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mcooka

Lebanon - Educational System-overview - Schools, Private, Students, and Lebanese - Stat... - 0 views

  • The Lebanese educational system is divided in two sectors: private schools and universities, for which there is a charge for admission, and public (government) schools and universities that are practically free of charge.
  • Education was once almost exclusively the responsibility of religious communities or foreign groups, but because the number of students in public schools has risen to more than two-fifths of the total school enrollment, the government was pressured to open more public schools to meet the demands of the general public.
  • While public schools have not paid much attention to the preschool phase and have required students to be five-years-old to be accepted in kindergarten until the 1990s, private schools have always had a preschool phase and have accepted students as young as three-years-old
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  • The total duration in school remains intact, 12 years. The primary cycle of general education has been increased by one year, and is divided into two modules of three years each, while the intermediary cycle was reduced to three years instead of four. The first year of general education's secondary cycle must be considered common for all four different series of instruction, and the second year is common to only two out of four series. Lebanese students are not allowed to enter formal technical education before age 12, which is the age limit of obligatory education. The scholastic year was changed to 36 weeks, and 4 supplementary hours per week were added at the intermediary and secondary cycles.
  • The new school curricula was launched in September 1998, and the Educational Center for Research and Development had trained 16,000 teachers in public schools and 6,000 teachers in private schools on the new uses and principles of the new program. The new system took into account economic, social, and national perspectives. The principle characteristics of this new system consist of the following:
  • The Lebanese educational system has usually relied heavily on private schooling to accommodate the evergrowing demand for learning in the country
  • In short, the new formal educational system of Lebanon, like in many other countries, divides the years of instruction as follows: 6-3-3 (six years for the primary cycle, three years for the intermediate cycle, and three years for the secondary cycle), followed by the higher education cycle. Primary school education is followed either by a six-year intermediary and secondary program, leading to the official Lebanese baccalaureate certificate, which was originally based on the equivalent French school diploma, or by a three- to six-year technical or vocational training program.
  • There are 1508 public and private intermediary and secondary schools for the general instruction program in Lebanon, while there are only 262 schools for the technical and professional instruction program divided between the public sector (29 schools) and the private sector (233 schools).
  • Education is compulsory until the end of the intermediate cycle, is available to all Lebanese students, and is attended by nearly 95 percent of school-age children
  • The school year starts in early October and ends in late June. The school day consists of six hours starting at 8:00 a.m. with two hour lunch break and ends at 4:00 p.m. The length of class periods ranges from 50 to 55 minutes. Both public and private schools are supposed to observe official holidays, which are decided by the government; however, Christian-administered, religious private schools take Saturday and Sunday off every week, while Moslem-run religious private schools take Friday and Sunday, and Jewish-run private schools take off all of Saturday and Sunday afternoon only.
  • As to special education concerning handicapped students, there were about 10,000 handicapped people in 1975 (prior to the Lebanese civil war). During the Israeli invasion of Lebanon in 1982, this number reached 13,000; it is more than 15,000 in 2001. About 2,500 handicapped people were being educated and made ready to enter the work market.
  • In addition, females appeared to have a slightly higher percentage than males with regard to attending schools and universities. After age 25 male attendance becomes almost double that of female attendance.
  • the literacy rate was 88.4 percent in 1997
  • ue to the Lebanese people's negative attitude toward manual work, especially in industry and agriculture, students of lower socioeconomic status enroll mostly in vocational and technical schools. Therefore, there is a big difference between the two major types of instruction, as well as the relative numbers of schools and students enrolled in each of these types
  • The brevet certificate is only required by public schools, vocational schools, and teacher training institutes. The baccalaureate part I exam has two main tracks: literary and scientific. The baccalaureate part II has four main tracks: literature and humanities, which includes language, literature, history, philosophy, education, arts, and religion; sociology and economy, which includes economic sciences, politics, business and management, law, and sociology; general sciences, which includes mathematics, physics, chemistry, and their applications at the level of engineering; and life sciences, which includes biology and life sciences, chemistry and their applications in the area of medicine, health, agriculture, and other related subjects.
  • Most institutions of higher education require entrance examinations besides the baccalaureate part II, which is required by law.
  • The grading system is generally based on scales of 0 to 20 or 0 to 100, with 10 or 60, respectively, as passing grades
  • he curriculum in Lebanese schools is somewhat rigid, for all students must pursue the same programs in all three cycles
  • rivate schools can choose textbooks that meet their syllabi, except in the civics area where the Ministry of Education, Youth, and Sport requires them to use the center's textbooks.
  • rabic and either French or English are the languages of instruction in the Lebanese schools.
  • The United Nations Reliefs and Works Agency (UNRWA) provides funds supporting a private nonsectarian school system for Palestinian Refugees in the Middle East. This type of private schooling has been very effective in offering education and social services for children of Palestinian Refugees residing in Lebanon
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    This article gave a great general overview to the education in Lebanon. One of the major components of Lebanon's education system is when they changed it 1999 to reflect the style of French education systems. Additionally, Lebanon has a high rate of 95% attendance for its students and it also has a high rate of literacy at 89%
mcooka

