the nine years of primary school. In spite

of this, a great deal of the youth still does not attend, a problem that is worse among girls.

Among the students who complete primary school, less than half of them continue on to

secondary education. The secondary level is made up of three divisions: general, specialized,

and technical/vocational. The first two last three years and are aimed at preparing students for

writing their baccalauréat de l'enseignement secondaire which is important for entry into a

university. The technical and vocational institutions prepare students to work in industry, last

between one and four years, and may sometimes lead to higher education.

The vocational training system of Algeria and slowly but surely becoming more

complementary to the necessities and desires of the nation. From that will emerge a much more

progressive employment environment. There is support from several other neighboring nations

and an emphasis on local traditional and religious values. As a rather large landmass, Algeria
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has an incredible amount of universities and other institutes of higher education as well together

with specialized and teacher training centers. The curriculums are regulated by the ministry of

higher education, and various degrees are awarded depending on the student’s field of study.

Despite what seems like a moderately well-developed education system, Algeria still

faces trouble with education due to high levels of corruption. “Management scandals and

dubious public contracts” in the education sector of Algeria are to blame for the disruption.

Another major issue in the introduction of the Bologna process, also known in French as ‘LMD’

(licence-master-doctorate). These are the three degree levels of higher education at three, five

and eight years of study respectively. Students have been protesting and setting up

demonstrations in the form of marches, hunger strikes or the boycotting of classes. In order to

solve this issue the voices of these students need to be heard and their demands need to be met.

Failing to do so will only result in more unrest and continue to halt educational and economic

progress throughout the country.

The Republic of the Sudan holds a fluid education system. Like many other countries in

the Arab world, primary education here is of no cost to the student and attendance is required.

Primary school goes on from age six to thirteen, comprising eight years of education. Schools

are predominantly found in the urban areas that have been able to endure the civil war that is

plaguing the nation. Admission of young females into the educational system is chiefly within

the jurisdiction of local tribal councils and religious leaders. Secondary education on the other

hand must be paid for and enrollment is at a low of only twenty-one percent. This is due in part

to structural barriers preventing student access and the enlistment of young males into the

military. Less attention is given to the improvement of secondary education as authorities

maintain their focus on the primary level in the manner of a “bottom-up approach”
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Students fortunate enough to complete secondary school have the option of enrolling in

various vocational institutions or at one of Sudan’s numerous universities. A great many of the

vocational training centers are of very poor conditions, and little effort from the authorities is

being offered to remedy the situation. Many facilities owe their existence to aid agencies and

foreign donors, while the primary focus is geared toward “integrating military personnel back

into society.” A great number of universities can be found in Sudan; however, the quality of

education is not much of which to speak highly, though it can be said that the quality is fair. The

University of Khartoum, founded originally in 1902 as the Gordon Memorial College, is the

oldest and most valued, “having been […] re- established in 1956 at the time of independence.”

It offers a remarkable selection of faculties and research centers, and its main library is regarded

as one of the oldest in all of Africa (Education System).

Conversely, education in the United Arab Emirates remains a critical characteristic of the

local economy. The Abu Dhabi Education Council continues to advance primary, secondary

and tertiary education. Each level, including a growing number of private institutions, is free.

The Cultural Division of the Embassy of the United Arab Emirates states, “The public schools

are government-funded and the curriculum is created to match the UAE development's goals and

values.” The country boasts a secondary school graduation rate of eighty. Primary and

middle school are both mandatory at six years and three years respectively. Together they

create the foundation for what is to follow. After middle school students have the option of

continuing on to secondary school and then either vocational or tertiary schooling or finding

work; the latter happens often in the poor communities outside of the cities. Secondary

education consists of ordinary schools which teach academic subjects and other technical schools.

