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katelynklug

Egypt's Student Protests: The Beginning or the End of Youth Dissent? - 0 views

carnegieendowment.org/syriaincrisis

egypt youth protests student Sisi

shared by katelynklug on 12 Nov 14 - No Cached
  • katelynklug on 12 Nov 14
     
    Oct. 22. As the Egyptian government's crackdown on dissent broadened over the last year, university campuses have increasingly been in the crosshairs as one of the last remaining spaces for dissent. Despite efforts to quell political activity on college campuses, there have been at least 58 protests on college campuses since the first week of classes at the beginning of October. As campuses like Cairo University crack down on security and bans on political activity, Egyptian authorities are also attempting to control the activities of the youth. Sisi reinstated the law of appointing university presidents. The administration knows its weakness is the youth population, since all its support comes from the older generation of Egyptians. However, although he acknowledges there grievances, he basically tells them to stay out of the politics that should be reserved for the older generation. By taking this tone with the Egyptian youth, Sisi risks alienating the population and pushing them to join back in alliances between secular and religous groups.
mcooka

The kingdom is king | The Economist - 0 views

www.economist.com/...-higher-education-kingdom-king

arab egypt college education

shared by mcooka on 31 Mar 16 - No Cached
  • But Saudi Arabia is gaining an unlikely reputation for learning in the Middle East. Earlier this year it gained three of the top four spots in an annual ranking of Arab universities by Times Higher Education (THE), a British weekly magazine. Topping the chart was King Abdulaziz University in the western city of Jeddah, which was founded only in 1967.
  • The kingdom rarely pulls things off as well as, let alone better than, its more savvy fellow Gulf states.
  • ut by world standards, Arab universities do not offer students a very good deal. King Abdulaziz only just made it into the global top 300. Teaching in the Arab world tends to emphasise rote learning rather than developing analytical skills.
  • ...2 more annotations...
  • who are assigned to subjects according not to their own choice, but to their school grades. Medicine, engineering and political science require high results. Low-scorers are concentrated in arts, business and education courses.
  • The very wealthy send their sons and daughters abroad. Many never come back, contributing to a brain drain in the Arab world.
  • mcooka on 31 Mar 16
     
    In Egypt there is a university which has been promoted as the ebst school in the Middle East. Except, it is very limited. It does not offer a reason to develop analytical skills, so often their students do poorly in the job world. in Egypt students are assigned a major and classes based off of their grades, they do not get to pursue what they want. 
kristaf

Aisha Al-Shater Condemns Coup Lynching of Azhar University Female Student - Ikhwanweb - 0 views

www.ikhwanweb.com/article.php

#Aisha Al-Shater #FemaleStudents #MulsimBrotherhood

shared by kristaf on 23 Nov 14 - No Cached
  • lynching and arresting female students inside Al-Azhar University (east of Cairo), roughly manhandling them, often dragging them on dirty asphalt.
  • Commenting on pictures and a video clip where a female student was roughly pulled and dragged on the ground as she screamed, with coup policemen forcing her inside an armored vehicle, Aisha
  • I challenge coup media to broadcast those scenes of the female student's lynching inside Al-Azhar University in TV programs."
  • ...1 more annotation...
  • riday, November 21,
  • kristaf on 23 Nov 14
     
    This short article paints a picture of the violent crimes against women that are taken place at Al-Azhar University. Aisha Al-Shatar who is the daughter of the Muslim Brotherhood's vice-chairman, has publicly called upon the media to display the lynching of female students. 
kristaf

Coup Forces Torture to Death University Student in Egypt Police Station - Ikhwanweb - 0 views

www.ikhwanweb.com/article.php

#Coup #SAC #StudentProtests

shared by kristaf on 23 Nov 14 - No Cached
  • kristaf on 23 Nov 14
     
    In Egypt, university students have gathered together against the coup forces to protest and make clear their determination to protect their rights. University students against the coup have joined together to lead a series of protest. The article makes clear that the Students Against the coup, do not seek to instigate violence, but will use self-defense if needed which is rightly justified in accordance to religion and  international law . 
katelynklug

Sisi warns Egypt students against 'malicious' acts - 0 views

english.alarabiya.net/...ate-malicious-activities-.html

Egpyt youth politics Sisi Cairo University

shared by katelynklug on 12 Nov 14 - No Cached
  • katelynklug on 12 Nov 14
     
    On Sunday, Sept. 28, President Sisi made a speech at Cairo University, declaring his affection and support for the Egyptian youth. He also warned the students against "malicious" activities and that universities were "solely for education." The speech followed the draft of a new controversial law allowing for the arbitrary firing of faculty members. Sisi pledged to dedicate state resources like special councils and scholarship funds to the cause of the youth demographic.
mcooka