Jordan - Educational System-overview - Students, School, Schools, and Secondary - State... - 0 views

  • The present structure of the Jordanian educational system comprises formal and nonformal systems
  • A compulsory stage for children ages 6 to 15 (grades 1-10), consisting of primary school (grades 1-6) and preparatory school (grades 7-10).
  • A comprehensive secondary education (academic and vocational) and applied secondary education (training centers and apprenticeship).
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  • Higher education, either a two-year intermediate level course offered by community colleges or four years of university level courses, either in public or private institutions. The student's achievement on the General Secondary Education Certificate Examination is the sole criterion for admission into higher education institutes.
  • Under this system, students in grades 4 through 10 may repeat a grade twice. After that they are automatically promoted. In the preparatory stage, grade repetition is allowed only once. At the secondary level, students are allowed to repeat once in a government school provided they are younger than 17; otherwise they must transfer to a private school.
  • Community colleges and universities vary in required attendance from two years in community colleges to six or more in universities based on the type of institution and specialization
  • he majority of students are enrolled in schools directly controlled by the MOE. Some schools fall under the jurisdiction of the cultural bureau of the Ministry of Defense. The Ministry of Health oversees students studying for medical careers; it established the first nursing school in 1953-54.
  • Instruction is in Arabic, but English is introduced in public schools in the fifth grade and is widely used. A new policy was recently approved to start teaching English in the first grade beginning in the academic year 2001-02
  • The school year runs for 210 days from September to June.
  • All public schools and most private ones use the same textbooks. Under Law 16 of 1964, the School Curricula and Textbooks Division of the MOE is responsible for producing and printing the textbooks. They are distributed free of charge during the compulsory stage, but there is a nominal fee at the secondary stage.
  • Jordanian public schools are single sex schools.
  • In 1997, however, only 16 percent of students were attending two shift schools and 11 percent went to rented buildings.
  • As a whole, education in Jordan is considered an investment in the future. Skilled citizens are necessary. Before the Gulf War, most graduates could find good jobs in the oil-rich countries, and the money they sent home helped the Jordanian economy to grow. It is not uncommon for a family living at subsistence level to be able to send a child to a university (Abu-Zeinh).
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    This article goes into great depth about Jordan Educational systems. Things such as public vs private, which still use the same books, and single sex schools. It also talks about public and two-year junior college education system. 
ccfuentez

Kafala system - Wikipedia, the free encyclopedia - 0 views

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    The kafala system is used to monitor migrant laborers in parts of the Middle East. The system works by requiring the unskilled laborers to have an in-country sponsor who is responsible for their visa and legal status. This system is often criticized because it creates easy opportunities for the employers to exploit the workers.
allieggg

