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.