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

www.aworldatschool.org/...pt-education-system-works-1699

education egypt school

shared by mcooka on 04 Feb 16 - No Cached
  • 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.
  • ...8 more annotations...
  • 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
  • mcooka on 04 Feb 16
     
    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.
micklethwait

CCCC Statement on Second Language Writing and Writers - 0 views

www.ncte.org/...secondlangwriting

cccc writing composition communication EAL statement

shared by micklethwait on 16 Jun 14 - No Cached
  • dapting to or adopting North American discursive strategies
  • to understand their characteristics
  • sensitive to their linguistic and cultural needs.
  • ...17 more annotations...
  • In classes made up exclusively of second language writers, enrollments should be limited to a maximum of 15 students per class.
  • instructors should avoid topics that require substantial background knowledge that is related to a specific culture or history that is not being covered by the course.
  • Writing instructors should look for evidence of a text's rhetorically effective features, rather than focus only on one or two of these features that stand out as problematic.
  • Further, "patchwriting," defined by Rebecca Moore Howard, as the copying of sections of texts, such as phrasings and sentence patterns, is a natural part of the process of learning to write in a second language.
  • We advocate that instructors take extra care when suspecting a second language writer of plagiarism, and take into consideration the student's cultural background, level of experience with North American educational systems, and confidence level for writing in English.
  • Any writing course, including basic writing, first-year composition, advanced writing, and professional writing, as well as any writing-intensive course that enrolls any second language writers should be taught by an instructor who is able to identify and is prepared to address the linguistic and cultural needs of second language writers. 
  • should be based on students’ writing proficiency
  • mainstreaming
  • the literacy support of second language writers needs to extend beyond the composition requirement as well.
  • approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing.
  • Therefore, it is imperative that writing centers model and discuss effective approaches for working with second language writers in tutor training, make available reference materials specific to language learners such as dictionaries on idiomatic English, and hire tutors with specialized knowledge in second language writing.
  • Second language writers often come from contexts in which writing is shaped by linguistic and cultural features different from their NES peers. Beliefs related to individuality versus collectivity, ownership of text and ideas, student versus teacher roles, revision, structure, the meaning of different rhetorical moves, writer and reader responsibility, and the roles of research and inquiry all impact how student writers shape their texts.
  • scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center.
  • to identify strengths second language writers bring to the classroom.
  • With the help of an instructor, second language writers can learn to bridge the strategies they use to communicate socially through digital media to the expectations of the academy. Therefore, instructors need to learn how to proficiently work with the writing tools and within the writing contexts that will help second language writers create these bridges. As in this case, instructors need to be trained to work with various writing media (e.g., computer programs) so that they can take advantage of these pedagogical opportunities.
  • instructors will be better prepared to work with second language students if issues of second language writing and writers are a consistent feature that is re-enforced throughout their training in writing instruction, especially in-service training encouraged of all writing instructors.
  • We recommend that writing programs familiarize themselves with the multilingual populations surrounding their institutions. Doing so not only provides valuable insight into the language experiences of some students in your writing programs, but it also could identify large multilingual populations wishing to matriculate into the college/university. Information on local populations can be collected from the US Census Bureau’s American FactFinder website. Also, websites such as the National Center for Education Statistics provides data on the number of English Language Learners (ELL) receiving special services in area high schools, some of whom might aspire to enter the university one day. Such information can be collected and disseminated on a centrally managed university website for the benefit of both instructors within the composition program and other university faculty.
mcooka

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

education.stateuniversity.com/...UCATIONAL-SYSTEM-OVERVIEW.html

education jordan program students school

shared by mcooka on 16 Feb 16 - No Cached
  • 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).
  • ...10 more annotations...
  • 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).
  • mcooka on 16 Feb 16
     