http://mgt.guc.edu.eg/wpapers/005mohamed_hamdy2008.pdf - 2 views

  • Jordanian survey, 87% of the respondents wanted to eradicate wasta.
  • Cunnigham and Sarayrah (1994) suggest that the modern oil boom in the Arab world may have perpetuated wasta by reducing the need for hard work.
  • human resource departments in the Arab world depend heavily on subjective assessment tools such as unstructured interviews.
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  • most Arab economies suffer from very high levels of unemployment. Good jobs are scarce. This motivates applicants to use every mean possible to improve their chances of being hired.
  • For example, sons of police and military officers are given preference in admission to the Egyptian police academy or military college, respectively.
  • study conducted by Whiteoak, Crawford and Mapstone (2006) showed the young UAE citizens believed that wasta is more useful than do their older citizens. This finding may imply that wasta is strengthening rather than diminishing in Arab societies. Commenting on the spread of wasta in Egypt, a senior bank official told one of the authors that up to 25% of his staff were hired only because of their wasta.
  • many top governmental positions are reserved for members of the ruling families or members of their supporting tribes
  • First, to maintain their grip on authority, Arab political regimes tend to place close confidants in key positions even if they are not the most qualified for such positions.
  • In Syria, the key argument made in favor of selecting Basher Al Asad as the country’s president was that he was the son of the late president Hafez Al Asad.
  • study conducted by Kilani and Sakija in Jordan showed that 90% of the respondents believed that they would use wasta in the future.
  • In the Quran, Muslims are instructed that “the best that you can hire employee is one who is competent and trustworthy” (Quran, 28, 26). Prophet Mohamed is also reported to have said “He who is in a leadership position and appoints knowingly a person who is not qualified to manage, than he violates the command of God and His messenger”. He also stated “when a person assumes an authority over people and promotes one of them because of personal preferences, God will curse him for ever”.
  • Rising to high levels requires important connections. Receiving important privileges or benefits is contingent upon using the right connections.
  • Intercessory wasta on the other hand, involves someone intervening on behalf of a client to obtain an advantage or 2overcome a barrier from an authority figure. It is this type of wasta that affects hiring decisions.
  • Those who are supported by strong others will not be put down or rejected. Only the unconnected or unsupported are punished.
  • people who are related to important others (especially in government) are fortunate as they will have their demands or needs fulfilled. People serve those that are related to important people.
  • People tend to serve those that they know. Without knowing anybody, you will have difficulty getting the service you want.
  • The turban symbolizes a senior respected person. If you know a senior person, your demands will be meet. Similar to the second proverb
  • Intermediary wasta is utilized to facilitate the resolution of intergroup or interpersonal conflicts. In this system, wasta improves human relations and reinforces social norms.
  • Intermediary wasta is utilized to facilitate the resolution of intergroup or interpersonal conflicts. In this system, wasta improves human relations and reinforces social norms. Intercessory wasta on the other hand, involves someone intervening on behalf of a client to obtain an advantage or 2overcome a barrier from an authority figure. It is this type of wasta that affects hiring decisions.
  • feed feelings of injustice and frustration among those who are qualified for the job but do not have a wasta. Wasta is also different from the more popular nepotism and cronyism. While nepotism involves hiring of relatives and friends, wasta is not restricted to such groups and may involve strangers
  • may lead to poor job performance and economic decline.
  • Indeed, wasta is blamed for Arab world’s poor economic performance and brain drain (Al Maeena, 2003; Cunnigham & Sarayrah, 1994). Kilani and Sakijha (2002) stress that wasta is becoming a burden on its seeker, its granter and the government.
  • Arab wasta has been compared to the Chinese concept of guanxi. Both wasta and guanxi use social networks to influence the distribution of advantages and resources. However, while guanxi is based on Confucian ethics which focus on strengthening collective ties (Hutchings & Weir, 2006a; Hutchings & Weir, 2006b); wasta violates Muslim ethics which prescribe hiring the most qualified.
  • Wasta plays a critical role in hiring and promotion decisions in Arab organizations. Before applying to a position, applicants may seek out a wasta to improve their chances of being hired. A person with poor qualifications but a strong wasta will be favored over a person who is more qualified but does not have a wasta. Because many people may apply with wasta, the applicant with the most important wasta often gets the position.
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    Compiled by faculty members at the German University in Cairo, this working paper series addresses the effect that watsa has on competence and morality in Middle Eastern economics and society. The authors define watsa as, "the intervention of a patron in favor of a client to obtain benefits and/or resources from a third party." In simpler terms it is a system of social networking in Arab culture in which family and social ties play a significant role in the attainment of economic advantages and resources, largely in the hiring process in businesses and organizations. A person applying for a job seeks out watsa to increase their chances of getting hired. Comparable to nepotism and cronyism, but is not restricted to friends and associates, watsa can also involve strangers linked through some social web of people. Watsa runs somewhat parallel to a Chinese concept of guanxi, based on Confucian ethics and focusing on strong collective ties. While guanxi is a part of Chinese ethics it actually defies Muslim ethical values, which advocates hiring the person most capable. In a Jordanian survey, 87% of respondents want watsa eradicated. While we know that unemployment in the Arab region is widespread, we can assume that this motivates people to do anything they can to improve their chances of obtaining a job. However, the practice of watsa as a whole is actually degrading the economic systems in the Arab sates even further. The article explains the linkage between watsa and poor job performance, economic decline, and the festering of injustice and frustration among the masses in Arab countries.
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    This looks super interesting, but I can't get the link to open. Thanks for writing a thorough summary of it!
mcooka

