Arab Knowledge Report 2009: Towards Productive

89Finland, for example, whose students perform very well in comparative international scholastic achievementtests, has made it obligatory since 1979 that all candidates for teaching posts in all phases of the educationsystem and for other posts of responsibility in the educational process have at least a Masters degree ineducation.90For instance, a UNESCO report observes that teachers in seven Arab countries on the whole meet nationalcriteria for the qualifications necessary to practice the teaching profession, whereas everyone is perfectly awarethat in many of the countries concerned the said qualifications start at a secondary school degree, which by nomeans can ensure the optimum performance of educational tasks. Moreover, even a Bachelor’s degree shouldnot be considered sufficient qualification unless it is linked with a teacher education qualification of a sufficientduration and that meets internationally recognised quality standards.91In the simulation, it was assumed that if about 50 per cent of a certain age group enrols in higher education,then 10 per cent of it should join the faculties of education (which train the teachers and other educationspecialists for the various educational levels). However, given the severe shortages in the Arab countries, as awhole, in this domain, and the ascertainable need of their education systems for highly qualified staff, an evenhigher proportion of enrolment in this stream of higher education is needed.92The quantitative data treated previously indicate that Bahrain and Libya are the only two Arab countries thathave managed to attract large numbers from diverse sectors of their populations into employment in theeducational system. All other initiatives aimed at qualitative development, such as those set into motion inQatar, Oman, and the UAE, have yet to bear fruit.EDUCATION AND THE FORMATION OF KNOWLEDGE CAPITAL139