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6-5-2007
 Arab Regional Conference on Higher
Education
Beirut, Lebanon, 2 - 5 March 1998
We, the participants to the Arab
States Regional Conference on Higher Education for the XXIst Century, held in
Beirut, Lebanon, from 2 to 5 March 1998,
1. Recalling
the terms of the Universal Declaration of Human Rights, which states that
‘higher education shall be equally accessible to all on the basis of merit’
(article 26.1), and that such ‘education shall be directed to the full
development of the human personality and to the strengthening of respect for
human rights and fundamental freedoms’ (article 26.2); Ratifying the contents
of the Convention on the struggle against discrimination in the field of
education (1960), which states that the Signatory States commit themselves ‘to
... offer all people alike higher education on the basis of a real equality and
to the skills of each individual ...’ (article IV)
2. Recognizing the importance of the analysis and
recommendations of the UNESCO Policy Paper for Change and Development in Higher
Education, the International Commission on Education for the XXIst Century, and
the World Commission on Culture and Development;
3. Pointing out the view of the International Commission on
Education for the XXIst Century that education throughout life should be based
on four pillars: learning to know, learning to do, learning to live together,
and learning to be, and that universities have a duty to carry out research
that should contribute to solving the most serious problems facing developing
countries;
4. Taking into account the recommendations made in United
Nations, via (a) An agenda for peace, that contains principles and suggestions
bearing on the preventive measures that will protect peace, as well as
effective actions for restoring peace when uncontainable conflicts emerge, and
(b) An agenda for development, that sets the conceptual bases for fostering a
sustainable and permanent human development. Also highlighting the need of the
Region for a just and comprehensive peace allowing for learning opportunities
for all and pacing the way for the attainment of development;
5. Noting that the Arab States share common historical, language
and cultural traditions and heritage, yet they show diversity with regard to
demography, economic means, and educational traditions;
6. Pointing
out that the globalization of economies and professional services and the rapid
growth and in-depth transformation of information and communication
technologies have resulted in increased demands for specialized professionals
in every endeavour of life capable of sustaining high standards, calling for an
increased appreciation of the role of higher education in the development and
advancement of societies and for a revision of training and working methods of
higher education graduates;
7. Acknowledging that significant progress has been made in
recent years in the development and strengthening of higher education in the
Arab States, leading to improved student access and more equitable
representation of different social groups among graduates;
8. Supporting the initiative taken by H.R.H. Prince Talal bin
Abdel-Aziz Al-Saud concerning the establishment of an Open Arab University as a model for unifying Arab
efforts in the field of higher education;
9.
Emphasizing the recommendations of the six ALECSO conferences of Ministers
responsible for Higher Education and Scientific Research in Arab States since
1981, and those of the Fifth Regional Conference of Ministers of Education and
those Responsible for Economic Planning (Cairo,
1994)
10. Noting that the main issues in
higher education in the Arab States encompass the following:
a-
Higher education in the Arab States is under considerable strain, due to
high rates of population growth and increasing social demand for higher
education, which lead states and institutions to increase student enrolment,
often without adequate allocated financial resources;
b-
A number of Arab States are facing blockade, occupation, and external
impediments and constraints limiting the expansion and development of higher
education;
c-
Although general rate of female enrolment in higher education is close
to those observed at the international level, all Arab States look up to
increasing this rate;
d-
Management of higher education institutions is still heavily
centralized, calling for more flexibility and for the participation in
decision-making of all concerned parties;
e-
The lack of close links between higher education institutions and
general education and between universities and other post- secondary
institutions, and weaknesses in students' orientation into the various streams
of higher education on the basis of their skills and interests, have contributed
to inflated enrolment in some disciplines and to obvious lower enrolment in
applied and technological disciplines, to low internal efficiency, and to low
quality of graduates, and led to pressures on institutions to provide remedial
programmes in order to improve the quality of enrolled students;
f- Higher education institutions have, in most
cases, not developed adequate programmes and projects to serve local
communities and participate in their development;
g-
The development of private and open universities, and of non-university
institutions, is recent in most of the Arab States, and, thus far, has not
alleviated pressures on public universities in such a manner as to permit the
development, the diversification, and the expansion of higher education;
h-
Status and conditions of higher education teaching personnel, while