How the education system in Egypt works | A World At School - 0 views

  • All levels of education are free within any government-run schools - there are great differences in educational attainment between the rich and the poor, also known as the “wealth gap”.
  • Generally speaking, there are two types of government schools: Arabic Schools and Experimental Language.
  • 75 students per class for some of them.
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  • Ordinary schools
  • Language schools 
  • Religious schools
  • nternational schools
  • n 2010, a total of 2,646,000 students were enrolled across all tertiary levels. They attended one of 23 public universities, including Al-Azhar University, the oldest continuously running university in the world. There are 19 private universities; 18 public institutes of higher education and 81 private higher institutes.
  • verall literacy rate in Egypt is 72%
  • 80.3% for males and 63.5% for females
  • educe gender disparity in education and to achieve the 2015 Millennium Development Goal of universal primary education
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    This goes into the education systems in Egypt. This discusses the past times of children as well while they are in school. The education system is relatively free if attending a government-run school.
mcooka

A New System for K-12 Education in Qatar | RAND - 0 views

  • The leadership of the Arabian Gulf nation of Qatar, like that of many other countries, views education as the key to future economic, political, and social progress.
  • In summer 2001, the State of Qatar’s leadership asked the RAND Corporation to examine the K–12 (kindergarten through grade 12) school system in Qatar
  • Qatari K–12 edu-cation system served about 100,000 students, two-thirds of whom attended schools that were financed and operated by the government. The highly centralized Ministry of Education oversaw all aspects of public education and many aspects of private education.
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  • Finally, although Qatar has a high per capita income, the national investment in education was small. Teachers received low pay and little professional development, many school buildings were in poor condition, and classrooms were overcrowded.
  • he most fundamental need was for clear curriculum standards oriented toward the desired outcomes of schooling. The new system’s curriculum, assessments, and professional development would all need to be aligned with these clear standards
  • AND presented three governance options to the Qatari leadership for discussion: (1) a Modified Centralized Model, which upgraded the existing, centrally controlled system by allowing for some school-level flexibility with or without parental choice of schools; (2) a Charter School Model, which encouraged variety through a set of schools independent of the Ministry and which allowed parents to choose whether to send their children to these schools; and (3) a Voucher Model, which offered parents school vouchers so that they could send their children to private schools and which sought to expand high-quality private schooling in Qatar.
  • Qatar now possesses curriculum standards in Arabic, mathematics, science, and English for all 12 grades — and these standards are comparable to the highest in the world.
  • These tests and surveys were then upgraded and repeated in 2005 and 2006 as part of the ongoing accountability system. The tests are the first standardized measures of student learning available in the Arabic language.
  • otential school operators responded enthusiastically to the call to open the new schools.
  • from a pool of 160 initial applicants; all 12 opened under three-year renewable contracts. In 2005, 21 additional Independent schools opened, and in 2006, 13 more opened.
  • Increased expertise is needed in Qatar’s teaching workforce and among the Institutes’ staff. Non-Qatari specialists are likely to be required in the future, but it is important that they find the means to transfer knowledge to Qataris to build local human resources.
  • The four principles of the reform — autonomy, accountability, variety, and choice
  • The emirate of Abu Dhabi in the United Arab Emirates recently adopted a strategy of public financing for private providers of education that is similar to that of Qatar. Also, the Secretary General of the Gulf Cooperation Council praised Qatar’s initiative, especially its curriculum standards. Since these standards are the foundation for teaching, learning, and accountability, the Secretary General’s praise, motivated by concern throughout the region about preparing students for later life, represents a major endorsement of the approach taken in Qatar.
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    This piece is about the education reform K-12 in Qatar. The program has started to use local education supplies to create a better community attitude toward education. Their have been efforts to create a universal curriculum and higher evaluation and testing. 
kkerby223

