Cost-sharing is a “shift of the burden of higher education costs from being totally borne by the government or the taxpayer, to being shared with parents and students”

This raises the  question, to what extent can this cost-sharing policy preserve equity in enrollment and improve the quality of higher education in Morocco? The obvious answer is that this policy is causing more harm to Moroccan higher education.

Aïssat said that the police took them to the Mohammadia police station and held them until 5 p.m. He said that the police did not tell them the reasons for their arrest, and released them without charge.

Algeria’s constitution guarantees the right to freedom of assembly. Amendments, entered into force on March 7, 2016, include a provision that, “The right to peaceful assembly is guaranteed within the framework of the law, which sets forth how it is to be exercised” (article 49).

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.

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.

With fewer than 1 in 10 Syrian refugees ages 15, 16, or 17 enrolled in secondary school or technical/vocational education, the risk of losing a generation of skilled professionals is very real

So much of the strife afflicting Europe and the Middle East today has its roots in the Bosnian conflict, yet scant attention has been paid to the country in the years following the war.

Up to 100,000 people were killed in the Bosnia conflict between 1992 and 1995 when, following a referendum to secede from Yugoslavia, the country was plunged into an inter-ethnic war between Serbs, Croats and Muslims (or Bosniaks).

Karadzic and his Serb forces have long been considered the worst perpetrators of the violence - which nevertheless saw atrocities on all sides - and culminated in the brutal Srebrenica massacre in which over 8,000 Muslim men and boys were slaughtered in 1995 in full view of the UN peacekeeping forces. 

n forging notions of global Muslim solidarity and identity which has played such a major role in the conflicts of the Middle East.

Much as in Syria today, hundreds - potentially thousands - of foreigners travelled to Bosnia to join the mujahideen and protect Bosnian Muslims from the Bosnian Serb forces

It's hard not to draw parallels between such language and the language of anti-Muslim demagogues in Europe, India, Myanmar and America today.

When the dust settles in Syria, and should the war criminals survive long enough to be put on trial, the long-term work of reconstruction and reconciliation will begin

ugoslavia was an independent and relatively prosperous country. With no Soviet Union after 1991, Yugoslavia was vulnerable to the powerful imperialist countries in Western Europe and the United States, which provoked and exacerbated disputes among the various Yugoslav peoples

NATO’s pattern for the destruction of Libya and Syria — and also of Iraq and Afghanistan, with variations

cialism in Yugoslavia produced artists and intellectuals, free health care, zero unemployment, free education, excellent public transportation and advanced industrial and agricultural developmen

After the destruction of Milosevic and his party, neoliberal forces in Serbia and the other republics privatized the health care system, sold off the mines, and closed automobile, petroleum and other industries. Now Bosnia has an unemployment rate of 43 percent, Croatia’s is 19 percent, and tiny Kosovo’s is 45 percent. Kosovo hosts the largest U.S. military base in the Balkans, Camp Bondsteel, which protects Kosovo’s criminal government and oversees NATO control in the Balkans.

n the U.S. in 1999-2001, the International Action Center and Workers World Party played a leading role among those who stood firm against expanding NATO’s mayhem and slaughter in Yugoslavia.

In Africa and South Asia for example, boys remain 1.55 times more likely to complete secondary education than girls, according to World Bank data.

Even when girls make it into the classroom they still “continue to face particular risk in chaotic conflict settings,”

n Pakistan, for example, the Taliban has declared war on girls' education, and frequently attacks educational institutions

“They don’t translate into greater equality in the labor market,” said Sarah Gammage, director of gender, economic empowerment and livelihoods at the International Center for Research on Women. “Around the world women have disproportionately been part of the informal economy.”

hey are typically responsible for providing care services for family members, Gammage said. Other duties include child rearing, cooking, and other household chores. It is work for which they are not paid. Women perform three times more unpaid work than men, according to the U.N.’s 2015 Human Development Report.

eing able to make decisions, such as voting, owning land, and deciding whom to marry “is where we see the most significant difference between the least developed and developed countries,” said Varia.

In Saudi Arabia, women are not permitted to drive and cannot open bank accounts without their husbands' permissio

Uganda forbids women to gain permanent custody of children after a divorce,

Honor killings, the traditional practice that allows the slaying of a family member who is believed to have brought dishonor on a family, claims thousands of women’s lives every year in South and Central Asia.

eeting these lofty goals will require a range of initiatives—repairing infrastructure and building new facilities, providing sufficient learning materials, narrowing teacher-student ratios, and addressing gender disparities—especially in rural areas, where underfunding and conflict have compounded the problems facing schools ther

Mohammad bin Mohammad, a school teacher in Erman Primary School in the Ans area of Dhamar governorate, which accommodates 110 children from first to sixth grade, says many of his students are forced to take their lessons sitting on the ground. “Students don’t study in proper classrooms. Let alone having enough labs, chairs or tables,” he said.

Addressing security concerns and providing necessary infrastructure are fundamental prerequisites, but staffing and improving access to education for girls remain high on the agenda.

Government expenditure on bonuses amounts to YR60 million ($279,000) for the current fiscal year, and is expected to reach 271,696 employees nationwide working in the education sector, according to the Ministry of Education.

In areas where female enrolment and retention in school is significantly lower than the national average, the government also offers conditional cash transfers to families to encourage them to allow their girls to attend school.

Though girls’ enrollment and primary education completion rates in Yemen have increased substantially over the last decade, the gender disparity remains severe

To address the disparity, in 2007 the Yemeni government, with funding from the World Bank’s Fund for the Poorest Countries (IDA), launched a rural female teacher contracting scheme and has since trained 550 teachers, 525 of which have become certified.  Under an additional project, funded by the Global Partnership for Education, 490 teachers have completed the training program.

A conditional cash transfer (CCT) program, designed to help girls in grades 4-9 in disadvantaged communities in selected governorates, has been effective in encouraging parents to allow girls to attend school.

he cash stipends are conditional on maintaining no less than 80% attendance and a passing grade, with an allowance to repeat the grade only once

Under Yemen’s second basic education development project, approved under a $66 million IDA grant in February, the government  will recruit, train and deploy an additional 700 female teachers in rural areas and continue its conditional cash transfer program for girls’ education, to extend service to an additional 25,000 students.

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

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