Upon completion of either one students receive either a certificate or technical diploma.
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After graduating from secondary school students have the choice of going to a vocational

school or a university. The Emirates has a plethora of exceptionally acclaimed tertiary

education institutions. The top state-sponsored facilities are comprised of the United Arab

Emirates (UAE) University, Zayed University and Higher Colleges of Technology. Established

in 1977, almost eighty percent of the fifteen thousand students attending UAE University are

women while offering over seventy undergraduate degrees. In addition, there are numerous

admirable vocational and technical centers as well. “The United Arab Emirates is determined

to replace its oil based-economy by becoming an industrial heartland.” The national

qualifications authority directs the development of a network of vocational skills training centers.

The goal is to promote excellence along with the participation of structured labor and its

assignment in accordance with national priorities (Education System).

The Kingdom of Saudi Arabia recognizes itself as the center of the Arab and Muslim

world. Saudi aims to set a precedent for the rest of the MENA region. There are plans to

improve education in Saudi Arabia outlined in the kingdom's vision for the future. Titled Saudi

Vision 2030, it is a blueprint for solving many of the economic hurdles currently challenging the

land of Saud. The kingdom has set forth ambitious goals. These include closing the growing

gap between the productivity of higher education and job market requirements, further

developing the education system that is already in place, helping students determine appropriate

career decisions, and establishing transitions between different educational methods. By 2030,

Saudi sees itself as having at least five universities ranking among the world’s top 200

universities. Students studying in the kingdom are also expected to achieve grade point

averages that exceed international education averages by 2030.

These goals are ambitious indeed. In order to accomplish them, the Saudi government
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has plans to improve its modern academic curricula, develop student’s characters and talents, and

track progress by publishing yearly improvement outcomes on a range of sophisticated areas of

study. “Investment in strategic partnerships with apprenticeship providers” as well as “forming

councils from various industries and large private companies for new skill development” will

also aid in enhancing the educational experience of young Saudi nationals. All of this

information will be built up in a centralized database that tracks student progression from early

adolescence up to the senior year of high school and beyond including tertiary education

(SaudiVision 2030 晦䁚   䁞 晦ுm).

The Hashemite Kingdom of Jordan offers some of the best education in all of the Arab

world. In the 1920s, education in Jordan was practically nonexistent. Since then the kingdom

"has forged a comprehensive, high-quality system to develop the human capital of its citizens".

The nation now boasts 2787 government schools, 1493 private schools, 48 community colleges,

and 19 universities. The availability of basic education in Jordan is and has been a highly

accentuated aspect of all development plans in the country. The government has strategically

provided schools in any village or community with at least ten school age children. As a result,

the rapid spread of facilities enabled citizens in poor and remote areas to gain access to education

(Education in Jordan).

Another example of a well-developed education system in the MENA region is that of the

Sultanate of Oman. Education in Oman is free, but not mandatory, through each of the three

levels. The first six years of primary school are modeled after their western counterparts. The

middle level lasts for three years, after which students with adequate grade point averages are

allowed to continue their education in secondary school while others may opt to look for work.

During three more years of secondary school students may prefer to specialize in either the arts
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or the sciences, so long as they are capable in both intellect and responsibility. A secondary

school certificate of completion is awarded as a result of both programs.

Students graduating from secondary school in Oman then have the opportunity to spend

one to three years in vocational school. An entire network of vocational institutions has been

set up in order to help introduce Oman into a more industrialized era. Students who desire a

more sophisticated form of education may choose from Oman’s six colleges of applied science,

seven colleges of technology, and a higher college of technology in Muscat. The only state

university in the country, also in Muscat, is Sultan Qaboos University. It has nine colleges

which cover agriculture, art, commerce & economics, education, engineering, law & Islamic

studies, medicine, nursing, and science. Enrollment is heavily based on qualifications established

during secondary school (Education System).

Other countries in the MENA region, such as the sovereign states of Libya, Qatar, and the

Tunisian Republic, rank education among their highest of priorities. Throughout the six years

of primary school in these nations, coursework focuses on “lessons in Arabic, Islamic [literature],

mathematics, natural sciences, history, geography, art, music, and technical and physical

education.” Middle education in each country takes three years to complete and prepares

students for entrance into secondary school, while in some cases it may prepare them to join the

workforce. Secondary school sets pupils up for continuing their education in either an

academic or technical/vocational environment. Upon completion of this level students are

expected to be skillfully prepared for the furthering of their education.