enormously varied among Arab States, do not often match some of the
international standards as set in the Recommendation concerning the Status and
Conditions of Higher Education Teaching Personnel adopted in 1997 by UNESCO
General Conference;
i. Higher education institutions should be more
sensitive to students' concerns, taking into account their needs in all
endeavours of life during years of study, as to selection, curricula, teaching,
and transition to working life. These institutions should allow students and
their representatives to actively participate in decision-making concerning
their academic and social life within the institution;
j- There is a need to promote new teaching and
learning processes that better serve the development of scientific thinking
skills;
k-
As a result of international developments in science and technology, new
demands have emerged for teaching personnel and researchers to increase co-operation
with industry, and for continuing education of graduates;
l- Lack of highly qualified graduates in some
disciplines is often accompanied with unemployment and under-employment of
great numbers of graduates in other disciplines, while significant numbers of
highly qualified Arab scholars lead academic careers abroad with little impact
on higher education and scientific research in the Arab States;
In view of the above, we do hereby
declare the following:
1. Higher education is essential for any country
to achieve sustainable and global development. It is also essential for the
enhancement of citizens' participation in public life, for social mobility, and
for the achievement of harmony, justice, and just and comprehensive peace, at
both internal and international levels, on the basis of the respect for human
rights, active participation of citizens, and mutual respect.
2. Higher education should aim at the following: (a) to educate
well-aware, autonomous and responsible citizens committed to national and
universal principles, capable of dealing with the challenges of the Century and
of lifelong learning, (b) to provide highly trained professionals to meet the
needs of government, the professions, and the productive and service sectors,
(c) to provide expertise to assist in economic and social development, and in
scientific and technological research, (d) to help conserve and disseminate
national and regional cultures, drawing on the contributions from each
generation, (e) to provide critical and detached perspectives concerning the
strategic options and to contribute to human renewal by active contribution to
the production of scientific knowledge, taking into account ethical issues, and
addressing planetary challenges (such as population growth, peace, environment,
etc.), (f) to undertake research and scholarship which contribute to the
understanding, the anticipation and the solving of the most serious problems of
the Region.
3. Determined efforts are necessary to further increase access
to higher education to all groups of society. Open learning systems and other
systems of education relying on modern technology can play a major role in
widening access and can contribute to higher cultural achievements of Arab
States citizens, if they are provided with the means to ensure quality.
Diversification of institutions and programmes can also play a significant role
on alleviating the strains put on traditional institutions by the ever growing
social demand for higher education due to rapid growth rate of population and
appeal of higher education for large sectors of society.
4. Arab
States should devote determined efforts to improve general education as to
ensure that graduates of this level of education master the essential
competencies needed for life, including those necessary for the pursuit of
higher education endeavours. Higher education institutions should actively
participate in the efforts leading to improvement of pre-university education.
5. Arab
States and their higher
education institutions should adopt specific national and institutional plans
of action in order to increase the participation in higher education of
disadvantaged groups at all levels and in all disciplines, particularly females
and the citizens under strenuous conditions due to occupation or blockade. They
should work in co-operation with regional and international agencies in order
to provide learning opportunities to deprived students and to permit them
enrolment in higher education institutions within their countries.
6. All higher education systems and institutions should give a
high priority to ensuring the quality of programmes, teaching, and outcomes.
Structures, procedures, and standards for quality assurance should be developed
at the regional and national levels commensurate with international guidelines
while providing for variety according to the specificities of each country,
institution, or programme. Further, higher education institutions need
appropriate financial and human resources to achieve higher quality of
education.
7. Modern information and communications technology (ICT) is
already making radical changes in methods of teaching and learning in higher
education by both on-campus and distance education students. It has the
potential to make positive impact on quality, relevance, access and cost of
higher education, if direct access to technical and cultural information
resources is provided, and rapid communication among teachers and researchers
is facilitated. These technologies allow for the establishment of networks
between institutions and scholars and enhance their development and efficiency.
