Following the development of a "Concept Note" for the World Bank Education Strategy 2020, the World Bank engaged in a series of activities to garner feedback about the strategy. In early 2011, a revised strategy was published, "Learning for All: Investing in People's Knowledge and Skills to Promote Development." This title deals with this topic.
Advancing technologies play an important role in the interactions between health, education, and socioeconomic policies. The subsequent outcomes between these areas require a better understanding and assessment in order to pursue further efficient coordination. ICTs for Health, Education and Socioeconomic Policies: Regional Cases discusses the benefits that can be gained from the interactions between health, education, and socioeconomic areas. Providing a regional focus on the Southern Mediterranean, Middle Eastern, and Arab economies, this book is essential for researchers, scholars, developers, policy makers, and graduate students interested in these specific regions and studies.
In recent years, the Middle East's information and communications landscape has changed dramatically. Increasingly, states, businesses, and citizens are capitalizing on the opportunities offered by new information technologies, the fast pace of digitization, and enhanced connectivity. These changes are far from turning Middle Eastern nations into network societies, but their impact is significant. The growing adoption of a wide variety of information technologies and new media platforms in everyday life has given rise to complex dynamics that beg for a better understanding. Digital Middle East sheds a critical light on continuing changes that are closely intertwined with the adoption of information and communication technologies in the region. Drawing on case studies from throughout the Middle East, the contributors explore how these digital transformations are playing out in the social, cultural, political, and economic spheres, exposing the various disjunctions and discordances that have marked the advent of the digital Middle East.
This book discusses youth unemployment in post-revolutionary Tunisia, paying particular attention to the so-called skill mismatch. Youth unemployment was one of the major factors triggering the Tunisian revolution, and continues to be a central socio-economic challenge. The Tunisian labour market is marked by a strong increase of higher education graduates while the economic system is dominated by sectors mainly employing a less qualified labour force. This study investigates current labour market trends, and provides insights into the underlying causes of persisting high youth unemployment. The author argues that economic crisis, difficult political conditions since 2011, and inefficient labour market policies did not foster sufficient job creation, and that special attention needs to be paid to the educational causes of the skill mismatch in youth employment in future sustainable development models.
This report applies a “youth lens” to public governance arrangements in the MENA region, providing recommendations for governments to readjust the existing legal, institutional and policy arrangements to make youth a partner in the formulation and implementation of public policies and services.
The two volumes IFIP AICT 551 and 552 constitute the refereed proceedings of the 15th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2019, held in Dar es Salaam, Tanzania, in May 2019. The 97 revised full papers and 2 short papers presented were carefully reviewed and selected from 185 submissions. The papers present a wide range of perspectives and disciplines including (but not limited to) public administration, entrepreneurship, business administration, information technology for development, information management systems, organization studies, philosophy, and management. They are organized in the following topical sections: communities, ICT-enabled networks, and development; digital platforms for development; ICT for displaced population and refugees. How it helps? How it hurts?; ICT4D for the indigenous, by the indigenous and of the indigenous; local technical papers; pushing the boundaries - new research methods, theory and philosophy in ICT4D; southern-driven human-computer interaction; sustainable ICT, informatics, education and learning in a turbulent world - "doing the safari way”.
The Youth, Prosperity, and Security Initiative at the Center for Strategic and International Studies (CSIS), in partnership with the International Youth Foundation (IYF), has developed a groundbreaking Global Youth Wellbeing Index, to elevate distinct young people’s issues and comparative status from within national and population-wide measures of national poverty, development, and wellbeing. The Index comprises 40 representative indicators across six domains of wellbeing: citizen participation, education, economic opportunity, health, safety and security, and information and communications technology. The report details the Initiative’s findings, recommendations, and methodology used to construct the Global Youth Wellbeing Index. It is the hope of the Initiative that policymakers, donors, and youth are able to use this tool as the world moves forward with the post-2015 agenda.
In the last decade, due to factors of ICT infrastructural and broadband maturation, rising levels of educational attainment and computer literacy, and diversification strategies, e-learning has exploded in the Middle East and North Africa (MENA) region. However, significant barriers remain in the region’s e-learning development: lack of research on outcomes and effectiveness, paucity of Arabic language learning objects, monopolies and high cost of telecommunications, cultural taboos, accreditation, censorship, and teacher training. This unique volume is the first comprehensive effort to describe the history, development, and current state of e-learning in each of the 20 MENA countries from Algeria to Yemen. Each entry is expertly written by a specialist who is acutely familiar with the state of e-learning in their respective country, and concludes with a bibliography of key reports, peer-reviewed books and articles, and web resources. E-Learning in the Middle East and North Africa (MENA) proves itself as a vital compendium for a wide readership that includes academics and students, transnational program directors, international education experts, MENA government departments, commercial vendors and investors, and ICT development and regulatory agencies involved in e-learning in the Middle East.
Based on the outcome of an extensive research project, this book features chapters based on original primary field research undertaken by academics & activists who have investigated situations within their own communities & countries.
The self-immolation of Mohammed Bouazizi in Tunisia in December 2010 heralded the arrival of the ‘Arab Spring,’ a startling, yet not unprecedented, era of profound social and political upheaval. The meme of the Arab Spring is characterised by bottom-up change, or the lack thereof, and its effects are still unfurling today. The Routledge Handbook of the Arab Spring seeks to provide a departure point for ongoing discussion of a fluid phenomenon on a plethora of topics, including: Contexts and contests of democratisation The sweep of the Arab Spring Egypt Women and the Arab Spring Agents of change and the technology of protest Impact of the Arab Spring in the wider Middle East and further afield Collating a wide array of viewpoints, specialisms, biases, and degrees of proximity and distance from events that shook the Arab world to its core, the Handbook is written with the reader in mind, to provide students, practitioners, diplomats, policy-makers and lay readers with contextualization and knowledge, and to set the stage for further discussion of the Arab Spring.