    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. 
mcooka

Schooling in a crisis: the case of Syrian refugees in Turkey - ODI HPN - 0 views

odihpn.org/...e-of-syrian-refugees-in-turkey

refugee schooling crisis turkey Syria camps education

shared by mcooka on 17 Feb 16 - No Cached
  • The Syrian civil war has created one of the largest and most intense episodes of human suffering of the early twenty-first century.
  • 387,883, with 200,039 living in government camps and 164,143 living in rented apartments
  • Turkey’s efforts to meet the needs of refugees have been spearheaded by the Afet ve Acil Durum Yonetimi Baskanligi
  • ...36 more annotations...
  • majority of refugees are women and, especially, children; of the 200,000 refugees in Turkish camps, about 60% are children.
  • t was left to him to find tents, wooden flooring, carpets and paving bricks, desks, chairs, drawing boards, teaching aids and, of course, textbooks
  • urkish Red Crescent
  • acquired through AFAD channels a
  • egging
  • he result
  • ten large tents with floors
  • drawing boards
  • electricity
  • computer projectors.
  • limate control consisted of large fans
  • he pre-school director in Islahiye Camp used empty office and storage space in the warehouse to house five rooms full of loud young children
  • preschools enjoyed the largest proportion of age-group participation.
  • camp schools are administered by Turks
  • curricula are not recognised or sanctioned by the Turkish education authorities, and so licenced Turkish teachers cannot be assigned to them.
  • amp education directors rely heavily on volunteers from among the refugees themselves
  • time and instruction with the children is often inconsistent
  • not be able to teach in Arabic
  • There is little incentive for parents to commit their children to learning a new language
  • Closely related to the issue of language is the curriculum
  • eenage students in the camps generally do not have access to the secondary schooling
  • Indeed, one source of tension between Syrian parents and the Turkish authorities has been the Syrian demand for special classes for advanced students whose preparations for university entrance exams were interrupted by the war.
  • Syrian schools have opened outside of the camps with funding from the local government,
  • using the Syrian curriculum and books salvaged from Syrian schools and reproduced
  • Gaziantep
  • namely Syrian demands for the separation of the sexes in classrooms
  • Syrian parents also tend to insist that their daughters wear headscarves (hijab) in public and in schools, while it is illegal for Turkish teenage girls to cover their hair at school.
  • Tensions over the separation of the sexes, curriculum and language of instruction are compounded by the politics of Syrians’ refugee status
  • y contrast, the Turkish government chose not to officially recognise the Syrians as refugees as defined by UNHCR, and did not ask UNHCR to register the newcomers as refugees.
  • officially designate Syrians as refugees would limit Turkey’s involvement in the Syrian civil war,
  • Turkey has allowed arms and non-lethal aid through its territory to supply the Free Syrian Army
  • here are also concerns that Syrians, desperate for income, take jobs at lower wages than Turks
  • Even guests can outstay their welcome, and with no end in sight to the civil war and no prospect of a return of Syrians to Syria, Turks are beginning to question how long they can sustain their assistance. I
  • une 2013 AFAD began accepting offers of financial and other aid from outside agencies, including UNHCR and the UN Educational, Scientific and Cultural Organisation (UNESCO).
  • The schools developed in Syrian refugee camps in Turkey provide valuable models for establishing schools for rapidly growing refugee populations.
  • The next critical challenge for Syrian education in Turkey is what to do with the growing number of Syrian teenagers who need to finish their high-school studies at accredited schools in order to compete for places at universities in Turkey or elsewhere.
  • mcooka on 17 Feb 16
     
    This was probably the most interesting article I have read about education in the MIddle East. It is from the "Humanitarian practice Network". This article is about Turkey and the Syrian refugees, who are not documented as refugees, and the growing desire for improvements to education. Right now, the education which is in place for Syrians is adequate for a temporary stay of preserving knowledge. It is not designed to be used long term, to advance students, or to prep them for universities. This article looks at those issues and tensions which are happening currently in Turkey
katelynklug

Egypt's "Poor Revolution"? - 0 views

muftah.org/egypts-poor-revolution

egypt poor revolution Dhank Sisi Muslim Brotherhood hungry university degrees

shared by katelynklug on 02 Nov 14 - No Cached
  • katelynklug on 02 Nov 14
     
    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."
allieggg

What Happened to the Humanitarians Who Wanted to Save Libyans With Bombs and Drones? - ... - 0 views