Rape Case Roils Saudi Legal System - 0 views

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    Not only do Saudi Arabian women have many laws to abide by they also have an unjust legal system when it comes to their punishments. In this article, a case is discussed in which a woman went out with a man that was not her husband. While out, she was raped by 7 men. Although her attackers were punished, the woman was also punished for having been out with a man that was not her husband and was sentenced to 90 lashes.
ajonesn

Tuition in America-a Fable for Egyptian Education? - 0 views

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    I really enjoyed this article. It talks about major flaws as well as positivity from the American education system, comparing it to the education system in Egypt. It focuses more on the tuition in Universities and how that affects young students.
atownen

Yemen's healthcare system confronts mounting burden - AJE News - 0 views

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    This article depicts a very real and recent trauma that Yemen is undergoing; their healthcare system and facilities, much like other poorer middle eastern countries, is on the brink of extinction. This raised the question that we have been discussing in class; would foreign aid eliminate poverty? While there are millions in Yemen starving, would it be justified to provide their country with aid as more developed countries are supplying refugee camps in Jordan and Syrian rebels?
ralph0

Skyscrapers - but no sewage system. Meet a city run by private industry | - 1 views

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    Very interesting article. Does not really pertain to the middle east, but it explores a controversy in globalization by talking about a city in India that is completely privatized. It explores privatization of services vs municipalization.
mcooka

Why is Middle Eastern culture missing from Israeli schoolbooks? - Al-Monitor: the Pulse... - 0 views

  • In September 2015, “​Faith and Redemption” caused an uproar in Israel as another example of the exclusion of Mizrahi culture and history from the Israeli curriculum.
  • From Shriki's perspective, the place of Mizrahi authors and thinkers in the Israeli curriculum is critical.
  • Gideon Saar, Naftali Bennett's predecessor as education minister, struggled with this same issue in 2012, when the Libi Bamizrach coalition sent him a letter protesting the exclusion of Mizrahi history, literature and cultural heritage from the curriculum.
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  • ne pages, out of a total of 400 pages, that deal with the history of Jews from Islamic lands in a textbook on the “history of the Jewish people in recent generations.” The book was used in Israeli schools for many years. Two years later, Yehuda Shenhav, a professor from Tel Aviv University, surveyed textbooks in Israel and found that not only was the scope of discussion of Jews from Islamic lands meager, its representation was erroneous and stereotypical.
  • This long checklist calls for a deep and significant change within the Israeli educational system. It also suggests that Bennett's initiative, much like earlier ones, hardly guarantees that such change will indeed take place.
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    In the Middle East there is a lack of focus on culture in education. it focuses on the history of the "winners" and is promoting hate and ignorance in the education system. These issues have popped up before the Minister of Education since 1997. 
mcooka

Egypt's school system: Taking a look at schools, their curricula, and accreditation | E... - 0 views

