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Posted on Sustainabilitank.info on March 21st, 2014
by Pincas Jawetz (pj@sustainabilitank.info)

from:  Österreichische Gesellschaft für Europapolitik (ÖGfE) | Rotenhausgasse 6/8-9 | A-1090 Wien |  europa at oegfe.at | oegfe.at |
+43 1 – 533 4999
FOCUS EUROPAPolicy Brief 2’2014

Reference to the Full Policy Brief – 


The Arab Spring: The role of quality education and the consequences of its lack.
By Anne Goujon
Vienna, 18. February 2014
ISSN 2305-2635
Abstract &  Policy Recommendations:
1. EU Member States should increase bilateral cooperation for teacher training with
Arab Spring Countries.

2. Focus on transparency and accountability in teachers training.

3. Promote the role of the EU as an umbrella and catalyst for all aid-driven education
system reforms activities.
The lack of quality education plays a major role
in explaining the Arab Spring: As a result of past
shortfalls in education, large shares of the working-
age population in the Arab-Spring countries do not
have the right qualifi cations for entering the labour
market. This not only leads to high levels of unem-
ployment but also entails poverty and social dist-
ress. At the macro level, it triggers a vicious cycle
of underdevelopment by hampering an upgrade to
economies driven by knowledge and innovation de-
spite the substantial numbers of higher educated ci-
tizens of working age in these countries. This holds
particularly true for Egypt. Remedying the current
lack of quality education should be a top priority
in the countries of North Africa, because it is the
source of many deficiencies plaguing this region. In
the Arab-Spring countries, the European Union’s
sectoral aid given for education has focused on
quantity (e.g. raising enrollment by supporting the
implementation of the Millennium Development
Goals for Education) rather than on quality, where
interventions usually target higher education (most-
ly through individual sponsorship programmes),
although there are challenges at all levels, starting
with basic education. The European Union’s main
priority should be to guide and assist these coun-
tries in developing training programmes for teachers
as the driving force behind the entire system reform.

Bibliography

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