firstlook.org/...nted-save-libyans-bombs-drones

humanitarian libya civil war politics US Intervention NATO revolution

shared by allieggg on 23 Nov 14 - No Cached
  • “Libya is a reminder that sometimes it is possible to use military tools to advance humanitarian causes.”
  • intervention was a matter of upholding “universal values,” which itself advanced America’s strategic goals. In justifying the war to Americans (more than a week after it started), President Obama decreed: “Some nations may be able to turn a blind eye to atrocities in other countries. The United States of America is different.”
  • But “turning a blind eye” to the ongoing – and now far worse – atrocities in Libya is exactly what the U.S., its war allies, and most of the humanitarian war advocates are now doing.
  • ...6 more annotations...
  • “this was a rare military intervention for humanitarian reasons, and it has succeeded” and that “on rare occasions military force can advance human rights. Libya has so far been a model of such an intervention.”
  • What’s most notable here isn’t how everything in Libya has gone so terribly and tragically wrong. That was painfully predictable: anyone paying even casual attention now knows that killing the Bad Dictator of the Moment (usually one the U.S. spent years supporting) achieves nothing good for the people of that country unless it’s backed by years of sustained support for rebuilding its civil institutions.
  • As the country spun into chaos, violence, militia rule and anarchy as a direct result of the NATO intervention, they exhibited no interest whatsoever in doing anything to arrest or reverse that collapse. What happened to their deeply felt humanitarianism? Where did it go?
  • But the most compelling reason to oppose such wars is that – even if it all could work perfectly in an ideal world and as tempting as it is to believe – humanitarianism is not what motivates the U.S. or most other governments to deploy its military in other nations.
  • If there were any authenticity to the claimed humanitarianism, wouldn’t there be movements to spend large amounts of money not just to bomb Libya but also to stabilize and rebuild it? Wouldn’t there be just as much horror over the plight of Libyans now: when the needed solution is large-scale economic aid and assistance programs rather than drone deployments, blowing up buildings, and playful, sociopathic chuckling over how we came, conquered, and made The Villain die?
  • The way most war advocates instantly forgot Libya existed once that fun part was over is the strongest argument imaginable about what really motivates these actions. In the victory parade he threw for himself, Kristof said the question of “humanitarian intervention” will “arise again” and “the next time it does, let’s remember a lesson of Libya.”
  • allieggg on 23 Nov 14
     
    This article basically lays out the faults in US intervention in Libya during the fall of Gaddafi and condemns the US officials for their lack of hindsight in their agenda. The US claimed that they could not "turn a blind eye" to atrocities and human right violations in other countries and to intervene in Libya was a matter of upholding "universal values." After the successful ousting of Gaddafi, the US hypocritically turned their back on the country as a whole, leaving them to pick up the pieces and re-build themselves in the midst of socio-political and economic chaos. The US claims that military intervention is sometimes necessary to address human right violations, but in the case of Libya more violations have occurred as a result of a fallen regime rather than because of its reign. The author basically says that the US should have predicted that short-term intervention strategies achieves nothing without years of sustained support for rebuilding the civil institutions. 
cramos8

Islamists, Leftists Clash At Tunisian Universities - Al-Monitor: the Pulse of the Middl... - 0 views

www.al-monitor.com/...-islamists-leftists-clash.html

ISIS revolution

shared by cramos8 on 03 Feb 15 - No Cached
  • cramos8 on 03 Feb 15
     
    Author: alhayat Posted October 20, 2012 "The Tunisian university is at a tipping point." That is how Yousra al-Jabali, a sociology student at the April 9 College of Arts and Humanities, summarized the situation at her academic institution after last week's violent clashes.
zackellogg

Egypt targets last bastion of Muslim Brotherhood dissent - News - Aswat Masriya - 1 views

en.aswatmasriya.com/...view.aspx

Al Azhar University protests Muslim Brotherhood

shared by zackellogg on 18 Sep 14 - No Cached
  • zackellogg on 11 Nov 14
     
    This article discuses Egypt's attempt to combat the Muslim Brotherhood by shutting down the violent protests at Al Azhar University. Azhar University is one of the world's last remaining centers for Islamic learning. Ever since the freely elected president Mursi was elected, Al Azhar has become an emerging hotspot for the battle against him.
kristaf

FSPC - 2 views

popular-culture.org

ARTS Graffiti Cairo

shared by kristaf on 05 Sep 14 - No Cached
  • klweber2 on 05 Sep 14
     
    Faculty of Arts - Cairo University (+2)(0)122 344 1334 fspc@popular-culture.org "People say graffiti is ugly, irresponsible and childish... but that's only if it's done properly."
  • Briana S on 05 Sep 14
     
    Faculty of Arts - Cairo University (+2)(0)122 344 1334 fspc@popular-culture.org "People say graffiti is ugly, irresponsible and childish... but that's only if it's done properly."
  • kristaf on 05 Sep 14
     
    Faculty of Arts - Cairo University (+2)(0)122 344 1334 fspc@popular-culture.org "People say graffiti is ugly, irresponsible and childish... but that's only if it's done properly."
mcooka

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

education.stateuniversity.com/...UCATIONAL-SYSTEM-OVERVIEW.html

lebanon system overview schools private public

shared by mcooka on 02 Mar 16 - No Cached
  • 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
  • ...18 more annotations...
  • 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
  • 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.
  • 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.
  • 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.
  • 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
  • mcooka on 02 Mar 16
     
    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%
allieggg

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

DIIGO_FILE_HOME/4xj2f/byi0

watsa cronyism nepotism guanxi social norms middle east

shared by allieggg on 05 Oct 14 - No Cached
  • 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.
  • ...21 more annotations...
  • 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.
  • allieggg on 05 Oct 14
     
    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.
  • micklethwait on 07 Oct 14
     
    This looks super interesting, but I can't get the link to open. Thanks for writing a thorough summary of it!
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