They also contribute in the provision of courses and degree-awarding programmes
through multiple and advanced means, thus breaking through the traditional
barriers of space and time. The virtual capacity of these developments in
teaching tools is almost limitless for improving distance, open and life-long
learning, if the adequate conditions are ensured.
8. Access to scientific knowledge is an essential
element of cultural and intellectual understanding and the further development
of higher education institutions. With the increased emergence of
digitalization and the increasing reliance on communication technologies as a
means of storage and transfer of scholarly information, open and affordable
access to communication networks becomes an important and indispensable element
of quality of higher education institutions and programmes. Governments of Arab
States should ensure that informatic and communication network infrastructure,
personal computer facilities, and human resources training, now a globally
recognized prerequisite for the normal functioning of higher education
institutions and research centers, are adequately provided. Regional and
international co-operation and development organizations are called upon to
allocate technical and financial resources to support these developments in the
Arab States.
9. While recognizing that globalization is a trend
that could not be ignored nor avoided, it should not lead to dominance of some
cultures and value systems on some others, nor to the emergence of new forms of
hegemony. To this effect, it is of vital importance that every effort should be
made to protect and promote the strengths of the Arab and Islamic culture and
civilization as part of the major intellectual cultures in the world; at the
same time, dialogue and cultural exchanges between the Arab States and the
other world states should be maintained.
10. The concept of lifelong learning is of utmost importance. In
rapidly changing economies, the labour market will constantly require new and
various skills. Hence, mechanisms must be developed at higher education level
to allow workforce in all fields to upgrade their skills and develop new
competencies at regular intervals throughout their lives. Higher education
institutions must offer learning opportunities in response to diverse and new
demands and work co-operatively with other agencies and employers to ensure
that appropriate and flexible programmes and courses are widely available and
accessible to all citizens who need to update their knowledge and skills in
order to effectively deal with such matters as population, labour, environment,
etc. At the same time, higher education must take a leading role in the
evolution of the world of work to better meet sustainable development
requirements.
11. The involvement of all key stakeholders in decision-making
in higher education institutions is of utmost importance, particularly the
academics, the students, and the productive and service sectors, alongside with
representatives of governmental agencies. Experience has demonstrated the value
of such participation in enlightening the visions necessary for decision-making
and the formulation of balanced higher education policy, both system wide and
institutionally.
12. In view of its multiplier effects on social, cultural and
economic development, public funding of higher education should be considered
as an investment, the return of it being as much important as investment in all
sectors. However, better use of allocated resources and other funding sources
must be sought after as well as developing partnerships with the private sector
and the society.
13. Co-operation among the Arab States, especially in higher
education, through academic exchanges, twinning and networking arrangements,
can make significant contributions in addressing major higher education policy
matters, and facilitating the sharing of pioneering expertise and experiences.
Arab co-operation is made easier in view of the common linguistic and cultural
heritage of the Arab States. This co-operation should be reinforced especially
at graduate studies, scientific research programmes, institutional research and
development.
14. Freedom of movement of students and access to academic
institutions across Arab States frontiers will strengthen the Arab cultural
development and contribute efficiently to Arab integration in higher education.
15. There is a pressing need to develop a plan of action and
guidelines to further develop higher education in the Arab States, especially
related to the key issues of relevance, quality, management and finance, and
co-operation which are defined as follows:
RELEVANCE refers to the fit
between what higher education institutions provide and what society expects
from them. Relevance requires from higher education to make an enhanced
contribution to the development of the society as a whole, encompassing the
development of the education system. Relevance also requires reciprocal
harmonization with the world of work and the requirements of sustainable global
development. Relevance requires higher education to contribute to the
preservation, the enlargement, the deepening, and the dissemination of
knowledge in such a manner as to help humankind solve the problems it faces. It
also requires safeguarding cultural diversity, the quest for just and global
peace and respect of human rights.
QUALITY refers to standards of
inputs, processes, and outputs of a system, an institution, or a programme. It
has no meaning without relevance. Quality is a multi-dimensional concept and
embraces all the functions and activities of higher education, i.e. academic
programmes, research, and community services, in all their features and
components: infrastructure, equipment, human resources, students, objectives,
nature and content of programmes, delivery modes and implementation practices,
academic and socio-cultural environment, etc. Quality mechanisms are
implemented through continuous assessments and comparisons between observed and
intended processes and constant search for the sources of dysfunctions to
correct them.
