Study of the educational systems in Arab country - covers primary education, secondary education, vocational training, higher education, technical education, research centres, universitys and training centres, includes the curriculum, the number of students, admission requirements and administrative aspects thereof, and examines the labour force situation in respect of scientists, professional workers, etc. Bibliography pp. 516 to 523.

The focus of this Handbook is on science education in Arab states and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in an Arab rather than an international context.

Though diverse, the Arab world boasts a unique culture and native language, both of which are unlike those found in English-speaking countries. Perhaps due to the nature of these differences, Arab-Western relations have been described as existing on one of the world’s great cultural fault-lines. Debate about the potential effects, both positive and negative, of English-medium education and the learning of English in the region’s schools and universities is one expression of this. Even as debate continues, issues of politics, culture, social mobility, and identity are played out in the English language classrooms of the Arab world on a daily basis. The current volume explores some of the concerns related to the place of English and English-medium education in the Arab world. It examines issues of the relationship between English, Arabic, cultural identity and power in the region within a historical and contemporary framework; the experiences of learners from Arabic-medium secondary schools adjusting to English-medium colleges; and the challenges and potential rewards of promoting student-centered classrooms and technology in traditionally teacher-centered environments. These issues are explored from the perspectives of teachers, students, researchers and other stakeholders in Oman, Saudi Arabia, the UAE, and Sudan.

From a rationale of multiculturalism and a based on systemic approach grounded in the Arab-Islamic tradition, this book integrates history, education, science, and feminism to understand the implications of culture in social change, cultural identity, and cultural exchange.

Countries aspiring to participate fully in the global knowledge economy require high-quality education and research that leads to innovation, entrepreneurship and development. In spite of the large number of institutions higher education institutions, the Arab World failed to capitalise in research and development. This book will examine the current position of university research and development in the Arab region, note the main themes, their international impact, and propose new directions. Crucially, it will examine the underlying reasons for the underperformance, including specific government research policies, university-appointment and governance processes to stimulate research, funding assessment and allocation processes, resource limitations, and public attitudes. By substantially upgrading the research component of Arab universities along with the quality of education generally, the Arab world will have the vehicle to transition into peaceful, stable, and members of leading global economies. There are opportunities for inter-university cooperation and the establishment of regional university-linked research institutes with specialist facilities.