Cover:

The Shahid Jamal Tahir Preparatory School for Girls. Constructed by UNESCO

United Nations Educational Scientific and Cultural Organization

Division of Educational Policies and Strategies 7, place de Fontenoy 75352 Paris 07 SP

France

Fax: +33 (0)1 45 68 56 31

IRAQ, EDUCATION IN TRANSITION NEEDS AND CHALLENGES

2004

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MAP OF IRAQ

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Foreword

UNESCO’s cooperation with Iraq dates back to the Organization’s earliest years, when a solid partnership was developed in all the fields of its mandate. Over the past decades, UNESCO programmes in Iraq have been founded on the country’s rich history, cultural heritage and impressive human capital. The emphasis on capacity-building has enabled Iraq and UNESCO to work towards a common vision of national development and to consolidate close working relations.

Prior to the period of the Gulf War and subsequent economic sanctions, the country had one of the best performing education systems in the region. During the country’s difficult years, UNESCO supported the national effort to ensure the continuity of the education system and maintain the high quality of the education programmes.

Immediately after the recent conflict and the demise of the Ba’ath regime, UNESCO prepared a situation analysis of education in Iraq (2003), based on the experience and information it had gathered over many years. This document was particularly useful to the Iraqi authorities and the international community for reviewing the state of education in Iraq and preparing the initial international response in support of its reconstruction.

UNESCO assisted the Ministry of Education and the Ministry of Higher Education to complete the school year 2002/2003, thereby reassuring parents and students that they could look forward to a return to normalcy and peace. During this critical phase, support was provided for end-of-year examinations and for preparing the new school year. To this end, transport, materials and revised textbooks in the fields of mathematics and science were provided. Similarly, girls’ education was emphasised by the completion of a model secondary school for girls in a densely populated area of Baghdad, adapted to the local environment and climatic conditions. The Ministry of Education was further assisted by the establishment of a database on secondary education and the provision of technical equipment to process and manage this data.

At the level of higher education, international donor support was mobilized through the creation of the International Fund for Higher Education in Iraq, with the initial contribution of $ 15 million from Qatar.

During this period, Iraqi officials from the Ministry of Education and the Ministry of Higher Education visited UNESCO Headquarters to convey directly their immediate concerns. Given the education system’s wide range of needs and competing priorities, UNESCO undertook a needs assessment immediately after the conflict, with the generous financial support of the Japanese Government.

The results of the needs assessment were made available immediately to the national authorities in order to assist them in preparing the basic data required for priority development projects and the new school year. The needs assessment has identified critical backlogs and gaps to overcome in order to enable the Iraqi

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education system to reach its previous levels of quality and comparable international standards.

Working within the UNDG framework, UNESCO invites the international community to contribute actively to the national reconstruction effort by mobilizing the resources required for meeting these priority needs. Recognizing the importance of education in the national reconstruction effort, particularly with regard to the catalytic role of education in consolidating the peace process, national unity and democracy, I am confident that the international community will not disappoint the expectations of the Iraqi people.

For its part, UNESCO will continue to give high priority to educational programmes and projects aimed at national reconstruction and development, with particular regard to achieving the EFA goals.

Koïchiro Matsuura Director-General of UNESCO

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PREFACE The renewal of education is one of the highest priorities in the process of national reconstruction and peace building. Access to learning and education brings hope and structure to the lives of young people, and sets the minds of their families at rest, provided that the quality and conditions of learning are satisfactory. Equally, the needs of the nation for well-educated manpower must be met. A national participatory approach to educational policy formulation and programmes provides an opportunity for dialogue and consensus-building between the various stakeholders and sections of the community, thereby consolidating national unity.

Given the acute shortage of reliable data on the basic needs of the education system and institutions in Iraq following the conflict in spring 2003, UNESCO undertook a survey of the priority needs in the fields of secondary, vocational and higher education, together with teacher training. This exercise was accompanied by national capacity building through the training and participation of national staff of the Ministry of Education and the Ministry of Higher Education and Scientific Research and the institutions concerned in survey design, implementation, data processing, analysis and interpretation.

The field survey was carried out during the period July-September 2003 by a team of consultants, supported by UNESCO staff, both in Iraq and at Headquarters. They worked in close collaboration with the staff of the Ministry of Education and the Ministry of Higher Education to design questionnaires on the status and needs of education institutions in secondary and higher education. Training workshops were organised for the survey team to collect data from heads of schools, university colleges and institutions in the various governorates. The actual data collection took place essentially in August 2003.

The wider reaches of the study, such as extensive field visits to schools and interviews with key informants, were constrained by the worsening security situation. This situation also meant that data processing had to be undertaken outside Baghdad, -initially in Northern Iraq, and then outside the country, which complicated considerably data verification as well as processing. Nevertheless, the database for schools was made available immediately to the Ministry of Education, to assist it the preparation of its own education situation analysis.

Besides the information already made available to the two Ministries and education institutes, the raw data in the form of questionnaires (partly Arabic, partly English) has been stored at UNESCO and will be available for further research. The large amount of data collected, particularly relevant to higher education, constitutes a rich source of information which still needs to be fully exploited. As part of the capacity building, the survey teams were provided with ICT equipment to facilitate their task and reinforce the capacities of the concerned Ministries.

The findings of the survey are summarised in the pages that follow. Data is provided on general secondary education, vocational secondary schools, teacher training institutes, universities and technical institutes. It is clear that the needs of these institutions are great. The conflict and subsequent looting led to many institutions being deprived of basic teaching-learning equipment and materials required for a proper learning environment. Likewise, the earlier years of under-funding of the sector due to economic sanctions have left their impact. Schools were without sufficient textbooks, teachers were unable to earn a

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subsistence wage, in-service training was minimal and equipment and buildings deteriorated without proper maintenance.

Although there were some discrepancies in the data reporting from certain areas due to difficult access, logistics and security problems, the prevailing picture is one of acute shortages and urgent needs. Most of the education institutions require physical rehabilitation, furniture, equipment and materials for the teaching of science, technology, other practical subjects, and replenishment of libraries. In-service training for teachers, who had long been cut off from the outside world, including access to international journals, textbooks as well as internet communications, remains a prerequisite for the introduction of innovative practises and changes into the education system. Teacher trainers need to be exposed to the nature of active learning, student-centred education, and practice in critical, creative and caring thinking as a foundation for responsible citizenship.

The curriculum, likewise, has been static and limited by political constraints. Renewal of curriculum and textbooks is an urgent challenge, with a need for updating, especially in the sciences and technology, and infusion of the values of peace and human rights, respect for others, active citizenship and democracy. UNESCO, along with other organisations, has already contributed to the process of textbook revision, in order to meet the acute needs of the schools. However, the larger task of comprehensive curriculum and textbook renewal remains a major challenge for the coming years. Curriculum experts and textbook writers need to meet with their colleagues from countries which have faced post-conflict reconstruction as well as with the broader international and regional community in order to benefit from developments in these fields.

The Iraqi education system is generally soundly structured with committed national staff. Recent salary increases have improved staff motivation. However the management and governance issues will need to be addressed, and resources will be required for updating skills and promoting modern management and administration processes. Exposure of policy-makers to modern educational planning and management structures and procedures constitutes a key element for the renewal of the education system in general.

The present report is offered both to Iraqi educators and to the international community, with the hope that it will assist them in the preparing for the educational renewal in the country and mobilizing the required support. Although considerable progress has already been made in this renewal process under national leadership, the backlog and gaps to address, in basic needs, are still enormous.

The findings and recommendations of this survey present a comprehensive picture of these priority needs, which have to be addressed if the education system in Iraq is to contribute effectively to restoring peace and reconstruction, and to rekindling the culture of learning to a people who have historically been at the forefront of civilisation.