  • 95.4 percent of the population in Egypt aged between six and 18 years old is enrolled in school.
  • “the quality of education remains a major challenge that hinders the capacity of children to develop to their full potential.”
  • Public Schoo
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  • Public schools are completely the responsibility of the Education Ministry
  • bout 92 percent of students attend public schools.
  • ublic schools are divided into two types: local Arabic schools and experimental schools.
  • Experimental schools a
  • public schools that offer their curriculum in a foreign language.
  • ational Institutions Schools
  • hese schools are institutions that are not privately owned but are related to national institutions and administrations.
  • hich are semi-private schools with high language standards and school fees close to private school fees.
  • ed by social institutions, not individuals
  • mbassy Schools
  • hese are schools that are not connected to the Ministry of Education in any way
  • embers of the student body are mainly from the nation of their respective embassies and follow their own curriculum.
  • since these schools do not offer the courses required by the ministry in Arabic, Religion and Social Studies, Egyptian universities are not likely to admit students from these schools.
  • Private Schools
  • rivate schools edcuate just 8 percent of students.
  • creditation to offer other kinds of diplomas, including the British General Certificate of Secondary Education, the International Baccalaureate and the French Baccalaureate.
  • ther schools are privately owned but offer a national curriculum.
  • issionary and Religious Schools also teach the national curriculum but have a religious mission.
  • They do not have a special license, are legally national schools and are subject to Egyptian laws.
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    This article looks more at the failings of education in Egypt. Public schools carry most of the students, but lack proper facilities. There is more than just "Public, Private, and Charter" schools in Egypt
mcooka

Biton Committee begins work to enrich Mizrahi culture in education system - Israel News... - 0 views

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    This is an interesting article concerning Minister Naftali Bennet. He will empowering Eastern Jewish Cultural Studies within the general curriculum. This would be a way to de-stigmatize Judaism and help with interfaith commuication
mcooka

News & Broadcast - Education: Improving access and quality of education in Yemen - 0 views

  • For almost three decades, the International Development Association (IDA) has actively helped increase access to, and the quality of, educational services in Yemen. The main achievements are the expansion of the education system at all levels, which helped halve the illiteracy rate to 45 percent from 90 percent
  • This is particularly challenging given the country’s significant population growth and deep poverty
  • Fewer girls than boys enrol in school (particularly in rural areas), many tend to be over-age and most drop out before completing basic education.
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  • lack of female teachers is one of the factors resulting in low enrolment and retention of girls in schools, particularly in higher grades when parents tend to object to male teachers
  • The sector also suffers from a lack of efficiency and effectiveness in using limited financial resources and weak management capacity.
  • DA has provided assistance for development of all education system sub-sector
  • both building on the success of the Basic Education Expansion Project of 2001-2007
  • The Secondary Education Development and Girls Access Project provides a platform to address broader sector governance and management issues by bringing together the Ministries of Planning, Finance, Civil Service and Insurance and Local Officials to jointly sign a Protocol of Participation in this Project.
  • men is also part of the Education For All Fast Track Initiative (EFA-FTI). FTI focuses on increasing access of children to primary education in line with the MDG target of achieving universal primary education, and its interventions target the most remote areas in the country where no other IDA project, government intervention or donor project has gone before
  • Increase in enrolment in primary education to 87 percent in 2008-09 from 68 percent in 1998-99.Gains in girls’ enrolment were even higher with an increase to 78% in 2008-09 from 49% in 1998-99, reducing by half the gap with male enrolment
  • The Education sector in Yemen is one of oldest and largest sectors of IDA investment in Yemen.
  • otal Bank financing for the five projects amounts to US$133 million, comprising Basic Education Development Project (US$68.66 million), Secondary Education Development and Girls Access project (US$20 million), Fast Track Initiative – Phase III (US$20 million), Second Vocational Training Project (US$ 15 million), and Second Higher Education Project (US$13 million).
  • he basic education sector in Yemen is characterized by a high degree of donor harmonization. Education receives a large share of the comparatively small amount of Official Development Assistance per capita recipient (just US$13 in 2006).
  • The Yemen Country Status Report set the stage for the development of a national vision for education. The national vision is to be developed in coordination with line ministries and aims to develop the foundations for a national education system that is linked to the labor market
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    This article is about the improvement of education in Yemen. Yemen is a very poor country with a large population growth. These programs have created platforms and finances to attract teachers, advocates for girls groups, advocates for education, and have pushed the literacy rate up towards 90%
ysenia

Sanctions Experts: Granting Iran Access to Dollars Endangers Global Banking System | Th... - 0 views

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    Mark Dubowitz and Eric Lorber explain why Iran should not have access to U.S. funding. It would allow for them to get away with bad behavior and put the U.S in even more binds.
katelynklug