MANAGEMENT AND FINANCE cover, on
one hand, issues related to internal management of institutions, funding and
resources, and, on the other hand, the relations of higher education
institutions with the state, and other stakeholders. Higher education
authorities and institutions need to adopt long-term strategies aiming at
embodying the institutions in the whole social tissue they serve, i.e. the
Governmental bodies, the professions, the education sector, the productive and
service sectors, and the socio-cultural environment. As for financing, despite
the general trend towards diversifying sources of funding, governmental support
for higher education and research remains essential to ensure achievement of
educational and social missions of educational institutions. Furthermore, with
the extension of private investment in higher education, appropriate mechanisms
of accreditation and monitoring should be developed to guarantee access,
equity, quality, and the rights of students.
CO-OPERATION at the national,
regional, and international levels through advanced methods and mechanisms fit
for the XXIst Century is essential for higher education institutions in order
for them to adequately fulfill the missions entrusted with them.
PLAN OF ACTION
Based on the principles,
observations, and recommendations set out in the Declaration on Higher
Education in the Arab States for the XXIst Century adopted by the Conference,
and considering the need for the renewal of systems through the adoption of new
policies and paradigms for higher education founded on such concepts as
globalization of knowledge, lifelong learning, sustainable development,
preservation of cultural diversity, transparency and accountability, and
involvement of all stakeholders, the following recommendations were adopted by
the Conference:
First: The Arab States must fulfill their
commitments to higher education and meet the pledges made at regional and
international conferences with regard to the provision of adequate structures
and human and financial resources as to enable higher education to adequately
face the challenges of the XXIst Century. This includes the following:
a) setting up of policies and
legislations as well as establishment of effective mechanisms dealing with the
overall governance of higher education system and institutions, with due
consideration to the promotion of institutional autonomy and the participation
of all sectors concerned;
b) establishment of rules and
regulations to ensure the protection, at higher education institutions, of
basic rights (e.g., access by merit, equality of treatment, etc.) and freedoms,
especially academic freedom;
c) establishment of accountability
measures proper to achieve stated goals, and to ensure quality of inputs,
processes and outcomes;
d) enabling higher education
institutions fulfill their multiple duties towards society;
e) providing for modern
communication technology in order to ensure unconditional access to accumulated
human knowledge;
f) promoting partnerships with
industry, and productive and service sectors, and other governmental or
non-governmental relevant institutions.
Second: Higher education institutions must define
their missions in harmony with the overall aims and principles as defined by
the Declaration and Plan of action approved by the Conference. These missions
should be translated into well-defined objectives, with allocation of the
required resources, and the establishment of concrete mechanisms proper to
ensure adequate monitoring and evaluation of progress and achievements based on
observable indicators. A framework for evaluation and monitoring should thus be
established and strengthened in all institutions, with proper structures and
resources.
Third: Joint Action Plans must be established to
ensure the further development of higher education in the Arab countries,
optimize efficiency, and prevent duplication of efforts. Co-operation between
organizations which promote the development of human resources, particularly
within the framework of institutionalized networks, at the global, regional,
and national levels, offers great potentials for the enhanced mobilization of
resources. Responsibility for this mobilization lies on international and
regional organizations dealing with inter-university co-operation, as well as
the associations of universities and higher education institutions, private and
public universities, institutions of research, development organizations and
agencies, governmental and non-governmental institutions. Concerned agencies
active in the Arab Region, particularly ALECSO, ISESCO, ABEGS, the Association
of Arab Universities, the Arab Federation of Councils for Scientific Research,
and the Arab Federation for Technical Education, could play an important role
in strengthening existing networks and in building new regional networks
leading to the solution of pressing problems of higher education and of the
societies of the Arab States. The Association of Islamic Universities, and
other cross-regional and international organizations could also play a role in
finding solutions to problems of common interests. Partnerships with world
organizations and institutions are particularly sought after. The mass media
should also be called on to support these initiatives.