Mir Asghar Husain Director, Division of Educational Policies and Strategies UNESCO

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TABLE OF CONTENTS

ACKNOWLEDGMENTS ...................................................................................................... 1

ABBREVIATIONS AND ACRONYMS.............................................................................. 2

EXECUTIVE SUMMARY.................................................................................................... 3

1. INTRODUCTION .......................................................................................................... 9 1.1. The Needs Assessment Survey .............................................................................. 9 1.2. Methodology ......................................................................................................... 10 1.3. Need for Post-Conflict Reconstruction Strategy ................................................. 12

2. BACKGROUND TO THE ASSESSMENT............................................................... 15 2.1. Demographic Structure......................................................................................... 15 2.2. Structure of the education system at the time of the survey ............................... 16 2.3. Curriculum ............................................................................................................ 17 2.4. General Characteristics of the Education Sector ................................................. 19

3. GENERAL SECONDARY EDUCATION ................................................................ 21 3.1. Brief overview of education at secondary level .................................................. 21 3.2. Number and Types of Schools providing General Secondary Education.......... 23 3.3. Enrolment .............................................................................................................. 25 3.4. Participation Rates ................................................................................................ 27 3.5. Internal Efficiency................................................................................................. 29 3.6. Teachers................................................................................................................. 30 3.7. Curriculum ............................................................................................................ 35 3.8. Textbooks and Other Teaching-Learning Materials ........................................... 35 3.9. School Buildings and Other Educational Infrastructure ..................................... 37

4. VOCATIONAL PREPARATORY SCHOOLS......................................................... 45 4.1. Number and Types of Vocational Schools.......................................................... 45 4.2. Enrolment .............................................................................................................. 47 4.3. Participation Rate.................................................................................................. 49 4.4. Internal Efficiency................................................................................................. 50 4.5. Teachers................................................................................................................. 50 4.6. Curriculum ............................................................................................................ 53 4.7. Textbooks and Other Teaching-Learning Materials ........................................... 54 4.8. Infrastructure and equipment................................................................................ 55

5. TEACHER TRAINING................................................................................................ 63 5.1. Types and Number of Teacher Training Institutions .......................................... 63 5.2. Enrolment .............................................................................................................. 65 5.3. Internal Efficiency................................................................................................. 66 5.4. Teaching Staff ....................................................................................................... 67 5.5. Curriculum ............................................................................................................ 69 5.6. Textbook and Other Teaching –Learning Materials ........................................... 69 5.7. Open College of Education .................................................................................. 70 5.8. Institute of Educational Training and Development ........................................... 71 5.9. Infrastructure ......................................................................................................... 72

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6. HIGHER EDUCATION............................................................................................... 77 6.1. University Education ............................................................................................ 78 6.2. Technical Education ........................................................................................... 103

7. CONCLUSIONS......................................................................................................... 119 7.1. Issues and needs.................................................................................................. 120 7.2. Constraints........................................................................................................... 125

8. RECOMMENDATIONS ........................................................................................... 127 8.1. Capacity building for education policy formulation, planning and management 127 8.2. Renewal and improving quality of secondary education.................................. 129 8.3. Renewal of Vocational Schooling...................................................................... 134 8.4. Renewal of Teacher Training............................................................................. 138 8.5. Renewal of Higher Education ............................................................................ 140 8.6. Phasing of the process of renewal...................................................................... 146

List of Tables ........................................................................................................................ 149

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ACKNOWLEDGMENTS

This survey of the needs of secondary and higher education in Iraq was undertaken in a particularly difficult environment given the deteriorating security situation and limited access to many education institutions in the immediate aftermath of the conflict. It is through the dedication of the national staff supported by the UNESCO team that the exercise could be completed. The extensive coverage of the education institutions would not have been possible without the perseverance and ingenuity of the survey team, who overcame the numerous obstacles they were confronted with. The period of the survey thus took longer than what had been originally programmed. Many of the surveyors, especially those in higher education institutions, went out of their way to provide information over and above that required by this exercise.

Without the help and cooperation of an array of these distinguished individual educators and institutions, the report could not have been completed. Special thanks are due to the Iraqi educators who participated as facilitators, focal points, monitors and respondents, for their enthusiasm and commitment. The staff of the Ministry of Education (MOE) and the Ministry of Higher Education and Scientific Research (MHESR) at central and local level spared no effort throughout the whole exercise

We also thank the Coalition Provisional Authority (CPA) and the Education Advisers for their cooperation.

Special thanks go to our survey team of chapter writers, database experts, and consultants as well as to the advise and support of the members of UNESCO’s component of the Oil-for-Food Programme in Iraq: Tsagga Worku, S.A. El-Amrani, Mohamed Djelid, Suleiman Abdullah, Paul Agachi, Nestor Reyes Balmores, Sylvia Carpenter, Michael Croft, Martin Dewaele, Ahmed Ferej, Toku Hirasawa, Joseph Koech, Azzouz Mouzdahir, Adeeb Munim, Tin Tun Myint, Didier Pech, Anwar Said, Claude Sauvageot, Peter Schioler, Baerbel Stark, Mourad Zmit. We would also like to thank the UNESCO Office in Amman for its assistance and logistic support during the troubled period under which the survey took place.

A special appreciation goes to Dr. Margaret Sinclair, whose patience and diligence enabled us to finalize this report.

We are particularly grateful to the Government of Japan for its timely financial support and encouragement in this challenging exercise. The encouragement and assistance enabled us to adapt the project’s implementation to the rapidly evolving local situation.

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ABBREVIATIONS AND ACRONYMS ALESCO Arab League Educational, Scientific and Cultural Organization BA Bachelor of Arts BS Bachelor of Science CPA Coalition Provisional Authority CTE Commission for Technical Education DG Directorate General EMIS Education Management Information System FAO Food and Agriculture Organization GER Gross Enrolment Ratio GPI Gender Parity Index HEMIS Higher Education Management Information System ICT Information and Communication Technology IDPs Internally Displaced Persons ITE Independent Technical Evaluation MA Master of Arts MHESR Ministry of Higher Education and Scientific Research MOE Ministry of Education MS Master of Science NGO Non-Government Organization OCE Open College of Education OFFP Oil-for-Food Programme OIP Office of the Iraq Programme TTI Teacher Training Institute TTC Teacher Training College Ph.D. Doctor of Philosophy SCR Security Council Resolution SC Save the Children UN United Nations UNESCO United Nations Educational, Scientific and Cultural Organization UNDP United Nations Development Programme UNICEF United Nations Children’s Emergency Fund UPS Uninterruptible Power Supply USAID United States Assistance for International Development WFP World Food Programme WHO World Health Organization

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EXECUTIVE SUMMARY

This report is the output of a needs assessment survey on the education sector in Iraq conducted by UNESCO in cooperation with government officials in July – August 2003. The assessment was designed to assist the Iraqi government in developing a medium-term perspective for the renewal of the education sector in Iraq.

A. The Needs Assessment Survey

The survey was undertaken in close collaboration with the Iraq Ministry of Education (MOE) and Ministry of Higher Education and Scientific Research (MHESR). Iraqi educators participated in all stages of the process, including finalization of questionnaires, their distribution and completion. It is important to note that the survey was conducted in a climate of very serious security problems, which prevented the UNESCO team from visiting most of Central and Southern Iraq. UNESCO specialists visited and interviewed key education staff in representative schools and institutions of higher education in the vicinity of Baghdad and in Northern Iraq.

UNESCO organized training workshops on the survey methodology and administration of the questionnaires. The poor security situation did not allow for many follow-up visits, and a few returned questionnaires were therefore unsuitable for processing. A total of 4,424 questionnaires completed by institutions at secondary level were entered into the database. In higher education, questionnaires were returned by some 200 university colleges and 46 technical institutes.

B. Status and Needs: General Secondary Education

General secondary education in Iraq (UNESCO survey data, 2003)

Secondary education was severely affected by the conflict and its aftermath, as well as the impact of 12 years of economic sanctions. There is therefore an urgent need for a massive rehabilitation programme, as indicated in the following areas and subjects:

1. Need for improved access and quality. The survey showed that about 40% of the age group 12-17 were attending general secondary school, as indicated by the Gross Enrolment Ratio (enrolment in proportion to the corresponding age group). Participation was higher at

• 4,042 general secondary schools (51% Intermediate level, grades 7-9; 38% ‘Secondary’ (grades 7-12), 11% Preparatory (grades 10-12)

• 49% boys schools, 33% girls schools, 18% co-educational • 48% single shift, 50% double shift, 2% triple shift • 1,443,436 students (boys 62%, girls 38%) • Gross Enrolment Ratio: 40% (boys 49%, girls 31%) • Teachers: 76,216 (41% male, 59% female)

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the Intermediate level (grades 7-9), with a Gross Enrolment Ratio of 57%, than at Preparatory level (grades 10-12), for which the ratio was 23%. The enrolment of girls was less than that of boys, with almost one-third of girls enrolled in general secondary school (Gross Enrolment Ratio of 31%) as compared to almost half of boys (Gross Enrolment Ratio of 49%). This reflects the impact of economic and social factors as well as physical access to schooling and its quality. Action is needed to promote participation in secondary schooling, minimise drop out and establish gender parity. Immediate concerns include providing secure access to schools and improved quality of education, through in-service training for teachers, renewal of curricula and textbooks, improved supplies of teaching-learning materials, rehabilitation of school buildings and utilities, and school transport where needed.

2. In-service teacher training. Teachers nearly all held university degrees (98%), but most had not attended in-service training in recent years. Moreover, teacher trainers themselves have often had limited exposure to modern teaching methods and pedagogy, as well as limited access to recent publications in their respective fields of specialisation. A massive programme of in-service teacher training is needed, linked to the renewal of school curricula and textbooks; including seminars and visits for teacher trainers to give them the opportunity to study international experiences and approaches in the field of pedagogy and subject teaching methodologies. Given the challenges facing the education system at this time, in-service training in school management and modern teaching methods may be developed for the 4,042 secondary school head-teachers.

3. Renewal of curriculum and textbooks. There is an urgent need to revise and update the textbooks currently in use, and distribute them in adequate quantities. As soon as possible, there is a need for a process of curriculum renewal, based on modern pedagogy, leading to the development and progressive introduction of a new generation of textbooks and other teaching-learning materials. Seminars and international study tours and fellowships for curriculum experts and textbook writers are a high priority, so that they may gain acquaintance with international developments in these areas.

