Arab Knowledge Report 2009: Towards Productive

More documents

Recommendations

Info

priorities in the area of movement towardsindigenisation of knowledge, we confirmthat openness and intercommunicationtogether form the major principle inthe field of indigenisation, given thatintercommunication depends on openness,and openness aims to prepare the apparatusappropriate for the transcendence ofexisting limitations. Hence, the use of allmeans conducive to support of this choiceand that stimulate transfer will help speedup the pace of indigenisation. Creating,for example, research centres, opennessto global sources of knowledge, andconcern with training and qualificationsare all key steps on the road to implantingthe elements that will set in motionthe development of knowledge in oursociety. The steps we have just indicatedmay perhaps fall under the rubric of theframework of immediate action. They alsoimpinge on the medium-term context, andare priorities for the long term, which isto say for the transitional periods requiredto close the Arab knowledge gap in all itsdimensions and fields.The implantation of ICT mechanismsand the expansion of ICT usage levels forma groundbreaking and exemplary step inthis regard. The reform of individuals’mental perspectives, which is linked to thereform of education and the developmentof culture in society, also forms anessential means for the consolidation ofindigenisation. The knowledge revolutionsin today’s world rest on significantprecedents in terms of the conceptionof man and nature. In our Arab culture,we still lack these precedents. Thisserves to entrench the knowledge gapand make the paths of indigenisationmore complex. Indigenisation, forexample, can happen through reformof education, and likewise requiresThe knowledgerevolutions intoday’s worldrest on significantprecedents in termsof the conceptionof man and nature.In our Arab culture,we still lack theseprecedents. Thisserves to entrenchthe knowledge gapand make the pathsof indigenisationmore complexFIGURE 6-3Priorities for action to build the elements of the knowledge society in the Arab worldTransfer and indigenisation of knowledgeSupporting and establishing centresfor research and developmentTranslationImmediateactionMedium-termactionContinuousLong-termactionDevelopment and reformof educationAttention to academic andvocational trainingContinuousContinuousOpening to the insideOpening to the outside(global sources of knowledge)ContinuousOrganisation of internalknowledge sourcesICT development, transfer, and useInstigation of knowledge transferContinuousContinuousDirect support for knowledge productionContinuousBUILDING THE KNOWLEDGE SOCIETY IN THE ARAB WORLD: A VISION AND A PLAN233
The major challengelies in changingthe generalculture of societyand the prioritiesof officialdomthroughout the Arabworld, so that there isa universal convictionthat building solidknowledge capitalrequires the creationof learning curriculain accordance witha solid educationalphilosophy anda clear visionBOX 6-3Science is not the sum of knowledgeand results acquired and transportedfrom one place to another. Rather it isthe effort for indigenisation that springsfrom the need of society itself; it is aspirit and a method, i.e., standards,values, and interactions. It is not to bepossessed by derivation, borrowing,transportation, or purchase, but byeffort, the effort to implant, indigenise,and deploy, taking into considerationlocal environmental and societal needsand the possession of the ability toformulate scientific, technological,and national policies. Science andtechnology have a structural systemicdimension whereby they interact withthe promotion of translation, whichgives Arab thought the opportunity forcultural cross-pollination through whichto reformulate itself in light of the gainsand achievements of modern knowledge.Thinking about knowledgeindigenisation in the Arab world calls forwork on two levels: the institutional, whichis included in the framework of theenabling environment, and the systemic,which takes into consideration the variousdimensions of society. We thus face aproject on the level of society as a whole,and not a project specific to a particularsector or interest. Given that the currentpicture of Arab knowledge performanceis characterised by the absence of acomprehensive perspective, this sort ofaction will benefit us by linking together thedifferent components of the knowledgefield. Indigenisation the spirit of the newinitiative, expanded reliance on ICT, andthe building of institutions of creativityand innovation