Those pursuing an academic education can decide to study economics, arts and media,

biology, engineering or social sciences among other disciplines. Individuals opting for the

technical or vocational route can choose from “fields as diverse as electrical & mechanical,
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building & carpentry, architectural, agricultural and marine fishing.” An abundance of

universities and colleges exist within the borders of each country, many of which are very highly

acclaimed. The Universities of Benghazi and Tripoli in Libya, The Zaitouna Mosque and

University in Tunisia, and the University of Qatar are some of the best institutions in these

countries. These universities serve up courses including administration & economics,

education, engineering, humanities & social sciences, science, technology, as well as shari’a &

islamic studies. Certain courses, such as natural science, business and engineering programs,

are instructed in English for, while Arabic is used for the rest.

An example of the hardships faced by even those that have in recent years put much

emphasis on their education system is Tunisia, though many countries in the area face similar

struggles. A major problem holding Tunisia back is the lack of investment in the education

system by professors. Instead their interests are aimed at personal gains. "For a sector where

competence, scientific demands and rigour should take precedence, vested interests have had a

degenerate effect which has had repercussions on the quality of education, and on the scientific

and intellectual climate of the university” (Marshall). Educators must have a vested interest in

the well-being, guidance, and discipline of their pupils or else the students themselves will in

general lack interest in those areas as well.

The most important aspect of the approach that the UAE, Saudi Arabia, Jordan, Oman

and other nations in this region have taken to the development of its education is the decision to

improve it from the ground up. In order to create successful college graduates we need to have

successful youths applying to universities in the first place. Primary and secondary education

ought to be cost free and compulsory across the entire MENA region. Focusing on these

preliminary forms of education will ensure that students across the region have the skills
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necessary to succeed in the job market. Programs must also be set up to assist those students to

access education who are currently in areas where they lack necessities as simple as roads.

Another important focal point is one that countries such as Algeria, Morocco, Sudan and

the United Arab Emirates have already addressed. A key factor in many modern economies is

the industrial sector. The problem facing many countries in the Arab world is that they do not

have adequate vocational institutions ready to prepare students for careers in an industrial

environment. Providing proper vocational training across the MENA region will improve

aerospace, defense, industrial machinery, tools, lumber production, construction, waste

management, manufactured housing, and cement and metal fabrication industries to name

several. This will substantially benefit these economies which will give individual

governments the resources to improve their education systems and economies in other ways.

During the 1970s through the 1990s, the Middle East was a place where students from all

over the world would visit in order to receive a top quality education. Students would travel

from Europe and the United States for the privilege of studying abroad in countries like Iraq and

Egypt. In today's world there is a phenomenon going on in the Middle East and Africa, as well

as various other regions of the world, especially Latin America and most of Asia. This concept,

coined by the Royal Society during post-war Europe, is referred to as a "brain drain". Arabian

environmental and humanitarian activist, Yara al-Wazir, writing for the Al-Arabiya Network

states, “A study by Silatech showed that a staggering 26% of young people across the region

want to migrate and leave their countries in search of better opportunities.”

Many Arabian students are opting to study abroad and then deciding to settle in those

countries instead of returning home. This is detrimental to the Arabian economy because an

increasing amount of Arab youths are leaving their homeland to study in other parts of the world
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and never coming back to contribute to their home countries/regions. So not only are many

individuals in these areas unable to afford higher education, there are also plenty of students,

those financially capable of continuing their education, who cannot find a job afterward because

of the lackluster education that they received in the first place.