4. Improved supplies of teaching-learning materials. The survey showed an acute shortage of teaching-learning materials. The total number of secondary school textbooks in all subjects combined (1.7 million) was barely greater than the number of students (1.4 million) in general secondary education. Yet at this level, students need to study texts in the full range of their school subjects. Since textbooks are a key tool of quality education, including home study to follow up the school lessons, the situation needs urgent action, and there should be a target of one textbook per subject per student.

5. Rehabilitation of school infrastructure. The survey documented the shortage of accommodation for schools. Only 48% of schools operated on a single shift basis, while 43% shared a building with another school, on a double shift or occasionally a triple shift basis. Few of the buildings were in good condition, with 47% partially damaged, 23% in very poor condition and 10% totally unsafe. More than half the schools were without access to running water and few had well-functioning sanitation. Power supplies were irregular or lacking: most schools were in fact connected to the grid but lacked the needed standby generators. The latter should be installed in all school premises. A major programme of rehabilitation of buildings and utilities is required. This should be linked to a school mapping exercise that will take account also of the need to phase out multiple shifts.

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6. Provision of special workrooms. The survey showed that most schools lacked access to the required specialist classrooms. The assessment of requirements is complicated by the shift system. However, at a minimum the school premises currently in use need to be provided with about 7,000 science laboratories, 3,000 computer laboratories, 3,000 language laboratories, 2,500 library rooms, and 3,000 gymnasia for physical education.

7. Provision of equipment, furniture and materials. Secondary school heads expressed the need for computers and audio-visual aids, since stocks of such equipment had been limited due to sanctions and had been targeted by looters during the events of March/April 2004. The needs assessment concludes that at a minimum sets of 10 (or better 20) up-to-date computers and ancillary equipment be provided at the approximately 3000 school premises, together with at least one overhead and slide projector, TV/VCR, and two heavy duty photocopiers in each location. Specialised equipment is required for school science and libraries at each location. Transportation facilities are also needed to ensure access for young people living in villages distant from a secondary school, especially for girls. School furniture is required especially for the premises severely affected by war damage and looting. C. Status and Needs: Secondary Vocational Education Secondary vocational education (grades 10-12) is provided through 231 vocational schools located in 18 governorates: 131 Industrial, 34 Commercial, 9 Agricultural, 2 Household Science, and 55 ‘Vocational’ schools. The schools accommodated 73,941 students, of whom the majority were boys (82%). There were 4,604 teachers, evenly divided between men and women. Some 8% of the staff were under-qualified, holding less than a bachelor’s degree, and most had not benefited from in-service training in recent years. Operational problems were similar to those for general secondary education: 39% of buildings were stated to be badly damaged or unsafe, and there was widespread use of multiple shifts. There were insufficient laboratories and workshops, teaching-learning materials were scarce, and the curriculum and textbooks needed renewal. The survey revealed the need for measures similar to those for the renewal of general secondary education. These measures should be set within the framework of a strategy to link secondary vocational education to the demands and opportunities of the labour market. A labour market study is recommended, to ensure that investments in the sub-sector yield the maximum benefit and to attract capable staff and students. D. Status and Needs: Teacher Training Institutes The training of teachers for primary schools is undertaken mainly through Teacher Training Institutes (grades 10-14) and Central Teacher Institutes (grades 13-14), which are under the management of the Ministry of Education. Additionally, primary school teachers are trained in the ‘teachers’ colleges’ at the universities. The 108 Teacher Training Institutes and 28 Central Teachers Institutes which participated in the needs assessment accommodated 52,891 students, of whom 65% were girls. The institutes had some 2,705 staff, of whom half (51%) were women. Most of the staff had not participated in-service training in recent years. Operational problems included the poor condition of buildings and the use of multiple shifts. Textbooks had to be shared.

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Renewal of teacher training will require infrastructure repairs, provision of specialised laboratories, libraries, etc., and supply of equipment and materials, as for general secondary education. A special programme will be needed to enable the staff to update their subject matter knowledge as well as strengthening their knowledge and experience of modern child-centred pedagogy. Curriculum renewal for these institutions should incorporate both study of modern teaching methods and their utilisation in the teaching-learning process. Enhanced provision for practice teaching and its supervision may require procurement of vehicles for these institutions. E. Status and needs: Higher Education

Higher education in Iraq (UNESCO survey data, 2003)

Participants at the stakeholders’ meeting on higher education emphasised their aim of re-establishing a system that is up to international standards. The following requirements must be met if these objectives are to be achieved: 1. Strengthening capacity for policy formulation, planning and management. Policy review and the formulation of a national vision for future development are needed, through involvement of key stakeholders, as well as at the level of individual universities and institutes. 2. Improving quality: designing and implementing a faculty development and exchange programme. The assessment confirms the repeated demand for faculty development. One-third of university staff (over 6,000) hold only a bachelor’s degree (over 6000) and as do half the faculty of technical institutions (almost 1,500), and need to extend their studies through seminars, conferences, short courses and as soon as possible through formal postgraduate studies. Selected staff with master’s degrees need the opportunity to proceed to doctoral studies, preferably abroad, and with thesis topics related to the current priorities for the social and economic progress of Iraq. Professional development also entails a transformation of teaching methods. Senior staff should have access to fellowships for study visits abroad as well as access to recent literature in their specialist fields. The creation of a ‘mobility fund’ for academic exchanges, within the MHESR and/or individual academic institutions, would enable and accelerate the participation of Iraqi academics in a large variety of international activities (research networks, professional conferences, training for young scientists, etc). These various professional development activities should be arranged on a gender-equitable basis. A supporting step is to restore access to the international community of scholars through access to journals, textbooks and monographs, in print and virtual form

• 20 universities, 37 technical institutes, 9 technical colleges • 201 university colleges • 251,175 university students (42% female) and 65,908 students in technical

institutes/colleges • 19,112 staff (43% female) in universities and 2,837 in technical education • 28 university research centres • 5 universities in Baghdad enrol 47% of all students

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3. Improving quality: renewal of curricula, teaching-learning materials and teaching methods. The education authorities at national and institutional level can facilitate curriculum renewal in higher education by constituting study groups, panels, etc., to review curricular options for different subject areas on an inter-institutional basis. These panels may also review the existing textbooks and other teaching-learning materials in current use, those in use in the region and those available internationally. Based on these reviews, plans can be made for textbook revision or the writing of new textbooks with a modern perspective for the various types of course and years of studies. The new curricula would need to take account of modern pedagogical approaches. The values framework of human rights and civic responsibility should be reflected in the content and method of studies, as well as in the management of the universities and institutes (the ‘hidden’ curriculum). The establishment of a UNESCO Chair of Human Rights may be considered. Workshops on these topics. Incorporating skills such as conflict resolution and interpersonal life skills might help staff and their students cope with psychosocial problems arising from the conflict, insecurity and the rapid pace of societal change. The environmental and social dimension may be introduced in the teaching of science, engineering and technology. 4. Improving quality: ICTs in support of higher education. ICTs offer the opportunity to bridge the information gap through virtual libraries and use of the internet. It will be important to ensure the interconnection of the universities (academic intranet) and their access to the internet. It will be necessary to provide computer laboratories and tuition in basic computer skills for all staff and students in higher education institutions. 5. Improving quality: provision of books, equipment and furniture. There is a deficit of some 31 million books in Iraqi higher education if the universities and institutes are to meet international standards of 100 per student (present stocks are less than one million). Procurement of textbooks and replenishment of libraries, supported by the equipment needed for their proper functioning, is a high priority. There is an urgent need to revise and update key textbooks used in undergraduate courses. Access to virtual texts is important for modernising courses of postgraduate studies and for research. Support for the refurbishment and equipment of the specialist libraries at the Iraq Academy of Sciences in Baghdad would provide an in-country resource that can be consulted by Iraqi scholars and permit the resumption of publication of Iraqi journals. The universities and technical institutes need computers (some 60,000 for the universities, of which 23.000 are needed urgently, and at 2000 for the technical institutes). Accessories such as software and CD-ROMs are required, as well as hardware and related equipment such as heavy-duty photocopiers for reproduction of teaching learning materials. Audiovisual aids and general office equipment are required by most institutions. Almost every college and institute requires updated equipment for their respective fields of study, together with furniture, in those institutions that have been looted. 6. Strengthening the culture of research. Resources will be needed for research and development work to support the process of social and economic renewal. Decisions will be needed on research specialisations at different academic institutions, drawing on special competencies and centres that are already present, together with methods for coordination and communication between these institutions.