will serve as hoists to raisethe level of knowledge, skills, technologies,and the various material and non-materialresources that, we assume, will multiplywithin a knowledge society that aimsto overcome the challenges of humandevelopment.Some Arab countries of limited financialThe Indigenisation of Sciencethe surrounding environment, and sothe measure of their progress is the levelof self control that this environmentachieves [...]Science and technology are notcommodities that can be exchanged andimported. They are, before anythingelse, the organisational process ofindigenisation that implants traditionsof creation and innovation in thesystems and institutions of society, fortechnological progress does not lie inthe acquisition of imported hardware,but in the creation of local skills thatcan secure an industrial efflorescencewith deep roots in society.Source: Salim Yafut, Makanat al-‘Ilm fi al-Thaqafa al-‘Arabiyya (The Place of Science in Arab Culture), Dar al-Tali‘a, Beirut,pp.39-41.means will undoubtedly find it difficultto make a rapid transition towards theknowledge society. Quantitative expansionin some fields of knowledge requires notonly the availability of large financial andmaterial resources; the major challenge islatent in the availability of qualified humanresources capable of developing policies,strategies, plans, and educational curricula,implementing these, and evaluating them.The need to place investment in humaneducational resources at the top of thepriorities for action throughout the Arabworld is consequently obvious.The above must be accompanied byattention to the quality of education andits outcomes and to ensuring its qualityat its various stages. In this context, weenvisage that attention should be given toensuring quality in higher education and itsfit with societal needs, given that it formsthe main locomotive for responding to therequirements of the knowledge economyand in securing comprehensive integrateddevelopment.The major challenge here lies inchanging the general culture of society andthe priorities of officialdom throughoutthe Arab world, so that there is auniversal conviction that building solidknowledge capital requires the creationof learning curricula in accordance witha solid educational philosophy and a clearvision. The consolidation of a cultureof productivity, efficiency, and quality, aculture of responsibility and accountability,and a culture of information and decisionmakingbased on reliable knowledge are allparticularly important in this regard.Confronting these challenges willundoubtedly require the reinforcementof intercommunication and cooperationamong Arab states to a much greater extentthan is now the case through relevantregional and international organisations.These states are still working in isolation,each failing to take advantage of theexpertise of the others and only rarelyturning to the examples of successfulpractices dotted here and there on theArab educational scene.234 ARAB KNOWLEDGE REPORT 2009
Page 1 and 2:
United Nations Development Programm
Page 3 and 4:
This Report has been produced throu
Page 5 and 6:
This year’s report may perhapsbes
Page 7 and 8:
ICT in the Arab countries and reinf
Page 9 and 10:
CONTENTSPREAMBLEIntroductionPrelimi
Page 11 and 12:
Quantitative indicatorsTertiary edu
Page 13 and 14:
LIST OF BOXESBox 1 The Effect of th
Page 15 and 16:
Figure 5-7 Published scientific art
Page 17 and 18:
Table 21 Time devoted to secondary
Page 19 and 20:
The knowledgefield and revolutionto
Page 21 and 22:
The literature onhuman rights place
Page 23 and 24:
Arabic istechnologicallypoor in com
Page 25 and 26:
Intercommunicationwith the self mea
Page 27 and 28:
Table 2CountryGroupGroup 1: Oilecon
Page 29 and 30:
Figure 2504540353025201510508070605
Page 31 and 32:
In the period2003-2007, morethan 83
Page 34 and 35:
eversion, in many cases, is not ass
Page 36 and 37:
Thus the Arab region in general, an
Page 38 and 39:
knowledge over recent years. This w
Page 40 and 41:
However, this progress remains limi
Page 42:
CHAPTER ONETHE THEORETICAL FRAMEWOR
Page 45 and 46:
The successfuldeployment ofthe know
Page 47 and 48:
The knowledgerevolution atthe end o
Page 49 and 50:
Technology, theeconomy, andsociety,
Page 51 and 52:
No one pursuesknowledge forits own
Page 53 and 54:
The Report adoptsa concept ofknowle
Page 55 and 56:
The goal of thiscritical review isn
Page 57 and 58:
In our bidfor economicand humandeve
Page 59 and 60:
The political reformproject remains
Page 61 and 62:
Globalisation isdependent oninforma
Page 63 and 64:
The battle overknowledge in oursoci
Page 65 and 66:
The most obviousexample of the gapb
Page 67 and 68:
BOX 1-9The Virtual as an Interrogat
Page 69 and 70:
The upsurge intechnologicalprowess
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
Page 108 and 109:
to this trajectory, a consumer, not
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 120 and 121:
TABLE 3-1CountryOpportunities for b
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
Page 170 and 171:
exchange of future technology servi
Page 172 and 173:
of national partnerships aimed at s
Page 174 and 175:
TABLE 4-2Readiness of Arab countrie
Page 176 and 177:
as the implementation of programmes
Page 178 and 179:
BOX 4-2Evaluating the Performance o
Page 180 and 181:
of common principles that guarantee
Page 182 and 183:
data from various sources and then
Page 184 and 185:
FIGURE 4-11Paper consumption and in
Page 186 and 187:
processing and the methods and tool
Page 188 and 189:
TECHNOLOGICAL ADVANCEAND FUTURE INI
Page 190 and 191:
within bounds that do not hinder bu
Page 192 and 193:
preservation and the consolidation
Page 194 and 195:
21As a result of the nature of comp
Page 196:
CHAPTER FIVEARAB PERFORMANCE IN RES
Page 199 and 200: FIGURE 5-1Innovation system index f
Page 201 and 202: The extremely lowamounts spentby Ar
Page 203 and 204: It has become clearthat the wager o
Page 205 and 206: Joint researchprojects among Arabsc
Page 207 and 208: Theoretically, themore researcherst
Page 209 and 210: Average expenditureon scientific re
Page 211 and 212: BOX 5-6Jordan’s “A Professor in
Page 213 and 214: BOX 5-8For the last three decades,
Page 215 and 216: FIGURE 5-7Published scientific arti
Page 217 and 218: A review of theperiod from 2002to 2
Page 219 and 220: Social scienceresearch holds aspeci
Page 221 and 222: Most Arabic-languageperiodicals in
Page 223 and 224: Arab societies arefilled with examp
Page 225 and 226: Human capitalis among Arabcountries
Page 227 and 228: TABLE 5-12Trade in technological pr
Page 229 and 230: It is ironic thatalthough the Arabw
Page 231 and 232: End Notes1UNESCO Institute for Stat
Page 234: CHAPTER SIXBUILDING THE KNOWLEDGE S
Page 237 and 238: The most conspicuousfeature of thek
Page 239 and 240: A review of nationalplans in the Ar
Page 241 and 242: The positiveachievements inthe Arab
Page 243 and 244: One of the keyfoundations of thevis
Page 245 and 246: Freedom andinstitutionalisationare
Page 247 and 248: Priorities are subjectto a great de
Page 249: If we admit thatlanguage is avehicl
Page 253 and 254: Deployment is linkedto the creation
Page 255 and 256: The variousproposals includedin thi
Page 258 and 259: ReferencesReferences in Arabic‘Ab
Page 260 and 261: the President of the ICRC Expresses
Page 262 and 263: al-Duwal al-‘Arabiyya, UNESCO’s
Page 264 and 265: Sen, Amartya. 1999. Development asF
Page 266: Castells, Manuel. (1998/2001). LaSo
Page 269 and 270: the Age of Technology).• Binsa‘
Page 271 and 272: egional and international levels an
Page 274 and 275: ANNEX 3. MEASUREMENT OF THE ARABCOU
Page 276 and 277: indicators that make up the pillar.
Page 278 and 279: countries’ rankings among the cou
Page 280 and 281: of the Arab countries and suffer fr
Page 282 and 283: Freedom House and Heritage Institut
Page 284: Endnotes* This annex was prepared b
Page 288 and 289: STATISTICAL ANNEXGENERAL INDICATORS
Page 290 and 291: Table 3: Economic IndicatorsCountry
Page 292 and 293: KNOWLEDGE PERFORMANCE ENVIRONMENTST
Page 294 and 295: Table 7: Press Freedom Index in the
Page 296 and 297: EDUCATIONTable 9: Adult literacy ra
Page 298 and 299: Table 11: Gross enrolment ratios in
Page 300 and 301:
Table 13: Adult illiterate populati
Page 302 and 303:
Table 16: Net and gross enrolment i
Page 304 and 305:
Table 18: Lessons in basic educatio
Page 306 and 307:
Table 20: Literacy rates among youn
Page 308 and 309:
Table 22: Evolution of enrolment ra
Page 310 and 311:
Table 24: Student enrolment rates i
Page 312 and 313:
Table 26: Distribution of graduates
Page 314 and 315:
Table 28: Estimated educational lev
Page 316 and 317:
Table 30: Enrolment rates in non-go
Page 318 and 319:
RESEARCH AND INNOVATIONTable 32: Nu
Page 320 and 321:
Table 34: Indicators on research an
Page 322 and 323:
INFORMATION AND COMMUNICATION TECHN
Page 324 and 325:
FIGURE b-2Growth in average number
Page 326 and 327:
competition between the internet se
Page 328 and 329:
Table c-4: Ranking of a group of Ar
Page 332:
United Nations Development Programm
show all

Arab Knowledge Report 2009: Towards Productive

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?