One way of solving this problem is to create eight or so pan-Arabian universities in key

locations throughout Arabia. These universities should emulate the previous institutions that

once made the Arab world one of the most educated regions on Earth while taking inspiration

from western universities as well. By providing quality education throughout the MENA

region young Arabian men and women will have the incentive to study at Middle Eastern/North

African universities and to remain there for their careers after graduation. This is vital to the

Arabian economy. With a rise in the number of Arab students studying and later continuing to

work in their home countries, or other countries within the MENA region, comes an increase in

the gross Arab product (GAP). Labor and entrepreneurship are two of the four factors of

production. Having Arabs return home after school will expand each of these factors by putting

skillful graduates in productive positions and accelerating both big and small business.

In order for these universities to be successful they must provide incentives for the

students. A Pan Arab University fund ought to be set up by the Arab League for the purpose of

providing loans to domestic students. The money for this fund would come fifty percent from

the campus host state and the other fifty percent by a standardized Arab League fund developed

from the benevolence of all Arab League members, charities, and foreign states as well as the On

the Move fund that already consists of thirteen Arab nations. All students who have shown

academic and extracurricular potential shall be given as much financial support as they need to

finish their undergraduate programs.

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Classes shall be taught in Arabic with some English courses available for exchange

students who are still mastering the language and Arab students planning to work in international

environments. Coursework shall also be taught on Arabic, Arab History, and financial literacy.

It is important to maintain a secular and apolitical atmosphere. Like western universities, these

schools shall still encourage their students to study abroad; however, the focus shall be on having

students study within Arab regions. These universities shall encourage students to develop their

own businesses throughout the regions, thus spurring growth within the Arab economy.

A central problem of Arab education, discussed briefly in a previous paragraph about the

hardships of Tunisian education, is the lack of effort made by professors at already existing

universities. Many professors in the modern Arab world simply are not doing their jobs as well

as they could. Due to lack of incentives and other benefits, professors do not care enough about

their work for them to provide adequate education. Incentives must be offered to the professors

of these universities as well. There must be some sort of reward in place for those who prove

their worth. Three steps should be made to ensure that professors are encouraged to educate

students to their fullest potential.

Firstly, providing competitive salary compensation for professors will attract world class

academics. Secondly, there must be strong encouragement that fifty percent of professors in

each university be of Arab descent while twenty-five percent be from the country in which the

university is located. This not only contributes to employment throughout the MENA region

but it helps with familiarity in the classroom as well. Lastly, create a decision- making body in

a neutral location, comprised of a representative from each state, the head professor, and a group

of four tenured professors appointed by the Arab League Economic and Social Council on a

bi-yearly basis. Following these steps will help to ensure that professors at all universities are
 Ferreira 21

satisfied with their positions and feel as though they are not being discriminated against.

Another important aspect to make sure of is that there be no cultural, religious and/or

political bias for admissions at any of the eight universities. Mandating admissions committees

be comprised of representatives from each Arab League state. Encouraging Arab states to

create five-year tax havens for recent graduates of the Pan Arab University system and

permitting the host state to admit a small number of their own students free of tuition. Granting

access to non-Arab League residents, given that those students pay the full tuition of the

university. Existing universities in the MENA region should be integrated into the Pan Arab

University system. Doing this will help to ensure that every university get the attention that it

needs to create successful students. Taking all of these steps and then moving forward will put

the Arab world onto the forefront of the world economy.

Now that you know the troubles that face the Arab world and have been given a great

amount of ideas which with to solve them, it is time to get out there and make these changes into

a reality. As the economies of the MENA region steer away from their dependence on oil, great

thought, effort, and innovation will be necessary to implement the solutions that were put forth in

this paper. When the Arab world finally resolves its religious and social conflicts it will be

ready to become an even greater economic powerhouse and educational heartland than it once

was. Students in the Arab world must continue to study hard and encourage their peers to set

goals and work together to achieve them. Students from around the world will need to do their

part as well in making the Middle East and North Africa more attractive to other students by

studying there again and telling others of their wonderful experiences. If we all work together

we can transform this entire region into something worth admiring.

 Ferreira 22

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