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7. Quality assurance. Steps are needed to strengthen assessment and quality assurance activities at national and institutional level, so that courses can be recognised as of international standard. 8. Rehabilitation/reconstruction of infrastructure. The study classified needs in this area into three categories: rehabilitation and/or reconstruction of severely damaged buildings; rehabilitation of moderately damaged buildings, such as those which were vandalised and looted; and restoration of buildings that have suffered from lack of maintenance and repair over the period of economic sanctions. Prioritisation of infrastructure replacement, reconstruction or rehabilitation will be a major task for higher education managers in the years ahead. F. Capacity building for education policy formulation, planning and management Given the vast challenges facing the education sector and its management, it will be important to build capacity within the Ministry of Education and Ministry of Higher Education as well as the individual institutions in the fields of education policy formulation, structural analysis, planning, management and education management information systems (EMIS). UNESCO, through its International Institute for Education Planning (IIEP) and regional services, can provide training in these areas.

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1. INTRODUCTION

Iraq has strong educational traditions, dating back to ancient times, and its education system was considered to be one of the most advanced in the region as recently as the 1980s. The education system remains strong, thanks to the dedication of its teachers and managers, despite the negative effects of economic sanctions, which during the 1990s led to a deterioration in infrastructure and shortage of teaching-learning materials. The conflict in March–April 2003 led to further deterioration of the infrastructure, as well as loss of equipment and materials due to looting. The situation before March 2003 was documented by UNESCO in a report entitled ‘Situation Analysis of Education in Iraq’. The present report complements this study, by documenting the status of the education sector after the conflict, based on a needs assessment survey conducted in July-August 2003. 1.1. The Needs Assessment Survey

In June 2003, UNESCO drew up plans for a capacity-building project for the education sector in Iraq, incorporating a needs assessment survey. This Japanese-funded project had three major objectives:

• To create a database for education at secondary and tertiary levels at the end of the academic year 2002/2003 and to identify priority needs for the reconstruction and renewal of the education sector

• To enhance the capacity of Iraqi educators in developing survey questionnaires, survey management, data processing and analysis, and developing projects

• To supply basic equipment such as computers and printers to support the needs assessment and subsequent data management.

The survey was undertaken in close collaboration with the Ministry of Education (MOE) and the Ministry of Higher Education and Scientific Research (MHESR). Iraqi educators participated in all stages of the process, including the finalization of the secondary and higher education survey questionnaires. National educators were hired to oversee the distribution of questionnaires and to coordinate with school head-teachers and deans of colleges, who were responsible for completing the questionnaires. Training workshops were held for the supervisors and the focal points managing the distribution, completion and collection of questionnaires. Opportunities for interviews and field visits by the UNESCO team were unfortunately limited by security constraints. Despite these constraints, however, a high proportion of secondary and higher education institutions returned completed questionnaires.

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1.2. Methodology

1.2.1. Coverage

The needs assessment survey covered secondary education, including general secondary schools, vocational and teacher training institutions, and higher education, comprising the public universities and technical institutes. Research institutes and private colleges were not covered. The survey covered all 18 governorates.

1.2.2. Respondents

The respondents were the head-teachers of general secondary schools, vocational secondary schools and teacher training institutions, deans of university colleges and heads of technical institutes.

1.2.3. Organization of the survey

The development, administration and retrieval of the survey questionnaires were undertaken through the structures of the MOE and the MHESR, under the overall coordination of two Needs Assessment Steering Committees established for this purpose.

Assisting the Steering Committee for the secondary school survey were 21 monitors, who were mostly statisticians and former Oil-for-Food Programme education escorts. Their responsibility was to coordinate the administration of the survey at governorate level. They worked with 42 focal points, mainly education planners and senior subject supervisors, whose responsibility was to coordinate with subject supervisors and school head-teachers regarding the implementation of the survey at the school level.

In higher education, 23 higher education focal points coordinated the implementation of the survey, working with 238 enumerators whose responsibility was to monitor the completion of the questionnaires by the deans of colleges and technical institutes.

1.2.4. The Survey Questionnaires

Two sets of survey questionnaires were prepared, one for secondary education and another for higher education. Data was collected on students, teachers, curriculum, textbooks and other teaching and learning materials, condition of the infrastructure, etc. These parameters were chosen to indicate the level of access and participation of students, the quality of teaching-learning and the capacity of the education system.

Iraqi educators participated in the development of the survey questionnaires. The draft questionnaires were developed with members of the concerned Steering Committee, taken into account questionnaires previously used by the Ministries.

Workshops were conducted in order to widen the participation of Iraqi educators in the development of the survey questionnaires. In secondary education, the second draft was presented and discussed in a workshop that was attended by 42 focal points and 21 monitors from the MOE. In higher education, the draft was discussed with 23 higher education focal points, composed mostly of deans and directors. A separate workshop was conducted with 22 deans from the technical institutes. Comments and suggestions from the workshops were incorporated in the draft questionnaires, which then were pilot tested.

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1.2.5. Pilot Testing

For the secondary education questionnaire, pilot testing was undertaken in two representative schools. In higher education, the survey questionnaire was pilot tested at the Technical Institute for Medical Technology. The focus was on identifying questions that were not clear to respondents and questions that they had difficulty in answering. The time taken to complete the questionnaire was also noted. The feedback from pilot testing was used to finalize the questionnaires.

1.2.6. Administration of the Survey Questionnaire

Before the survey questionnaires were distributed to the schools/colleges, another workshop was conducted with the focal points and monitors for both secondary and higher education, aimed at building their capacity to coordinate the administration of the needs assessment questionnaires. The workshop was repeated with the 416 secondary education supervisors who were to monitor the completion of the questionnaires by secondary school head-teachers. In higher education, a similar workshop was conducted with the 238 enumerators who were to monitor the completion of questionnaires by deans of colleges and technical institutes.

Data collection was conducted simultaneously in all the governorates during the first three weeks of August 2003. All governorates were provided with an adequate number of secondary education questionnaires for secondary, vocational and teacher training institutions and higher education questionnaires for universities and technical institutes. The number of completed questionnaires that were returned by secondary level institutions was more than 4,500. Completed higher education questionnaires were returned by 195 colleges and 49 technical institutes.

1.2.7. Interviews

UNESCO specialists conducted interviews with key informants from the education sector, complementing the quantitative data gathered from the survey questionnaires. Qualitative information about the education sector was asked from MOE and MHESR officials, including key staff from the ministry directorates, university presidents, college deans, heads of technical institutes and some head-teachers.

1.2.8. Data Entry

Security constraints meant that data entry could not be undertaken in Baghdad as originally planned. It was contracted to a database company in Erbil, Northern Iraq. Data entry specialists in Amman continued the work when the UNESCO Needs Assessment Team was relocated to Jordan because of security problems. Key data was verified by checkers after the operation was transferred to UNESCO headquarters in Paris. The database was created in Microsoft Access.

1.2.9. Analysis of Data

The data was analyzed using statistics and indicators, covering elements such as type of school, student enrolment, gross enrolment ratios, teacher characteristics, student/teacher ratios, availability of teaching-learning materials, furniture and equipment, school buildings and utilities.

The quantitative data was complemented by qualitative information based on interviews with key personnel of the MOE such as directors, educational planners and statisticians,

12

educational supervisors and head-teachers; and, in higher education, with some key MHESR officials, university presidents and vice-presidents, deans and directors and some faculty members.

1.2.10. Limitations of the Study

The survey was conducted inside Iraq while the country was beset with security problems, which prevented the needs assessment team from visiting affected regions. UNESCO specialists were only able to visit and interview key education personnel in representative schools and universities in the vicinity of Baghdad and Northern Iraq. The South was not visited but the survey team received information from ministry personnel working in the area.

Given the problems on the ground, the survey had various limitations:

• Not all the questionnaires that were returned were suitable for processing. In some cases, certain questions were not answered and in some, the answers were inconsistent.

• The assessment of damage to infrastructure and of future needs relied on the respondents’ answers to specific items in the questionnaires. However, UNESCO specialists and architects could only verify some information through schools visited in regions where travel was permitted.

• Qualitative interviews were conducted with educators only in locations to which the specialists had access. UNESCO specialists were able to visit a few representative schools in Central Iraq and 5 universities in Baghdad, as well as educational institutions in Northern Iraq.

1.3. Need for Post-Conflict Reconstruction Strategy

The daunting task of rehabilitating the education sector began with the resumption of classes at all levels after the war, to ensure completion of the academic year 2002-2003. The annual ministerial examinations at the primary and secondary levels and the annual examinations in the universities and technical institutes were conducted as a result of efforts of Iraqi educators, supported by their international colleagues. These initial efforts were extremely important in meeting the aspirations of students, their families and education staff. The process of rehabilitation and reconstruction of Iraq’s education sector needs to be anchored on the country’s long educational history as well as on the emerging political, social and economic order. The strategy, therefore, must be based upon the strengths of the country’s past as well as the plans for its future. Data from the survey reported here can assist in developing an action plan for the renewal of the education sector of Iraq. The following chapters indicate the findings of the analysis for each of the sub-sectors of education included in the survey. Based on these sub-sector reviews, a brief overview is presented of problems and issues confronting the education authorities in

13

their efforts to rebuild and renew the system. Finally, some suggestions are offered regarding key needs for educational rehabilitation, reconstruction and renewal. The information gathered by the survey was made immediately available to the Ministries of Education and Higher Education as it was being processed. It thus served to build up their own database. Since the Ministries were fully committed to ensuring the functioning of basic services their demands for complementary data unexploited by the survey led us to proceed with detailed analysis in specific areas of their concern. This exercise delayed the finalisation of the report. The report presents an overall analysis and tables which should prove helpful to policy makers and development cooperation partners. The overall data collected, however constitutes a rich base for researchers and those interested in a deeper analysis of the education system and its needs. It is archived at UNESCO and the Ministries of Education, and Higher Education, Baghdad

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2. BACKGROUND TO THE ASSESSMENT

The Iraqi education system was among the best in the Arab region for many years, and has shown its resilience, despite the resource constraints since 1990 and the effects of the recent conflict. It has a well-developed network of schools and institutions of higher education. The present chapter provides an overview of the education system, setting the context for the presentation of the survey data and assessment of the current situation.

