Arab Knowledge Report 2009: Towards Productive

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TABLE 3-1CountryOpportunities for basic knowledge capital formation inchildren through education in 2005 (per cent)AEnrolmentrateBNet enrolmentrate in primaryeducationCGross enrolmentratio in upper stageof basic education(adjusted * )DRatio ofexpectedschool yearsto age 18 **Averagescore(A+B+C+D)/4Libya .. .. 100 91.9 ..Bahrain 99 98 97 80.2 93.6Tunisia 97 96 99.8 73.7 91.6Algeria 98 95 100 66.5 89.9Qatar 98 94 94.2 67.2 88.4Egypt 96 94 91.4 65.9 86.8Jordan 94 90 87.7 72.4 86.0UAE 95 88 90.5 62.4 84.0Kuwait 89 83 84.9 68.9 81.5OccupiedPalestinian80 76 93.3 70.9 80.1TerritoriesLebanon 83 82 82.1 70.1 79.3Syria .. 95 85.8 .. ..Oman 77 74 87.7 64.2 75.7Morocco 88 88 64.4 51.6 73.0Iraq 89 89 54.1 49.3 70.4Saudi Arabia 75 78 58.8 .. ..Yemen 75 75 47.6 43.9 60.4Mauritania 80 79 25.2 39.4 55.9Comoros 55 .. 38.3 43.9 ..Sudan 44 .. 43.9 25.4 ..Djibouti 38 38 25.2 19.2 30.1Somalia .. .. .. .. ..Tunisia, Algeria,Jordan, and Egypthave managedto ensure highopportunities forthe creation ofknowledge capitalin children, in spiteof their limitedfinancial capacitiesSource: UNESCO Institute for Statistics, Data Centre; figures in columns C and D and average score are provided by Ramzi Salama/Report core team member.*Base averages reduced by 6.7 per cent (average over 100 per cent in the Arab countries in question) to correct for errors in the calculationof gross enrolment figures, which may exceed 100 per cent.**It may be supposed for the sake of argument that the gross school life expectancy of a given age cohort may, under ideal circumstances,approach eighteen years, as is expected in some countries of the world, such as Ireland and Norway. On the other hand, it may beconsidered overoptimistic to hope to approach the twenty years that is expected for Australia and New Zealand. The figure of eighteenyears has therefore been taken as a maximum for the calculation of the expected figure for all Arab countries.potential achievement in Kuwait, SaudiArabia, Oman, Djibouti, Sudan, and theComoros, whereas anticipated achievementexceeds relative financial capacities inBahrain, Libya, Tunisia, Algeria, Egypt,Jordan, Syria, and Yemen, regardless ofthe calculated equation. 18 In these terms,Saudi Arabia and Oman clearly lag wellbehind the norm, whereas countries suchas Tunisia, Algeria, Jordan, and Egypt havemanaged to ensure high opportunitiesfor the creation of knowledge capital inchildren, in spite of their limited financialcapacities.EDUCATION AND THE FORMATION OF KNOWLEDGE CAPITAL103
FIGURE 3-2: 19Basic knowledge capital formation opportunities for childrenin Arab countries against per capita GDP100Knowledge capital formation opportunities for children(percentage of possible maximum)9080706050403020EgyptSyriaIraqYemenMauritaniaComorosSudanDjiboutiAlgeriaJordanLebanonMoroccoTunisiaLibyaOmanSaudi ArabiaBahrain R 2 =0.4552QatarUAE R 2 =0.6398Kuwait0 5000 10000 15000 20000 25000 30000Per capita share of GDP in dollarsApart from Arabiclanguage and maths,the knowledge capitalthat Arab countriesimpart to thosewho have enrolledin or completedbasic educationvaries, in terms ofquantity at leastQUALITATIVE INDICATORSTime allocated to school subjects inbasic educationA study on the time allocated to schoolsubjects in basic education 20 in Arabcountries during the last decade showsconsiderable variation between thesecountries in the ratios of class timeallotted to religious education andforeign language instruction, a moderatevariation in the class time dedicated toscience and technology, social studies,the arts, and physical education, andgeneral conformity in the amounts oftime allotted to Arabic language 21 andmaths instruction. It follows that, apartfrom Arabic language and maths, theknowledge capital that Arab countriessought to impart to those who haveenrolled in or completed basic educationduring this period varies, in terms ofquantity at least.The average ratio of class time allottedto Arabic language instruction (28.5 percent at the primary level and 26.4 percent in total basic school education) issomewhat lower than the internationalaverage for the time allotted to instructionin the mother tongue (up to approximately32 per cent in primary school education)(International Association for theEvaluation of Educational Achievement,2003). Classes allotted to Islamic religiousinstruction average about 12 per cent ofthe total in the Arab region as a whole, incontrast to the global rate of about 5 percent among countries whose educationalcurricula feature religious educationinstruction (Majallat Mustaqbaliyyat,in Arabic, 2003). The quota for Islamicreligious instruction reaches 28 per centin Saudi Arabia, which is followed byYemen (20 per cent), Sudan (18 per cent),and Oman (17 per cent). In Tunisia andAlgeria, the time ratio for Islamic religiousinstruction is around the global average.104 ARAB KNOWLEDGE REPORT 2009
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United Nations Development Programm
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This Report has been produced throu
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This year’s report may perhapsbes
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ICT in the Arab countries and reinf
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CONTENTSPREAMBLEIntroductionPrelimi
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Quantitative indicatorsTertiary edu
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LIST OF BOXESBox 1 The Effect of th
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Figure 5-7 Published scientific art
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Table 21 Time devoted to secondary
