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21. Views of Non-Formal Education in Algeria

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Algerians are satisfied with the state of education in their country and a majority of the population is dissatisfied with the formal education system. However, a plurality approves of government efforts to improve the education system even though an overwhelming majority of Algerians are worried about the ability to provide children with a good education. Given these sentiments, supplementary education programs outside the formal curriculum could be used to help alleviate these concerns. Even though few Algerians participate in youth non-formal education programs, the country enjoys higher rates of participation than do many other countries in the Middle East and North Africa. Among those who have participated, rates of satisfaction with such programs are high overall. Nevertheless, the reputation of NFE leaves much to be desired, with over half of non-participants holding a negative view of such programs. To increase their viability, NFE programs need to improve their popular image in Algeria. Meanwhile, the primary barrier to participation is cost, indicating that efforts to increase enrollment in NFE must also address affordability. Algerians are most interested in NFE programs that emphasize job-related skills that in turn promote career development. Moreover, the results of the survey make clear that critical and analytical thinking in the education system are also highly valued by ordinary Algerians. This finding holds across a variety of demographic differences, indicating widespread support throughout the country. If barriers are limited and programs emphasizing skills of interest to Algerians are promoted, then youth non-formal education programs are more likely to be successful in addressing the needs of Algerian citizens.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Algeria, and North Africa

22. Progress in Turkish International Relations

Author:
Ilter Turan
Publication Date:
01-2018
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
There are certainly grounds for optimism when it comes to progress in Turkish international relations (IR). Turkish academia has come a long way since the 1960s. The rapid expansion of IR study in Turkish academia can be attributed to the expansion in the Turkish educational system, especially after 1980, and the rising importance of international relations through globalization. Turkish society has very large potential for future work in IR, with many highly qualified scholars. Compared to a few decades ago, more IR articles are being authored by Turkish scholars, both abroad and in Turkey. The question now is how Turkish scholars can become an even stronger voice in the international academic community. In this paper, I suggest better collaboration with government and universities to develop better PhD programs, participate in PhD consortiums and establish stronger links with the international community.
Topic:
International Relations, Science and Technology, and Academia
Political Geography:
Turkey and Middle East

23. Iranian Scholars and Theorizing International Relations: Achievements and Challenges

Author:
Homeira Moshirzadeh
Publication Date:
01-2018
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
Since the emergence of the Islamic Republic in Iran, social scientists, including international relations (IR) scholars, have been called to develop endogenous/ indigenous theories to reflect Iranian/Islamic points of view. This theorizing has led some Iranian scholars to develop ideas about international life on the basis of Islamic texts and teachings. Furthermore, due to an increasing awareness of the Eurocentric nature of IR theories over the last few years, the international community of IR scholars has become open to non-Western IR theories. This opening has made homegrown theorizing more attractive to Iranian IR scholars, and debates about it have become more vivid. This article seeks to examine the attempts by the Iranian IR community to conceptualize and theorize IR from Iranian/Islamic points of view and to show how contextual factors have limited such attempts. The first part of the article reviews the IR scholarship in Iran to give a portrait of Iranians’ achievements in this regard. The second part examines contextual factors that may have affected homegrown theorizing in Iran, including international agency, sources of inspiration, the dynamism of the IR community, the relationship between academia and government, and intellectual autonomy. An evaluation of this structural context suggests that even if theorizing IR from an Iranian point of view is both possible and preferable, this cannot be done unless certain structural constraints are overcome.
Topic:
International Relations, International Relations Theory, Academia, and Social Science
Political Geography:
Iran and Middle East