2.1. Demographic Structure

The education system caters to a national population of some 25 million. At least 95% of the population adheres to Islam. Arabic is the official language and the mother tongue of about 76% of the population. Kurdish is spoken by the Kurds in Northern Iraq, and other languages are used by small minority groups. Iraq’s population of secondary school age (12 – 17 years old) is about 3.5 million. The distribution of the 12 – 17 school-age population by governorates is shown in Table 2.1. The number of children aged 12 – 17 years was highest in Baghdad (19%), Ninewa (9%) and Babylon (7%), and lowest in Muthanna (2%), Tameem (3%) and Missan (also 3%).

Table 2.1. Distribution of Population Aged 12-17 Years, by Governorate

Governorate Male Female Total Percent 1 Anbar 92845 88911 181756 5.1 2 Basrah 105454 100986 206439 6.0 3 Muthanna 38243 36622 74865 2.1 4 Qadissiya 58354 55881 114235 3.2 5 Sulaymaniyah 121420 116276 237696 6.7 6 Babylon 127649 122241 249889 7.0 7 Baghdad 344235 329650 673886 19.0 8 Dahuk 61429 58827 120256 3.4 9 Thi-Qar 110820 106125 216945 6.1

10 Diyala 105037 100587 205623 5.8 11 Erbil 103134 98764 201898 5.7 12 Kerbala 65961 63166 129127 3.6 13 Tameen 53717 51441 105158 2.9 14 Missan 53144 50892 104036 2.9 15 Ninewa 165302 158299 323601 9.1 16 Wassit 60438 57877 118315 3.5 17 Najaf 69972 67008 136980 3.8 18 Salah Al-Din 80445 77037 157481 4.4

Total 1817598 1740588 3558186 100 Source: Based on UN population estimates.1

1 Based on the UN population estimate for 2002 of 25,214,293 (12,792,100 males, 12,422,193 females). Coefficients for calculating single year age groups were estimated using earlier UN demographic data for Iraq. Coefficients for calculating the governorate distribution were estimated on the basis of population data by governorate for the age-group 6-11, made available to the UNESCO Education for All team in 1999.

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2.2. Structure of the education system at the time of the survey

Under Iraq’s Provisional Constitution of 1970, the state guarantees the right to free education at all levels – primary, secondary, post-secondary and university – for all its citizens.2 Primary education (grades 1-6) is compulsory, and universal literacy is a key goal. Secondary education is divided into ‘Intermediate’ (grades 7-9) and ‘Preparatory’ (grades 10-12) levels. These educational programmes are managed by the Ministry of Education, which is also responsible for vocational schools (grades 10-12) and teacher institutes (grades 10-14 or 13-14), and for the Open College of Education. The Ministry of Higher Education and Scientific Research is responsible for the higher education sector, comprising universities and technical institutes (grades 13 and above).3

Figure 2.1. The Educational Ladder in Iraq According To Age and Grade

Source: Educational Research and Study Centre of MOE of Iraq: The Development of Education, National Report on Iraq, Baghdad, 2001

Official statistical data for national education programmes in the academic year 2002/2003 are not available, since the Education Ministries were damaged and looted. Official data from 2000/2001 indicated that at the turn of the century there were some 11,709 primary

2 Ministry of Education, Iraq, “Development of Education in Iraq, 1993/94 – 1994/95,” a report submitted to the 48th International Conference of Education, UNESCO International Bureau of Education, Geneva, 1996. 3 Students who complete the vocational level may proceed to a technical institute for a 2-year higher education programme or enter a technical college or university for a 4-year higher education degree. Graduates of a teacher institute may also be admitted to a university.

Level Pre-Primary

Primary Intermediate

Age 54 6 7 8 9 10 11

1 2 3 4 5 6 21 2 31

13 1412

Grade

Preparatory/Vocational

Higher Education

212019 2218

Industrial

Literary

21

Teacher’s Inst.

Teacher’s Training Inst.

Institutes of Fine Arts

Commercial

Agriculture

Home Art

Higher Education

2 31

2 31

2 31

2 31

2 31

2 31 54

2 31

16 1715

Scientific

542 31

Secondary

17

schools, with some 4,031,346 students (44% female) and 190,650 teachers (about 72% female); and some 3701 general secondary schools, with some 1,291,309 students (39.5% female) and 73,989 teachers. There were some 263 vocational secondary schools, 139 teacher institutes, 19 universities and 38 technical institutes. The education system catered to almost 6 million students.4

2.3. Curriculum

Curriculum may be seen as a framework that helps guide the education of a student at a given level. In Iraq, the curriculum seeks to promote the full personal development of the students and to prepare them to participate in the process of social, economic, scientific and technical development, while fostering critical thinking, assimilation of new knowledge and skills, and respect for others. The curriculum has aimed at inculcating secular values while making allowance for the teaching of religions of various denominations. Emphasis has been placed on the teaching of the sciences and mathematics.5

Curricular changes are the responsibility of the concerned ministry. Within the MOE, the High Committee for the Development of Curricula, Teaching Aids and Examinations is responsible for planning, designing, approving and revising the curriculum. Composed of members from the Directorates of Education and subject experts from Iraqi universities, this committee also approves textbooks and teacher guides.

In higher education, universities and technical institutes develop their academic programmes, through their respective governing councils, in consultation with the MHESR. Recently, however, the MHESR established the Temporary Advisory Committee on Curricular Reform, which launched a long-term national process of reviewing and reforming curricula across all disciplines. The committee’s initial task was to develop a plan to conduct a comprehensive curricular review, suggest priorities, and identify potential avenues for international support to the review and revision process.

The study plans for the secondary education level are shown in Tables 2.2 and 2.3.

4 Situation Analysis of Education in Iraq: 2003 (UNESCO, Paris, April 2003). Total enrolment in 2000/2001 vocational schools was 65,750 with 7,483 teachers, while in teacher institutes there were 56,747 students, and in higher education there were 317,993 students with 14,743 teachers. 5 As indicated during interviews with education officials.

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Table 2.2. Time Allocation (class periods) for Studies in the Intermediate Cycle

SUBJECT Grade 7 Grade 8 Grade 9 Islamic Education 3 3 3 Arabic Language 6 6 6 English Language 6 5 5 History 2 2 2 Geography 2 2 2 Civics 1 1 1 Mathematics 5 5 5 Algebra - - 3 Geometry - - 2 General Science 4 - - Chemistry - 2 2 Physics - 2 2 Biology - 2 - Man and Human Health - - 2 Art Education 2 1 1 Physical Education & Military Training 2 2 2

TOTAL 33 33 33 Family Education for Girls 1 1 1

TOTAL (for girls) 34 34 34 Source: Educational Research and Study Centre of MOE of Iraq: The Development of Education,

National Report on Iraq, Baghdad, 2001

Table 2.3. Time Allocation (class periods) for Studies in the Preparatory Cycle6

Subject Grade 10 General

Grade 11 Literary

Grade 12 Literary

Grade 11 Scientific

Grade 12 Scientific

Islamic Education 3 3 3 3 3 Arabic Language 5 8 8 4 4 Kurdish Language - 2 - 2 - English Language 5 6 6 5 5 History 2 3 3 - - Geography 2 3 3 - - Sociology - 2 - - - Economics - 2 3 - - Mathematics 3 2 2 6 5 Chemistry 3 - - 4 4 Physics 3 - - 4 4 Biology 3 - - 4 4 Physical Education, Military Training and Civil Defence

1 2 1 2 1

Art Education 1 1 1 1 1 National Education 1 1 1 1 1 TOTAL 32 35 31 36 33 Family Education for Girls 1 1 1 1 1 Health Education for Girls 1 1 - 1 - TOTAL (for girls) 34 37 32 38 33 Source: Educational Research and Study Centre of MOE of Iraq: The Development of Education,

National Report on Iraq, Baghdad, 2001

The basic entry requirement to higher education is the adadiyah (secondary-school-leaving certificate), awarded after 6 years of secondary education. Entrance to the

6 Op. Cit., Baghdad, 2001.

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various streams depends on the nature of the candidate’s previous examination results and on the grades obtained in the Preparatory final examination. Some universities, such as Al Nahrain University, administer their own college entrance examination over and above the general entry requirements.