Fourth: UNESCO, through the joint efforts of
Headquarters, Regional Offices, and its centres, institutes or units
specialized in higher education in other regions, in co-operation with other UN
agencies such as UNDP and the Economic and Social Commission for Western Asia
(ESCWA), Higher Education NGOs, and UNESCO Chairs and Networks, must reinforce
its programmes of higher education in the Arab States, including its contribution
to the development of the whole education system. In particular, UNESCO must
reinforce its unit in Higher Education at its Beirut Office, so that this may,
in conjunction with the other relevant bodies and units:
a) encourage studies, projects and
research activities to support the elaboration of public policies and other
initiatives related to higher education, and promote public understanding of
the value of higher education. In particular, UNESCO should sponsor regional
projects aiming at (1) the development and implementation of new ideas
concerning the governance of higher education systems and institutions, (2) the
development and sustainable implementation of a framework for quality
assurance, (3) the implementation of structures dealing with research and
institutional development, (4) the elaboration of common understandings as
regards to the role, functions and functioning of higher education private
institutions, and (5) the elaboration of programmes aiming at establishing
close links between social problems and concerns and higher education
institutions and support for their implementation;
b) provide managers of higher
education with opportunities for the discussion of issues, current problems,
and long-term challenges related to higher education;
c) foster training for teaching
personnel and managers of higher education institutions;
d) co-ordinate the implementation
of UNESCO/UNITWIN Chairs Programme in the Arab States and, in particular,
stimulate the development of centres of excellence, through the creation of
specialized networks, with special attention given to networks for distance
education, teachers training, the utilization of information and communication
technologies, and institutional development in higher education;
e) work in partnership with
regional and international organizations, associations, and networks.
In addition, UNESCO is called upon
to reinforce its current programmes, carried out by the UNESCO Cairo Office,
for assisting Arab universities in developing their co-operation infrastructure
and acquiring the knowledge and skills of information and communication
technologies and in using these technologies for upgrading the quality of their
teaching in fundamental and applied sciences.
Member States and donor organizations of the Arab Region are called upon to support
UNESCO to enable it carry on the above mentioned programmes and activities for
the benefit of all Arab States.
Fifth: The elaboration of decisions and plans taken
by all the bodies mentioned above should be based on the principles stated
below.
1- RELEVANCE
i.
Access to higher education
1. Arab governments must expand and diversify
opportunities for every citizen to upgrade his or her qualifications and
develop higher-level personal, academic and citizenship competencies such as
those provided in higher education institutions. Appropriate strategies should
be elaborated and implemented and serious efforts should be made to increase
participation rates in higher education, particularly for those already
involved in the world of work or drop-outs of the educational system, through
flexible programmes and schedules, allowing for part-time study and diversified
short qualifying or diploma-driven programmes.
2. Distance
education and open learning constitute important alternative delivery systems
of higher education. Governments shou ld provide the legislative and regulatory
frameworks in order for such schemes to be developed. They also should
encourage such initiatives and facilitate their operation through easy access
to modern communication networks and recognition of the qualifications earned
without neglecting the basic requirements for quality assurance and the
relevance of outcomes.
ii. The world of work
3. In order to facilitate the elaboration of national
educational plans and to improve the capacity of higher education institutions
to align their policies with national priorities, governments should create or
reinforce planning mechanisms to monitor trends and needs of the labour market,
in close, continuous, and interactive partnership with higher education
institutions and the productive and service sectors. "Observatories"
may be created to monitor short- and long-term trends of the world of work and
the harmonization needed between these trends and higher education policies and
programmes.
4. Higher education institutions must help shape the labour
market by identifying the needs of the social and economic sectors for new
professionals and specialists. New disciplines and specializations should be
introduced into the curriculum of higher education institutions. At the same
time, job opportunities should be created for the graduates of these
disciplines by a joint effort of governments, enterprises, and the higher
education community. Higher education institutions should also provide school
dropouts and those already in the workforce flexible opportunities to upgrade
their competencies and knowledge levels, as well as to profit fr om retraining
and career-switching.