24. Turkish Terrorism Studies: A Preliminary Assessment

Author:
Cenker Korhan Demir and Engin Avcı
Publication Date:
01-2018
Content Type:
Journal Article
Journal:
All Azimuth: A Journal of Foreign Policy and Peace
Institution:
Center for Foreign Policy and Peace Research
Abstract:
This article aims to determine the academic disciplinary condition of Turkish terrorism studies in comparison to international ones. We first examine contemporary international terrorism studies and new trends, and then longitudinally assess Turkish terrorism studies via context and methodology. Last, we discuss how and through which perspectives the Turkish discipline could improve and thus contribute to the contemporary literature. We generated three datasets after examining theses, dissertations, and articles. Further, we conducted interviews with and administered questionnaires to terrorism experts to interpret the dataset findings. Regarding context, the most striking point of the Turkish research field is its multi-disciplinary character; because of this fact, Turkish terrorism studies tend to neglect the broader field’s terminology and theoretical accumulation. Regarding methodology, a significant problem in the terrorism studies in Turkey is that studies are mostly composed of literature reviews rather than empirical research, thus there is much opportunity for development.
Topic:
Terrorism, Academia, and Methods
Political Geography:
Turkey and Middle East

25. Views of Education Outside the Formal System among Syrian Refugees in Jordan

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
The Arab Barometer fourth wave survey in Jordan conducted interviews with 300 Syrian refugees living amongst the general population in Jordan. These data offer insight into the 1 degree to which Syrians are making use of informal education as a means to address educational challenges for their children who may have missed years of education because of the war in Syria, or who may not have been eligible for participation in the formal system in Jordan. Understanding the conditions facing this community can help develop policy solutions to improve the educational outcomes for this vulnerable community. Nevertheless, the relatively small number of interviews means that the results should be interpreted with some caution. Although the sample is a random selection of Syrian refugees, the statistical power is less than among the sample of Jordanian citizens (1200 respondents). Despite this constraint, the results of the survey reveal surprisingly similar views of the educational system for both Jordanian citizens and Syrian refugees in Jordan, suggesting that similar types of educational programs outside the formal system might benefit of both communities.
Topic:
Demographics, Education, Refugee Issues, Public Opinion, Higher Education, and Academia
Political Geography:
Middle East, North Africa, Syria, and Jordan

26. Jordanian Views of Education Outside the Formal System

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Jordanians are generally pleased with the formal educational system and the government’s efforts to improve it. Moreover, those from different backgrounds including men and women, wealthier and poorer, and those living in urban and rural areas, all hold positive views of the education system. Nevertheless, despite recent progress, many are still concerned about a lack of opportunity to provide children in the Kingdom with a high quality education. This gap highlights a new opportunity in Jordan: as the formal system continues to develop to meet the changing needs of Jordan’s youth, non-traditional programs could be used to address specific needs in the short-term. The opportunity is especially significant for programs that seek to improve skills in critical thinking and emotional intelligence, which most Jordanians believe are key skills for their country’s children to develop. Given the significant barriers to participation facing Jordanians, there are several important factors that any education program outside the formal system should seek to alleviate. The primary issue is cost. This is especially true for poorer Jordanians who are more likely to cite affordability is a major obstacle to participation. Other key barriers include transportation and lack of physical access. Additionally, Jordanians have a clear preference for receiving formal recognition for their participation in such a program, so an educational program outside the formal system should provide a form of recognition or certificate of completion. Given that many Jordanians rate the government’s performance on creating employment opportunities poorly, building capacity for new educational opportunities could yield benefits for the country’s youth. Notably, the added marketability of degrees or certificates from such programs would likely hold strong appeal to those Jordanians who are worried about finding employment.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Jordan

27. Views of Youth Non-Formal Education in the West Bank and Gaza

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Over half of Palestinians are dissatisfied with the educational system in the West Bank and Gaza. In addition, a survey conducted by the Arab Barometer reveals they are worried about the ability to provide their children with a good education. This worry, coupled with 1 the concerns Palestinians have about the current formal education system, provides a unique potential opening for youth non-formal education programs to fill some of the gap. However, in order to meet the needs of Palestinians, non-formal education programs must first address the issue of accessibility. Certain barriers, both physical and nonphysical prevent access to these programs. Currently, participation rates in non-formal education programs are relatively low and with the majority of these education programs organized by private institutions, it is not surprising that cost is one of the most pronounced barriers Palestinians face. In terms of content, the types of programs most valued differs between residents of Gaza and the West Bank. In the West Bank a focus on critical thinking and analytical skills would be welcomed by the population, as respondents express a preference for curricula that develop these skills. To some extent West Bankers would also welcome a program that promotes social skills and emotional intelligence. In contrast, Gazans prefer more traditional educational styles, with Palestinians in Gaza favoring a system that places greater emphasis on memorization compared with the West Bank. However, across all regions, Palestinians are open to attending non-formal education programs, especially those that develop skills for the labor market or allow them to obtain a certificate or qualification. Promotion of NFE programs should target potential students on by highlighting the potential benefits of their curriculum on their future job prospects.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Palestine, Gaza, North Africa, and West Bank