The duration of studies in higher education varies according to the fields of study. The minimum duration that leads to a Diploma is 2 years, usually offered by the Technical Institutes. The first stage of higher education leads to a Bachelor’s Degree in arts, law, economics, science and engineering (4 years); architecture, dentistry, pharmacy and veterinary medicine (5 years); and medicine (6 years). The second stage leads to a Master’s Degree which is offered in various fields. The degree of Doctor of Philosophy (Ph.D.) is awarded in some fields 3 years after a Master’s Degree.

2.4. General Characteristics of the Education Sector

The system of education in Iraq is well established: (a) Education has been free at all levels from primary to university education,

indicating a high level of access to education. (b) The average student-teacher ratio is relatively favourable. Moreover,

nearly all secondary school teachers hold a university degree. (c) The curriculum at the primary and secondary level has allowed the

injection of local content. Universities have enjoyed relative autonomy in establishing fields of study and revising curricular content and syllabi.

(d) The MOE was represented in every governorate, and had the capacity to reach out to remote locations.

(e) A university was established in almost all governorates (except 2). (f) Scientific research was always encouraged in the universities.

The education sector suffered serious weaknesses, however, in recent years:

(a) Levels of student enrolment were affected by an increased incidence of poverty during the period of economic sanctions.

(b) The curriculum and textbooks had become outdated and were seen as having a political bias.

(c) Structurally, the education sector was under the authority of the central Ministry in Baghdad but had two semi-autonomous ministries, in Northern Iraq, which prevented the development of a uniform set of education policies for the whole country.

(d) There was a loss of experienced teachers from the profession, because of the dramatic decrease in the value of salaries during the sanctions period, to around $5 - $10 per month.

(e) There were shortages of textbooks and other teaching-learning materials and equipment.

(f) Many school buildings and educational infrastructure were in bad condition and in need of rehabilitation.

(g) There was isolation from the international academic community, preventing access to contemporary scholarship and modern teaching methods.

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These strengths and weaknesses of the education sector are reflected in the profiles of the sub-sectors discussed in chapters 3-6 below.

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3. GENERAL SECONDARY EDUCATION

Secondary education in Iraq begins with an ‘Intermediate’ stage of general education, from grades 7 to 9 of schooling. For students completing this stage there are a range of options at ‘Preparatory’ level: continuation of general secondary education, joining a secondary vocational school or entering a teacher training institute. General and Vocational Preparatory schools cover grades 10 to 12, while training for the teaching profession takes either five years (grades 10-14) or two years (grades 13-14). 3.1. Brief overview of education at secondary level

As shown in Table 3.1 below, Iraq has over one and a half million students enrolled in education at secondary level, both general and vocational, of which over half a million are girls (38%).

Table 3.1. Enrolment in different types of education at secondary level

Type of school Total enrolment7 Percentage of girls Intermediate schools (Lower secondary) 616,601 32.0% Secondary schools (Lower and upper secondary) 608,833 43.6% Preparatory schools (Upper secondary) 218,002 38.7% Preparatory Vocational schools 73941 18.5% Teacher training institutions 49,119 66.4% Fine Arts 5,374 27.0% Tourism Institute 139 28.1%

Total 1,572,009 37.8 % Source: Annex 1: Statistical Data for the Secondary Education Level

The UNESCO survey showed that the great majority of secondary students, -a total of 1,443,436, are enrolled in general secondary education, whether in schools that cater mainly to grades 7 to 9, -known as Intermediate schools, to grades 7 to 12, –known as Secondary schools, or to grades 10 to 12, - known as Preparatory schools. There were a further 128,573 students at secondary level (8%) who were enrolled in vocationally-oriented institutions, including teacher training. The survey showed wide disparities in student numbers between the 18 governorates. The highest enrolments at secondary level were in the governorates of Baghdad (444,427 students), Basrah (120,014) and Sulaymaniyah (100,576). The lowest enrolments were in the governorates of Missan (32,793) and Muthanna (17,429). The participation of girls in education at secondary level was at a high level in some governorates (over 40% of students were girls in Baghdad, Erbil and Sulaymaniyah) while girls lagged far behind boys in others (only 25% of students in Salah Al-Din were girls). The proportion of female students varied according to the type of institution, with girls being in the majority for teacher training, and boys for other institutions.

7 These figures include some students reported to be in grades other than those indicated by the title. The Dahuk Tourism Institute was included by the survey organisers since it is a secondary education institution managed by the education authorities in Dahuk.

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Figure 3.1. Female students as a percentage of all students, by governorate (all types of secondary education)

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

SALAHADDIN

ANBAR

KERBALA

MUTHANNA

DIYALA

NAJAF

MIS

SAN

THIQAR

WASSIT

NINEW

A

BABYLON

BASRAH

TAMEEM

QADISSIY

ATot

al

DAHUK

ERBIL

BAGHDAD

SULAYM

ANIYAH

Source: Annex 1: Statistical Data for the Secondary Education Level

The under-representation of girls is reflected in the Gross Enrolment Ratio (GER), namely the ratio of enrolment to the corresponding age group. About a half of all boys and a third of girls appeared to be participating in education at secondary level.8

Table 3.2. Gross Enrolment Ratio at Secondary Level (all types of institution), by Gender

Population aged 12-17 years Enrolment in secondary institutions9 GER Boys 1,817,598 977,577 53.8% Girls 1,740,588 594,432 34.2% Total 3,558,186 1,572,009 44.2%

Source: Annex 1: Statistical Data for the Secondary Education Level and population estimates. Secondary education employs a substantial number of highly educated persons, the majority being university graduates. As shown in Table 3.3, the total number of teachers in secondary level institutions was found by the survey to be 85,417, and a slight majority were women (58%). The majority of these teachers (77,357) were employed in general secondary education. 8 The presence in enrolment figures of repeaters who take more than 6 years to complete grades 7 to 12, as well as students in years 13 and 14 of schooling at teacher training institutions, means that the GER tends to overestimate the proportion of the age group in school. However, the denominator of the GER (population estimate for specific age groups) is often subject to inaccuracy. Hence the ratio should be seen as providing a broad view of participation in schooling rather than a precise estimate. 9 See previous footnote.

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Table 3.3. Number of teachers in secondary level institutions, by type of school and gender

Male Female Total Percentage

Female Intermediate 12938 19773 32711 60.4% Secondary General 12694 19353 32047 60.4% Preparatory General 5832 5626 11458 49.1% Preparatory Vocational 2311 2383 4694 50.8% Teacher Training 1055 1539 2594 59.3% Fine Arts 85 138 223 61.9%

Tourism Institute 7 4 11 36.4%

Total 34922 48816 83738 58.3% Source: Annex 1: Statistical Data for the Secondary Education Level

This brief overview of secondary education in Iraq shows that most students at secondary level are enrolled in courses of general education, and most teachers work in this sub-sector. In the remainder of chapter 3 this crucial component of the education sector is reviewed in detail. Data on the vocational and teacher training sub-sectors are considered in chapters 4 and 5 below respectively. 3.2. Number and Types of Schools providing General Secondary Education

General secondary education in Iraq comprises two cycles each of three years duration. The first is the Intermediate cycle that leads to the Third Form Baccalaureate and the next is the Preparatory cycle which leads to the Sixth Form Baccalaureate. At the end of the first year of the Preparatory cycle, students following a course of general secondary education are required to opt for either literary or scientific studies. Completed questionnaires were received from a total of 4,042 schools providing general secondary education.10 The total number of schools returning completed questionnaires is greater than the number of secondary schools in 2000/2001 (3,701)11, but lower than the MOE figure for 2002/2003 (4,155). This chapter uses the data from the 4,042 general secondary schools which participated in the survey, although this may slightly under-represent the sub-sector as a whole.12 13

10 In addition the survey team collected a few uncompleted questionnaires, showing only the name of a school and school identity code number. This matter could not be followed up, due to security problems. 11 UNESCO, “Situation Analysis of Education in Iraq,” April 2003. 12 Survey data on general secondary education include 55 secondary schools covering grades 7-12 with a vocational bias. 13 As noted earlier, UNESCO’s needs assessment questionnaires were distributed to all secondary schools, through the governorate education authorities. Thus it was believed that a complete set of data would be received. It was not possible to check the returned questionnaires against a national register of schools, due to the loss of records in the Ministry of Education. Rather, the list of schools returning the questionnaires constitutes a useful register of functioning institutions of general secondary education.