Globally, Youth + ICT = Protest | CONNECTED in CAIRO - 1 views

  • ethnography
    • katelynklug
       
      defined as describing of the customs of individual peoples and cultures
  • see themselves
  • affect their actions
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  • connected and disconnected
  • protests were a result of a large disaffected population of young people (a “youth bulge”)
  • who took advantage
  • large youth cohort
  • more likely
  •  anti-government protest
  • high levels of ICT penetration and with a large youth cohort
  • anti-government protest
  • more likely
  • First, a you
  • of ICT to fomen
  • th bulge by itself shows no real correlation
  • being connected doesn’t by itself produce revolution
  • high ICT penetration in combination with a youth bulge
  • strongly correlated
  • explained by more contextual factors
  • proliferation of technology that is more important than demographic factors
  • amplify
  • smaller in size
  • cohorts
    • katelynklug
       
      This qualitative research provides a very interesting conclusion that can be applied in historical terms to all societal revolutions. Although the research suggested that the outbreak of protest was specifically rated to contextual factors, it previously suggested that any society with a large youth population who is proficient in technology has the potential for revolutionary action. This is interesting because it confirms that the youth, who generally possess progressive ideas are also more likely to be involved in activism. As technology becomes increasingly important for movement mobilization, governments may become even more heavily involved in its citizens' access to it. I think the increasing popularity of technology and social media could backfire on the younger generations who have embedded this into their culture. Government systems are already extremely aware of the power of technology, and oppressive systems are very likely to restrict access or banish it. However, at this point, even a highly skilled government will never be able to eliminate technology or its influence.
micklethwait

Security Empowers Business - Blue Coat - 0 views

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    Parent company of the firm in Egypt that set up the social media monitoring system for the Egyptian intelligence and security agencies.
allieggg

Davutoglu: Failure to support democracy led to ISIL Anadolu Agency - 0 views

  • The rise of the Islamic State in Iraq and the Levant is caused by the world's failure to support democracy in the Middle East,
  • " ISIL now exists because we did not properly support the democratic transition processes in 2012, not becauseISIL is so strong or the Syrian and Iraqi people are aligned to ISIL-like radical acts."
  • "We welcomed the Arab Spring when it first began to flourish as we thought the EU and the U.S. would support and finance the Middle East just as they did for the wind of democracy in the Balkans,"
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  • Davutoglu said countries like Poland and Romania now enjoy democracy due to finance from the EU but, he added, "no state came up to finance democracy in the Middle East."
  • Syria faces a terrorist threat instead of  democracy is because the world abandonedSyria.
  • "Islamic communities that have a deep-rooted culture of politics have the capacity, like any other nation and religion, to both keep democracy alive and improve it,” he added. “Neither Islam nor the world of Islam can be correlated with entities like ISIL."
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    Turkish Prime Minister Ahmet Davutoglu spoke at the World Economic Forum about the world's lack of assistance in the transition to democracy in the Middle East and how that ultimately facilitated the birth of ISIL. He explains how a number of EU states were able to maneuver into the democratic realm with the assistance and guidance of the EU, illuminating the idea that the Middle East should be no different. Davutoglu condemns the west for abandoning Middle Eastern states in their dire time of need. While countries around the world supported the Arab Spring, they did nothing to support or finance it to success. He says it would be wrong to correlate the birth of ISIL with Islam, explaining how Islamic communities are perfectly capable of embracing democratic systems. However, assistance in its implementation is vital.
mjumaia

The True Nature of the Saudi Succession "Crisis" - 0 views

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    Under King Abdullah, Saudi Arabia has modernized key aspects of the Saudi justice system and also other aspects. so this article talks about the crisis might happened when king Abdullah dies.
katelynklug

Egypt's "Poor Revolution"? - 0 views

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    This week, the country's judicial system came under fresh scrutiny after refusing to reinstate 138 state prosecutors who recently graduated from law school, but whose parents lacked university degrees. The September 2013 ruling is an example of the institutionalized classism in Egypt that many are unhappy with. Due to the policies of Sisi, the Dhank movement arose in protest by the poor who demand to be heard. Although this movement has been previously associated with the Muslim Brotherhood and thus not very popular, it could be the beginning of a broader mobilization of the poor in Egyptian politics. The head of the Garbage Collector's Union warned that if the president ignores these movements, there could be a "revolution of the hungry."
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