28. Views of Non-Formal Education among Syrian Refugees in Lebanon

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
The fourth wave of Arab Barometer surveys in Lebanon conducted interviews with 300 Syrian refugees living amongst the general population. Despite a relatively small number 1 of interviews, these data provide a meaningful look into what barriers this community faces and how much use they are able to make of non-formal education programs. Though refugees have similar reasons for attending informal education programs as do the Lebanese as a whole, the questions asked in the survey also show that Syrian refugees are more traditional in both their cultural and educational preferences. As a result, although 2 similar types of programs could be targeted to benefit both communities, it is important to tailor programs specifically to address the needs of the refugee population.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, Lebanon, and Syria

29. Views of Youth Non-Formal Education in Lebanon

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
In general, Lebanese are pleased with the formal education system, especially in comparison to other government services. However, despite relative satisfaction with education in the country, many are nonetheless concerned about the ability to provide their children with a good education. If non-formal education programs are to help assuage these fears and meet the needs of Lebanese citizens, the Arab Barometer survey reveals it is important that they include an emphasis on critical thinking and analytical skills as a part of their basic curricula, as the public strongly desires programs that teach such skills as opposed to rote memorization. 1 In addition, to ensure participation across all demographics in these programs certain barriers need to be addressed. Considering that private institutions organize most of the current education programs that fall outside the formal curriculum, it is not surprising that cost is one of the biggest barriers ordinary Lebanese face in participating. Additionally, Lebanese cite access to transportation as a significant challenge, suggesting that increasing the number of such programs and their distribution across the country could substantially increase the rate of participation. Additionally, enrollment is likely to increase if youth non-formal education programs focus on developing skills for the labor market or helping students obtain a certificate or qualification, as these are the primary motivations Lebanese cite for attending such programs. Meanwhile, other interests related to self-growth, though still present, tend to be less pronounced.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Lebanon

30. Views of Youth Non-Formal Education in Tunisia

Publication Date:
08-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Tunisians harbor significant concern about the formal educational system in the country, but they are relatively satisfied with the government’s ongoing efforts to address educational needs based on results from the Arab Barometer survey. Since the vast 1 majority of Tunisians express concern that they are unable to provide their children with a good education, supplementary education programs outside the formal system offer a unique opportunity to more quickly address critical shortcomings in the existing system and provide students with the necessary skills to succeed in today’s economy. If such programs were more widely available, it is likely that many Tunisians would participate. Broadly speaking, although few Tunisians live in a family with a member who has directly participated in a non-formal education (NFE) program, the reputation of such programs is positive. Perhaps it is related to the perception that such programs can prepare Tunisians for employment, as this is the key consideration that Tunisians believe would lead youth to participate in such programs. Yet, Tunisians also make clear that receiving a tangible skill is not the only reason to participate in youth NFE programs program. In fact, there is a strong preference for educational modules that emphasize a number of skills that are often lacking in Tunisian classroom, including programs that seek to improve critical thinking and emotional intelligence. Tunisians across nearly all demographic backgrounds prefer programs that stress critical thinking over rote memorization and those that teach emotional intelligence and understanding the perspectives of others. Yet, there remain a number of important barriers to consider in designing non-formal programs focused on these skills. Most importantly, the cost of such programs represents a significant obstacle for many Tunisians. Ensuring that such programs are affordable is a key step, especially to encourage participation among Tunisians from a poorer background.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Tunisia