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Table 3.4. General Secondary Schools by Cycle, Governorate and Gender14

Intermediate ‘Secondary' (grades 7-12) Preparatory Boys Girls Co-ed Total Boys Girls Co-ed Total Boys Girls Co-ed Total

Anbar 77 19 31 127 45 49 11 105 11 1 0 12Basrah 80 53 16 149 53 44 21 118 16 18 0 34Muthanna 23 8 3 34 14 9 1 24 5 2 0 7Qadissiya 31 18 5 54 13 14 10 37 7 8 0 15Sulaymaniyah 37 27 102 166 14 17 35 66 11 11 7 29Babylon 41 28 32 101 26 15 14 55 12 15 5 32Baghdad 223 145 33 401 107 159 11 277 57 40 0 97Dahuk 21 20 41 82 5 6 36 47 6 5 5 16Thi-Qar 61 34 23 118 34 23 30 87 13 12 0 25Diyala 70 50 28 148 41 32 21 94 14 6 0 20Erbil 41 25 37 103 16 20 47 83 24 19 8 51Kerbala 35 23 5 63 26 15 0 41 7 4 0 11Tameem 71 22 36 129 29 29 16 74 10 3 11 24Missan 22 10 2 34 23 18 6 47 4 1 0 5Ninewa 72 28 3 103 64 31 15 110 34 16 0 50Wassit 28 12 9 49 22 26 11 59 11 4 1 16Najaf 49 31 4 84 21 14 2 37 10 8 0 18Salah Al-Din 77 25 7 109 96 47 12 155 6 1 0 7

Total 1059 578 417 2054 649 568 299 1516 258 174 37 469Source: Annex 1: Statistical Data for the Secondary Education Level

As seen in Table 3.1, about half (51%) of the schools were offering only the Intermediate cycle. Over one-third (38%) were full Secondary schools with both Intermediate and Preparatory levels, and a minority (12%) were Preparatory schools. Almost half (49%) of the schools catered only to male students and one third (33%) to female students, while 19% were co-educational. The governorates of Baghdad and Basrah had the highest number of schools at secondary level, accounting for 19% and 7% of the total respectively. Muthanna and Missan (2% of the total each) had the least. This distribution may be expected because the first group of governorates includes large urban populations, whilst the second group comprises rural areas with lesser populations. A significant majority of the schools were located in urban areas, the smallest unit of which is a nahia or sub-district. Sixty-eight percent of the Intermediate schools were reported as being in urban areas while only 32% were in the rural areas. Amongst the full Secondary schools (grades 7-12), 73% were located in urban areas and only 27% in rural areas. Finally, 88% of the Preparatory schools were located in urban areas while only 12% were in rural areas. Corresponding population data is not available. Policy-makers, however, need to look into the possibility that rural children have less access to secondary education than those in urban areas, especially at Preparatory level. In assessing the adequacy of school provision, it is important to examine the use of shifts. Many schools in Iraq use double or triple shifts, to accommodate the increasing number of

14 Three schools did not respond to this particular question

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students. In addition, one school building may be used by 2 or even 3 different schools. This impacts negatively on the learning environment and on the hours of study. Table 3.5 shows the seriousness of the problem: almost half of the schools participated in a double shift use of buildings while 2% of buildings accommodated triple shifts.

Table 3.5. Use of Shifts by General Secondary Schools15

Number

of schools

Single Shift

Some classrooms

used in two shifts

All classrooms run double shifts under one school

administration

Building used for two

administratively separate schools

Building used for three

administratively split buildings

Other

Anbar 244 112 1 12 114 5 Babylon 188 42 3 22 106 15 Baghdad 773 471 7 66 224 2 3 Basrah 301 111 3 14 163 9 1 Dahuk 145 85 12 23 25 Diyala 262 84 2 175 1 Erbil 236 43 3 37 140 12 1 Kerbala 115 61 53 1 Missan 87 70 1 16 Muthanna 65 54 10 1 Najaf 139 84 1 3 51 Ninewa 263 180 4 19 56 4 Qadissiya 106 78 1 1 26 Salah Al-Din 269 103 4 4 128 27 3 Sulaymaniyah 260 50 13 60 133 3 1 Tameem 227 129 1 11 75 10 1 Thi-Qar 230 95 5 124 6 Wassit 124 87 4 3 30

Total 4034 1939 58 282 1649 95 11 Source: Annex 1: Statistical Data for the Secondary Education Level

The extensive use of multiple shifts represents a major challenge in restoring quality education. A major school mapping exercise is needed to determine the requirements for additional classrooms and/or new schools in various locations in order to eliminate the multi-shift problem. 3.3. Enrolment

A total of 1,443,436 students were enrolled in the 4,042 secondary schools responding to the UNESCO survey. This figure was similar to the UNICEF/USAID estimate of 1,454,775. These figures indicate a continuing rise in enrolments in recent years, from 1,291,309 in 2000/2001.16 Nearly three-quarters of these students (73%) were studying at the Intermediate (lower secondary) level. Table 3.6 shows that just over half a million of the students enrolled in general secondary education were girls, corresponding to 38% of all students. There was a Gender Parity Index (GPI) of 0.61, - the ratio of female to male enrolment.17 The proportion of girls studying at the Intermediate level was 36.5%, while at the Preparatory level it was higher,

15 Some schools did not respond to this particular question 16 Situation Analysis of Education in Iraq, UNESCO Paris, April 2003. 17 The Gender Parity Index is the ratio of a statistic for females to the corresponding statistic for males. At gender parity the index is 1.0.

26

at 42%, indicating that a higher proportion of girls than boys continue their studies from the Intermediate to the Preparatory level of general education.

Table 3.6. Enrolment in general secondary education by grade and gender

Male students Female students Total %Female Grade 7 269918 152594 422512 36.1% Grade 8 215514 125007 340521 36.7% Grade 9 183971 107153 291124 36.8% Sub-total 669403 384754 1054157 36.5% Grade 10 79717 59306 139023 42.7% Grade 11 66138 53664 119802 44.8% Grade 12 81518 48936 130454 37.5% Sub-total 227373 161906 389279 41.6%

Total 896776 546660 1443436 37.9% Source: Annex 1: Statistical Data for the Secondary Education Level

There was wide variation between governorates, as can be seen from Table 3.7. The largest number of female students was found in Baghdad (177,968), Sulaymaniyah (42,845), Basrah (38,821) and Erbil (38,388), while the smallest numbers were found in Missan (9,306) and Muthanna (4,875). In most governorates, about one third of the students in general secondary education were girls. The percentage of girls was highest in the governorates of Baghdad, Sulaymaniyah, Erbil and Tameem (over 40%), and lowest in the governorates of Salah Al-Din, Muthanna and Anbar (under 30%).

Table 3.7. Enrolment of Students in General Secondary Education, by Gender

Male Female Total % Female Anbar 39186 16470 55656 29.6% Basrah 66473 38821 105294 36.9% Muthanna 12896 4875 17771 27.4% Qadissiya 22199 13563 35762 37.9% Sulaymaniyah 51805 42845 94650 45.3% Babylon 43356 22561 65917 34.2% Baghdad 231213 177968 409181 43.5% Dahuk 31167 20730 51897 39.9% Thi-Qar 46346 23989 70335 34.1% Diyala 48264 22496 70760 31.8% Erbil 52476 38388 90864 42.2% Kerbala 25839 11820 37659 31.4% Tameem 39600 26660 66260 40.2% Missan 19885 9306 29191 31.9% Ninewa 60501 31508 92009 34.2% Wassit 28545 13958 42503 32.8% Najaf 31408 15982 47390 33.7% Salah Al-Din 45617 14720 60337 24.4%

Total 896776 546660 1443436 37.9% Source: Annex 1: Statistical Data for the Secondary Education Level

Regarding children with disabilities, exact data was probably not available to the head-teachers when they completed the questionnaires (during the summer vacation). However,

27

they reported a total of 9,992 students (0.7% of all students participating in general secondary education) suffering from serious disabilities:

• Severe visual disability: 5,217 (0.4%); • Physical disability: 3,268 (0.2%) • Severe deafness: 616 (0.04%) • Other: 891 (0.06%)

3.4. Participation Rates

The Gross Enrolment Ratio (GER) for general secondary education, namely enrolment as a percentage of the corresponding age group, was estimated using UNESCO survey data for the school year 2002/2003, and the population estimates shown in Table 2.1. Comparing the total enrolment of 1,443,436 to the estimated number of children aged 12 to 17 years inclusive (3,558,186) gives a GER of about 40%. The ratio was 49% for males and 31% for females. This ratio is sensitive to the estimation procedures used in computing the numbers of children in the age group 12-17, nationally and by governorate. It also overestimates participation levels, to the extent that there are students who have spent over six years in the system due to repetition.