5. Special attention should be given to the
development of study programmes at the professional level, particularly by
introducing or expanding higher colleges of technology, and at the graduate
level, by expanding master's and Ph.D. programmes, with due regard to designing
specializes learning material of specific disciplines of high quality relevant
to societal needs and delivered through new information and communication
technologies.
6. Curricula
should be organized to stimulate the entrepreneurial skills of students,
grounded on flexible, innovative, and interdisciplinary approaches, as to break
the general trend towards the dependence of most graduates on public
employment. Incubator projects which help create new enterprises should be
fostered with the support of governments, the productive and service sectors,
and local communities. In addition, more industry-based projects and new
paradigms of university-industry partnership must be instituted. UNESCO, UNIDO,
UNDP, the World Bank, AGFUND, Islamic Development Bank, and other development
funding agencies could be sought after to assist in this matter.
iii. Responsibility towards other
education levels
7. Higher
education must take up its duties towards other levels of education. This is
needed not only to ensure that students are better prepared for higher
education, but also to ensure that pupils experience less failures, stay longer
in schools, and are given educational and guidance services appropriate to
their abilities and interests. To this effect, auxiliary educational services
should be created at all levels of education and services should be provided to
all students who require them. Moreover, in view of the ever increasing rates
of illiteracy in some Arab States, of the negative effects of illiteracy on
economic and social development, and of the enormous human potential of the
hundred thousands of students enrolled in higher education, higher education
community should take a leading role in combating illiteracy, particularly
among girls and women.
8. To act on its responsibility and role towards the whole
education system, higher education in the Arab States should actively
participate (a) in the improvement of the quality of general education, (b) in
the renovation of teacher and other educational personnel training schemes
aiming at more professionalization, (c) in conducting research on social and
educational variables that may reduce school failure and dropout, and in
recommending appropriate educational approaches and policy alternatives, etc.,
(d) in the development, in close, continuous, and interactive partnership with
education authorities and institutions, of activity programmes and direct
services to the education community aiming at helping the education system
reach the objectives of education for all as set in Jomtien Conference (1990).
Networks and Chairs in educational sciences should be created and reinforced as
part of the strategy to achieve these ends.
iv. Major social problems
9. Higher
education institutions should contribute to the development of students'
personal awareness, commitment, and capacity to cope, at the personal as well
as at the professional levels, with the major social issues facing humankind,
such as population, poverty, illiteracy, public health, protection of the
environment, protection of cultural diversity, social participation, human
rights and international understanding, etc. All higher education study
programmes should include courses dealing with these issues with appropriate
concrete applications according to students' fields of specializations.
10. Arab higher education should take active part in
facilitating access to and harnessing of modern technology and scientific
discoveries by all members of the educational community and by the public at
large. It has a special responsibility, alongside with the media, towards the
passage of Arab societies to information and communication age. In particular,
all higher education teaching, technical, and administrative personnel, and all
students of all disciplines must be provided with the necessary training that
enables them to integrate new information and communication technologies into
their work.
v. Regional integration
11. Higher education institutions must promote processes aiming
at Arab integration, starting at the cultural and educational levels, with the
view to attain economic and political integration. The adoption of common
standards for quality assessment and recognition of educational and
professional qualifications constitutes a step forward towards such an integration,
as well as the adoption of common core study programmes in the various
professional fields. The implementation of common research projects may
constitute another way towards this end. Intensive efforts should be devoted to
studying the economic, social, cultural, ecological and political obstacles to
integration and the strategies and actions needed to overcome these obstacles.
2- QUALITY
12. Each Arab State should establish a mechanism for evaluating
the quality of its higher education at the systemic, institutional, programme,
personnel, and outcomes levels. Quality assurance methods may include academic
accreditation, institutional evaluations or sector reviews by disciplines and
professional areas, performance funding, competency-based approaches to
professional education and training.
13. Appropriate emphasis needs to be placed on the renewal of
curricula, on continuous assessment of teaching and learning approaches and the
adoption of new ones, as well as the promotion of multidisciplinary studies.
The utilization of multi-media and the Internet must all be used, with due
consideration to promote interaction between students, teachers, and managers.