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The knowledgefield and revolutionto
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The literature onhuman rights place
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Arabic istechnologicallypoor in com
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Intercommunicationwith the self mea
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Table 2CountryGroupGroup 1: Oilecon
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Figure 2504540353025201510508070605
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In the period2003-2007, morethan 83
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eversion, in many cases, is not ass
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Thus the Arab region in general, an
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knowledge over recent years. This w
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However, this progress remains limi
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CHAPTER ONETHE THEORETICAL FRAMEWOR
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The successfuldeployment ofthe know
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The knowledgerevolution atthe end o
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Technology, theeconomy, andsociety,
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No one pursuesknowledge forits own
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The Report adoptsa concept ofknowle
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The goal of thiscritical review isn
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In our bidfor economicand humandeve
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The political reformproject remains
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Globalisation isdependent oninforma
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The battle overknowledge in oursoci
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The most obviousexample of the gapb
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BOX 1-9The Virtual as an Interrogat
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Page 71 and 72: Collective humaneffort must bedirec
Page 73 and 74: End Notes1Epistemic saturation refe
Page 76 and 77: CHAPTER TWOARAB KNOWLEDGE PERFORMAN
Page 78 and 79: current economic crisis in the autu
Page 80 and 81: FIGURE 2-3Perceptions of corruption
Page 82 and 83: technology infrastructure, blogs ar
Page 84 and 85: nations continue to occupy their pr
Page 86 and 87: to the third oil boom, which reache
Page 88 and 89: have realised a degree of progress
Page 90 and 91: FIGURE 2-8Index of global competiti
Page 92 and 93: FIGURE 2-10Net exports of manufactu
Page 94 and 95: namely the spread of poverty, socia
Page 96 and 97: TABLE 2-2Arab Countries according t
Page 98 and 99: while some of these nine countries
Page 100 and 101: and political participation. All of
Page 102 and 103: first INTEL computer club; INTELis
Page 104 and 105: from the ages of thirteen to twenty
Page 106 and 107: solutions that allow use of the ava
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Page 110: specific cases.These flexibilities
Page 114 and 115: CHAPTER THREEEDUCATION AND THE FORM
Page 116 and 117: FIGURE 3-1Education and human resou
Page 118 and 119: of the qualitative knowledge capita
Page 122 and 123: Virtually the only area in which Ar
Page 124 and 125: must possess if they aspire to part
Page 126 and 127: TABLE 3-2Opportunities for the form
Page 128 and 129: General secondary education andthe
Page 130 and 131: elatively high enrolment rates of b
Page 132 and 133: Available data shows large discrepa
Page 134 and 135: TABLE 3-3Comparison of overall resu
Page 136 and 137: females. According to this data, to
Page 138 and 139: show educational accomplishments am
Page 140 and 141: inroads well beyond their current f
Page 142 and 143: FIGURE 3-6aMaths performance of eig
Page 144 and 145: BOX 3-8The Contribution of Non-Publ
Page 146 and 147: Kuwait, and the worst performers su
Page 148 and 149: emained encumbered by the prevailin
Page 150 and 151: eveal the breadth of the gap that c
Page 152 and 153: countries and providing a picture o
Page 154 and 155: information systems. The available
Page 156: 89Finland, for example, whose stude
Page 160 and 161: CHAPTER FOURINFORMATION AND COMMUNI
Page 162 and 163: FIGURE 4-1ICT index values for Arab
Page 164 and 165: countries and the Arab countries. T
Page 166 and 167: Arab countries-Egypt, Algeria, Leba
Page 168 and 169: of Arabic content and its low rate
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exchange of future technology servi
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of national partnerships aimed at s
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TABLE 4-2Readiness of Arab countrie
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as the implementation of programmes
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BOX 4-2Evaluating the Performance o
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of common principles that guarantee
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data from various sources and then
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FIGURE 4-11Paper consumption and in
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processing and the methods and tool
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TECHNOLOGICAL ADVANCEAND FUTURE INI
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within bounds that do not hinder bu
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preservation and the consolidation
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21As a result of the nature of comp
