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1. COVID-19 in the MENA: Two Years On

Author:
Marc Lynch, Vahid Abedini, Yasmina Abouzzohour, Meliha Benli Altunisik, and Mona Ali
Publication Date:
06-2022
Content Type:
Research Paper
Institution:
Project on Middle East Political Science (POMEPS)
Abstract:
Early in the pandemic, POMEPS convened an online workshop with a diverse group of scholars working across the MENA region to discuss the initial impacts and to think through possible trajectories. That workshop resulted in POMEPS Studies 39, which included twenty-one essays ranging across the MENA region. Several major themes ran across those essays. We collectively expected regimes to securitize the pandemic, using the excuse of lockdowns to crack down on a protest wave that had reached multiple countries in 2019 and to further entrench authoritarian rule. We expected variation in state capacity to be a critical variable in terms of the ability of states to effectively respond to the pandemic. And several essays anticipated soft power international competition, as great powers used vaccine diplomacy to sway public attitudes their way. Two years on, how did those predictions hold up? In April 2022, POMEPS convened a follow-up workshop with some of the same scholars and a number of new contributors to assess how well those early projections panned out, and to assess the actual impacts of COVID on the region after two years. We are delighted to now publish the results of that workshop and ongoing conversations among a diverse group of scholars of the region.
Topic:
Civil Society, Health, Politics, Sectarianism, Authoritarianism, Economy, Solidarity, Soft Power, Violence, Public Health, Students, COVID-19, Securitization, Gender, and Regional Politics
Political Geography:
Iran, Middle East, Israel, Palestine, North Africa, Lebanon, Egypt, Morocco, Tunisia, and United Arab Emirates

2. Views of Non-Formal Education in Egypt

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Egyptians are deeply concerned about the state of education in their country. The vast majority are dissatisfied with the current education system as well as government efforts to improve it. Perhaps as a result, most are worried that there is no possibility to provide their children with a good education. This combination means that youth non-formal education (NFE) programs hold a unique opportunity to yield significant gains in the academic achievement of students in Egypt in the near-term. However, if such programs are to address both the perceived weaknesses of the Egyptian education system and the concerns of the population, issues like cost, which limit participation, must be seriously considered. Across all demographics, cost is overwhelmingly cited as the biggest barrier to participation. The prevalence of programs organized by private institutions only exacerbates this challenge. In addition, programs must account for demographic differences. At present, the majority of youth who participate in NFE programs come from families with higher incomes, higher education levels and who live in urban areas. Expanding opportunities for accessing youth NFE programs requires special focus on targeting Egyptians who reside in rural areas, who have incomes below the median, and whose tend to have lower levels of education. Non-formal education programs provide unique potential for bridging the gap between the existing education system and what increasing educational opportunities for the country’s youth. However, careful consideration must be given to the types of programs most likely to be successful in the Egyptian context. Although youth NFE programs tend to be viewed positively across the country, a substantial portion of Egyptians are either unaware of such programs or do not look upon them favorably. Moreover, programs should target job-related skills as Egyptians consider these the most useful. NFE programs should be promoted to potential participants with this consideration in mind.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Egypt

3. Views of Non-Formal Education in Morocco

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Roughly half of Moroccans are dissatisfied with their country’s formal educational system, but, relatively speaking, Moroccans are more satisfied with the state of the formal education system than they are with other government-provided services such as health care. Nevertheless, findings from the Arab Barometer public opinion survey reveal there is significant concern about the effectiveness of the government’s efforts to address educational needs. Moreover, they also show that most Moroccans worry about the ability to provide children with a quality education. Given these sentiments, supplementary programs outside the formal system could play a role in improving educational outcomes in Morocco. At present, very few Moroccans participate in youth non-formal education (NFE) programs. However, among those who live in a household that includes a participant in such a program, levels of satisfaction are very high. Meanwhile, among households without a participant, a sizable minority hold a negative perception of these programs. Thus, it appears that participation and the perception of such programs are linked. Likely, if more Moroccan youth took part in such programs, views of NFE programs would improve in the Kingdom. Overall, the most salient barrier to participation is cost, meaning any efforts to increase participation must address the affordability of non-formal education programs. The types of NFE programs that are most preferred by Moroccans are those that provide youth with practical and tangible skills related to career development. However, citizens also appear open to programs that promote skills in critical thinking. For example, survey results show that Moroccans across all demographic backgrounds prefer an educational system that stresses critical thinking over one emphasizing rote memorization. While there remain a number of important barriers to consider in designing non-formal education programs focused on teaching these skills, such programs have potential to successfully address many of the needs of Moroccan youth.
Topic:
Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Morocco

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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