14. Governments and institutions of higher education must adopt
appropriate strategies for the recruitment and trainig of teaching personnel,
for their further professional development and for recognition of their
achievements. Legislative bodies, governments, and higher education
institutions should take the necessary measures to implement the Recommendation
concerning the Status and Conditions of Higher Education Teaching Personnel,
approved by the 29th Session of UNESCO General Conference (Paris, 1997).
15. Each higher education institution should establish a center
for the professional development and the improvement of the teaching
performance of its teaching personnel.
16. Higher education institutions should modernize libraries and
take the necessary measures to provide for scientific equipment and guarantee
its modernization within the framework of their long-term plans. In this
context, regional and international co-operation should particularly be
enhanced as to ensure to students and academics from Arab States adequate
access to scientific equipment and information that could not be made available
due to limited budgets and resources.
17. Higher education institutions must provide each student with
orientation and study skills training, and pave the way for him to play an
efficient role in society.
18. Appropriate strategies should be developed in order to
strengthen research capacity at higher education institutions, including
research aiming at the acquisition, the broadening, and the deepening of
knowledge and publishing its results. Conducting such research should be an
obligation to all members of the teaching personnel at higher education
institutions. States and institutions should provide for proper structures,
equipment, and staff, as well as the necessary financial support as to ensure
the involvement of teaching personnel in research and publication activities.
Co-operative programmes at the national, regional, and international levels
should be encouraged, including linking of higher education institutions,
centres, and laboratories to government and industry research laboratories.
3- MANAGEMENT AND FINANCIAL RESOURCES
i. Governance and management
systems
19. Autonomy of higher education institutions of the Arab States
should be fostered. This includes, among other things, the freedom to select
staff and students, to determine the conditions under which they remain in the
institution, to determine the curriculum and degree standards, to allocate
resources for different activities, and to select research topics.
Institutional autonomy should be accompanied by a high level of responsibility
and accountability and the widest possible participation of students, faculty,
and administration in decision-making.
20. Governments should consider creating or reinforcing agencies
that act as buffer between concerned ministries and higher education
institutions and provide advice on such matters as organization, accountability
and quality assurance, allocation of resources, and the administration of
grants and financial assistance, with due consideration to the fact that higher
education implies that its appraisal cannot be restricted to economic
quantitative indicators alone.
21. Opportunities should be given, wherever possible, to
government, and the professional and productive sectors to participate in
decision-making concerning management and organization of higher education.
22. Management capacities in higher education should be
strengthened by appropriate training and staff development programmes for all
managers, especially those in executive positions, the adoption of clear job
descriptions and decision-making channels, the improvement of managerial
procedures, and the introduction of computerized management systems.
23. Each higher education institution should establish a unit
staffed with experienced qualified personnel with the mandate to conduct the
necessary studies and research and to propose strategies and actions aiming at
the institutional development and the improvement of management. Its studies
can include, inter alia, such matters as planning and management, evaluation of
training and service programmes and the introduction of new ones, the
development of distance education schemes, the condition of women and the
strategies to enhance their participation at the different levels of the
institution. To this end, UNESCO Chairs and Networks could be developed and
implemented in the Arab States.
ii. Financial resources
24. Arab States must renew the commitments made by
them at the social Development Summit in Copenhagen and at other world bodies
to "make new and additional resources available" and thus increase
their budgets allocated to education in general and to higher education in
particular, measured as a percentage of their gross national product.
25. Even though the state should remain the main party
responsible for funding higher education, diversification of funding sources,
in particular, through cost recovery of extra-academic activities, and
encouragement of various income-generating activities, such as contract
research, cultural and academic services, short-term courses, etc... should
actively be sought after. This could only be achieved by the involvement of all
stakeholders, the public and private sectors, local communities, academic
associations, and non-governmental organizations. Legislative bodies should play
a leading role in the matter by the adoption of appropriate measures to
encourage diversification of funding sources with due consideration to ensuring
access to higher education according to merit, and equity.
26. In order to assure high-quality research, it is
required to adopt adequate systems for public and private support to research
undertaken at higher education institutions, as well as to double the existing
level of funding.