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CHAPTER FIVEARAB PERFORMANCE IN RES
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FIGURE 5-1Innovation system index f
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The extremely lowamounts spentby Ar
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It has become clearthat the wager o
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Joint researchprojects among Arabsc
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Theoretically, themore researcherst
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Average expenditureon scientific re
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BOX 5-6Jordan’s “A Professor in
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BOX 5-8For the last three decades,
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FIGURE 5-7Published scientific arti
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A review of theperiod from 2002to 2
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Social scienceresearch holds aspeci
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Most Arabic-languageperiodicals in
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Arab societies arefilled with examp
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Human capitalis among Arabcountries
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TABLE 5-12Trade in technological pr
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It is ironic thatalthough the Arabw
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End Notes1UNESCO Institute for Stat
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CHAPTER SIXBUILDING THE KNOWLEDGE S
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The most conspicuousfeature of thek
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A review of nationalplans in the Ar
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The positiveachievements inthe Arab
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One of the keyfoundations of thevis
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Freedom andinstitutionalisationare
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Priorities are subjectto a great de
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If we admit thatlanguage is avehicl
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The major challengelies in changing
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Deployment is linkedto the creation
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The variousproposals includedin thi
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ReferencesReferences in Arabic‘Ab
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the President of the ICRC Expresses
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al-Duwal al-‘Arabiyya, UNESCO’s
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Sen, Amartya. 1999. Development asF
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Castells, Manuel. (1998/2001). LaSo
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the Age of Technology).• Binsa‘
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egional and international levels an
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ANNEX 3. MEASUREMENT OF THE ARABCOU
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indicators that make up the pillar.
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countries’ rankings among the cou
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of the Arab countries and suffer fr
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Freedom House and Heritage Institut
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Endnotes* This annex was prepared b
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STATISTICAL ANNEXGENERAL INDICATORS
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Table 3: Economic IndicatorsCountry
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KNOWLEDGE PERFORMANCE ENVIRONMENTST
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Table 7: Press Freedom Index in the
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EDUCATIONTable 9: Adult literacy ra
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Table 11: Gross enrolment ratios in
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Table 13: Adult illiterate populati
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Table 16: Net and gross enrolment i
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Table 18: Lessons in basic educatio
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Table 20: Literacy rates among youn
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Table 22: Evolution of enrolment ra
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Table 24: Student enrolment rates i
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Table 26: Distribution of graduates
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Table 28: Estimated educational lev
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Table 30: Enrolment rates in non-go
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RESEARCH AND INNOVATIONTable 32: Nu
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Table 34: Indicators on research an
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INFORMATION AND COMMUNICATION TECHN
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FIGURE b-2Growth in average number
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competition between the internet se
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Table c-4: Ranking of a group of Ar
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United Nations Development Programm
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Arab Knowledge Report 2009: Towards Productive

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