Arab Knowledge Report 2009: Towards Productive

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Table 30: Enrolment rates in non-government schools at pre-universityeducational stages in the Arab countries 2005 (per cent)CountryPre-primaryeducationPrimaryeducationUpper stageof basiceducationGeneralsecondaryeducationTechnicalsecondaryeducationAlgeria .. .. 0.0 0.0 0.0Bahrain 99.4 23.7 17.9 26.0 0.0Comoros 62.2 10.0 37.5 49.4 0.0Djibouti 83.5 14.7 21.5 33.9 2.2Egypt 30.1 7.3 .. .. ..Iraq 0.0 0.0 0.0 0.0 0.0Jordan .. 30.4 .. 10.8 2.3Kuwait 37.4 33.0 28.0 .. ..Lebanon 77.3 65.8 56.5 46.7 57.5Libya .. .. .. .. ..Mauritania 77.8 8.0 10.9 16.3 0.0Morocco .. 6.6 3.9 5.4 16.0Occupied PalestinianTerritories99.8 8.7 4.4 3.5 7.3Oman .. 4.6 1.3 .. ..Qatar 94.2 45.3 33.6 31.2 0.0Saudi Arabia .. .. .. .. ..Somalia .. .. .. .. ..Sudan 71.0 5.3 6.2 15.8 0.0Syria 74.3 4.4 4.0 6.5 0.0Tunisia .. 1.1 3.3 7.8 0.0UAE 75.4 61.1 45.4 37.8 0.0Yemen 49.0 2.3 2.3 2.0 0.0Source: Based on data available in the database of UNESCO Institute for Statistics on 25 February 2009.STATISTICAL ANNEX299
Table 31: Number of students from some Arab countries in theUS before and after the events of September 2001Country 2000-2001 2006-2007 Change (%)Algeria 220 145 -34Bahrain 562 392 -30Comoros 38 39 3Djibouti 8 14 75Egypt 2255 1664 -26Iraq 155 262 69Jordan 2187 1726 -21Kuwait 3045 1633 -46Lebanon 2005 1852 -8Libya 39 93 138Mauritania 73 64 -12Morocco 1917 1202 -37Occupied Palestinian Territories 237 361 52Oman 702 254 -64Saudi Arabia 5273 7886 50Somalia 96 78 -19Sudan 366 321 -12Syria 713 462 -35Tunisia 385 274 -29UAE 2659 885 -67Yemen 411 248 -40Arab countries 23346 19855 -15Source: Institute of International Education, 2007. http://opendoors.iienetwork.org/page/113118/ on 1 June 2009.300 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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The upsurge intechnologicalprowess
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Collective humaneffort must bedirec
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End Notes1Epistemic saturation refe
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CHAPTER TWOARAB KNOWLEDGE PERFORMAN
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current economic crisis in the autu
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FIGURE 2-3Perceptions of corruption
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technology infrastructure, blogs ar
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nations continue to occupy their pr
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to the third oil boom, which reache
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have realised a degree of progress
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FIGURE 2-8Index of global competiti
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FIGURE 2-10Net exports of manufactu
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namely the spread of poverty, socia
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TABLE 2-2Arab Countries according t
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while some of these nine countries
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and political participation. All of
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first INTEL computer club; INTELis
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from the ages of thirteen to twenty
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solutions that allow use of the ava
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to this trajectory, a consumer, not
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specific cases.These flexibilities
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CHAPTER THREEEDUCATION AND THE FORM
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FIGURE 3-1Education and human resou
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of the qualitative knowledge capita
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TABLE 3-1CountryOpportunities for b
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Virtually the only area in which Ar
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must possess if they aspire to part
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TABLE 3-2Opportunities for the form
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General secondary education andthe
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elatively high enrolment rates of b
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Available data shows large discrepa
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TABLE 3-3Comparison of overall resu
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females. According to this data, to
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show educational accomplishments am
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inroads well beyond their current f
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FIGURE 3-6aMaths performance of eig
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BOX 3-8The Contribution of Non-Publ
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Kuwait, and the worst performers su
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emained encumbered by the prevailin
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eveal the breadth of the gap that c
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countries and providing a picture o
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information systems. The available
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89Finland, for example, whose stude
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CHAPTER FOURINFORMATION AND COMMUNI
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FIGURE 4-1ICT index values for Arab
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countries and the Arab countries. T
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Arab countries-Egypt, Algeria, Leba
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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
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.
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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 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
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