27. The complementary role of private institutions of higher
education must be recognized. Governments should provide a legal framework to
regulate private higher education institutions and develop appropriate
mechanisms for accreditation, diploma recognition, and licensing, in addition
to setting standards for quality assurance and adequacy of the required
educational facilities and services.
4- CO-OPERATION
28. Each institution of higher education must envisage the
creation of a specialized unit for managing Arab and international
co-operation. These units must develop international linkages, such as those
for the exchange of students and teaching personnel, and other academic
co-operation activities. As well, they must co-operate within the framework of
the activities of international organizations and bilateral agreements.
29. International and Regional organizations must support
projects aiming at reinforcing co-operation between higher education
institutions through the establishment and strengthening of higher education
networks, and support to the activities of existing associations, especially
the Association of Arab Universities, the Arab Federation of Councils for
Scientific Research and the Arab Federation for Technical Education
30. Higher education institutions should strengthen their
endogenous and co-operative capacities related to priority issues in the Arab
States. Centers of excellence can have a positive impact on the solution of
major social problems related to the environment, demographic growth,
sustainable development, research on higher education, educational research,
institutional management, teaching staff professional development, arabization
of higher education, provision of communication technologies, technology
transfer, the protection of cultural heritage, etc...
31. The exchange of knowledge and experience between higher
education institutions in the Arab States must be carried out in a spirit of
solidarity and be the basis for co-operation agreements between them. Within
their capacity, UNESCO and other international and regional governmental and
non-governmental organizations should respond to the request to provide
technical assistance to smaller and poor countries.
32. A special effort must be undertaken to re-build the higher
education system in Palestine
and in occupied territories, to remove the barriers which the military
occupation places that prevent the free movement of students and faculty
members, and that hinder access to research and study. Concerned parties should
endeavour to stop all measures that threaten the safety and security of
students and staff of institutions of higher education. At the same time,
appropriate pressures must be exerted to remove obstacles to the free exchange
of students and academics between Palestine and
the Arab States. Finally, Arab institutions of Higher
education are urged to continue their policies supporting access of qualified
Palestinian students to higher education.
33. The
establishment of the Arab Open University must be encouraged in the light of
the results of the studies pertaining to it.
34. Regional
co-operation projects in the field of teaching staff personnel and their
professional development should be reinforced. Arab States are urged to
encourage the establishment of the Arab
University for Graduate
Studies and Scientific Research.
35. A series of actions should be undertaken by governments and
higher education systems in the Arab States following the recommendations of
the Regional Committee responsible for the application of the Convention on the
Recognition of Studies, Diplomas and Degrees of Higher Education in the Arab
States; in particular:
- exchange of information and documentation with
regional committees of other regions;
- development of inter-regional co-operation
among national documentation centers for the recognition of studies and
diplomas;
- development of capacities in view of
collection, treatment and dissemination of information in order to facilitate
the recognition of studies and diplomas in higher education;
- development of research aiming at facilitating
the recognition of studies and diplomas, on subjects or themes such as academic
and professional mobility, recognition of skills and experiences, etc...
36. Within the framework of the Convention on the Recognition of
Studies, Diplomas and Degrees of Higher Education, governments, institutions of
higher education, professional bodies and international organizations must
encourage student, academic and professional mobility to benefit the process of
economic, educational, political and cultural integration in the Arab States
and to develop mutually accepted standards for the recognition of diplomas. In
this action, attention should be paid to incorporate the Arabic dimension as an
integral part of teaching and research. Furthermore, all efforts should be made
to remove practical, administrative and legal obstacles to academic exchange at
institutional, national and international levels.
5- FINAL RECOMMENDATIONS
37. Governments, higher education institutions, and
all stakeholders concerned with the development of higher education in the Arab
States must translate the recommendations of this plan of action into
operational projects as soon as possible.
38. For
improving the systems of co-operation in the Arab States, an evaluation of
existing networks, including those established within the framework of
UNITWIN/UNESCO Chairs programme, should be carried out.
39. UNESCO, with the support of governments and other
organizations, must convene a meeting of experts in 2002 or 2003 to evaluate
and follow-up the implementation of the recommendations of Beirut Conference.
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