Table 3.8. Gross Enrolment Ratio for General Secondary Education, by Gender and Governorate

Governorate GER 12-17 Male

GER 12-17 Female GER T

Anbar 41.6 % 18.5 % 30.3 % Basrah 65.2 % 38.4 % 52.1 % Muthanna 27.4 % 13.3 % 20.5 % Qadissiya 38.0 % 24.2 % 31.3 % Sulaymaniyah 42.6 % 36.8 % 39.8 % Babylon 33.9 % 18.4 % 26.3 % Baghdad 67.1 % 53.9 % 60.6 % Dahuk 50.9 % 35.2 % 43.2 % Thi-Qar 42.8 % 22.6 % 32.9 % Diyala 45.9 % 22.0 % 34.2 % Erbil 50.8 % 38.8 % 45.0 % Kerbala 39.1 % 18.7 % 29.1 % Tameem 73.7 % 51.8 % 63.0 % Missan 37.5 % 18.2 % 28.1 % Ninewa 36.6 % 19.9 % 28.4 % Wassit 47.2 % 24.6 % 36.1 % Najaf 44.8 % 23.8 % 34.5 % Salah Al-Din 56.7 % 19.1 % 38.3 % Total 49.3 % 31.4 % 40.5 %

Source: Annex 1: Statistical Data for the Secondary Education Level and population estimates Table 3.8 shows that the GER was highest in the governorates of Tameen (63%), Baghdad (60%), and Basrah (52%). Low GER was found in Muthanna (20%), Missan and Ninewa (28% in each). Higher participation rates were thus found in governorates with a more urban population, indicating the high value placed on education for Iraqi children among this group as well as economic and cultural constraints and issues of access in rural areas.

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Girls’ participation in secondary education, in relation to the age group, was relatively high in Baghdad (53.9%) and Tameen (51.8%). It was low in Muthanna (13.3%) and Anbar, Babylon, Kerbala and Missan (18% in each). It will be important for the Education Ministry to initiate programmes to retain more girls in school. Boys’ participation likewise needs to be increased. When the Gross Enrolment Ratio is calculated separately for the Intermediate level of general secondary education, it appears that over half of all young people participate in this level of schooling. Table 3.9 indicates that the proportion varies widely by governorate. Thus, some four-fifths of children in Baghdad participate in Intermediate general secondary education, while in Tameen participation appears to be nearly universal. The proportion is only about one-third in Muthanna, however. As noted previously, these calculations are subject to various limitations, including some inflation due to the presence of repeaters, and uncertainties about the demographic estimates for the various governorates. Similar differences by governorate are found at the Preparatory level (grades 10-12), where about one in five of the demographic group participate in general secondary education.

Table 3.9. Gross Enrolment Ratios at the Intermediate (grades 7-9) and Preparatory (grades 10-12) Levels of General Secondary Education, by Governorate

Total Pop Intermediate Ger Total Pop Preparatory Ger Governorate

12-14 Years Enrolment (%) 15-17 Years Enrolment (%) Anbar 94,268 41,373 43.9% 87,488 14,283 16.3% Basrah 107,070 76,684 71.6% 99,370 28,610 28.8% Muthanna 38,829 13,741 35.4% 36,036 4,030 11.2% Qadissiya 59,248 26,282 44.4% 54,987 9,480 17.2% Sulaymaniyah 123,281 69,259 56.2% 114,415 25,391 22.2% Babylon 129,605 48,166 37.2% 120,284 17,751 14.8% Baghdad 349,511 294,990 84.4% 324,375 114,191 35.2% Dahuk 62,371 40,318 64.6% 57,885 11,579 20.0% Thi-Qar 112,518 47,859 42.5% 104,426 22,476 21.5% Diyala 106,647 51,870 48.6% 98,977 18,890 19.1% Erbil 104,714 63,810 60.9% 97,183 27,054 27.8% Kerbala 66,971 27,924 41.7% 62,155 9,735 15.7% Tameem 54,540 52,099 95.5% 50,618 14,161 28.0% Missan 53,958 22,252 41.2% 50,078 6,939 13.9% Ninewa 167,836 66,528 39.6% 155,765 25,481 16.4% Wassit 61,364 31,937 52.0% 56,951 10,566 18.6% Najaf 71,045 34,976 49.2% 65,935 12,414 18.8% Salah Al-Din 81,678 44,089 54.0% 75,804 16,248 21.4%

Total 1,845,454 1,054,157 57.1% 1,712,732 389,279 22.7% Source: Annex 1: Statistical Data for the Secondary Education Level and population estimates

Comparing Iraq’s GER for general secondary education with its neighbours, Iraq had in 1990/91 a GER estimated at 47% compared to 43% in Jordan. Ten years later, the GER for Jordan had risen to 88%, doubling the previous figure, whilst that of Iraq appeared to

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decline to 38%.18 The current estimates indicate that Iraq remains behind its neighbour, which could be attributed in part to the effects of economic sanctions on families’ abilities to meet the direct and indirect costs of keeping their older children in school. 3.5. Internal Efficiency

The present survey did not assess levels of repetition and drop out, given that the questionnaires had to be completed very quickly by head-teachers, and that this data had previously been recorded each year in national statistics. Repetition rates were high, even before the period of sanctions. In 2001/2002, they were recorded by the Ministry of Education as 31% for boys and 22% for girls at Intermediate level; and as 28% for boys and 16% for girls, at Preparatory level. Cross-sectional data for 2002/2003 suggests that there is significant drop out after each grade of secondary education, except perhaps grade 11, as may be seen from Table 3.10. However, this cross-sectional data is only indicative.19 Enrolment in the Preparatory cycle was only 27% of the total general secondary enrolment; - the transition rate from Grade 9 (end of the Intermediate cycle) to Grade 10 (beginning of the Preparatory cycle) was 48%, indicating a high dropout rate between the two cycles. Some children who leave school after grade 9 enter secondary vocational schools and teacher institutes. Others are withdrawn from school to augment the family income. In the case of girls, there is the possibility of marriage or of staying at home to help with household duties.

Table 3.10. General Secondary Education Students by Grade and Governorate

Governorate Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total Anbar 16465 13547 11361 5071 3998 5214 55656 Basrah 28962 25353 22369 10164 8789 9657 105294 Muthanna 5696 4206 3839 1141 1320 1569 17771 Qadissiya 10377 7909 7996 3056 2870 3554 35762 Sulaymaniyah 28956 21621 18682 10405 8180 6806 94650 Babylon 19270 15289 13607 6002 5481 6268 65917 Baghdad 119052 96060 79878 40756 35591 37844 409181 Dahuk 16852 13411 10055 4329 3594 3656 51897 Thi-Qar 16857 15374 15628 7160 7166 8150 70335 Diyala 21244 17158 13468 6971 5617 6302 70760 Erbil 24693 20944 18173 10153 8470 8431 90864 Kerbala 10467 9776 7681 2933 2854 3948 37659 Tameem 22386 16705 13008 5062 4420 4679 66260 Missan 8314 7715 6223 2443 2044 2452 29191 Ninewa 30689 19742 16097 9595 7555 8331 92009 Wassit 12174 10125 9638 3680 3193 3693 42503 Najaf 14139 11447 9390 4301 3353 4760 47390 Salah Al-Din 15919 14139 14031 5801 5307 5140 60337

Total 422512 340521 291124 139023 119802 130454 1443436 Percent 29.3% 23.6% 20.2% 9.6% 8.3% 9.0% 100%

Source: Annex 1: Statistical Data for the Secondary Education Level

18 It is unclear whether school enrolments in Northern Iraq in 2000/2001 were taken into account. 19 The likely presence of a large number of repeaters in each grade makes it especially difficult to estimate the extent of drop out between the years of study, whether the data is based on time series or cross-sectional methods of estimation..

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There was a similar pattern of drop-out between grades for both male and female students (Figure 3.2).

Figure 3.2. Enrolment in general secondary education, by grade and gender

0

50,000

100,000

150,000

200,000

250,000

300,000

Grade

7 Grade

8 Grade

9 Grade

10 Grade

11 Grade

12

Stud

ents

Male

Female

Source: Annex 1: Statistical Data for the Secondary Education Level

High levels of drop out point to the need for a major review of the education system, leading to reform in key areas such as curricula and textbooks, teacher education and training, school administration, a pupil-friendly learning environment, provision of up-to-date learning materials and equipment, and renewal of infrastructure. 3.6. Teachers

Education research shows that teachers remain the most significant factor influencing the level of achievement in student learning. As managers of the teaching-learning processes in the classroom, they strive to motivate students and to shape their minds and characters to make them productive and responsible members of society. In Iraq, the teaching profession is no longer as attractive as it used to be. During the last decade, with the decline of the Iraqi Dinar and the subsequent drop in the purchasing power of their salaries, many teachers left the profession for financially greener pastures. To fill the gap, the government was obliged to recruit less qualified teachers for secondary schools. However, in the last months some teachers have returned to the classroom attracted by the rise in salaries. The survey data provides useful information on the current status of teachers in secondary education. This will facilitate the design of programmes to improve the quality of teaching.

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3.6.1. Teaching Force and Student/Teacher Ratio

Secondary education teachers work in Intermediate or Preparatory schools or in schools with both Intermediate and Preparatory cycles. In the latter type, teachers cover both cycles. Results from UNESCO’s survey show a national total of 76,216 teachers in general secondary schools. Of the national total, 41% or 31,464 were males and 59% or 44,752 were females. About two-fifths (43%) of the teachers worked in Intermediate schools, two-fifths (42%) in schools with grades 7 to 12, and the remainder (15%) in Preparatory schools.

Table 3.11. Teachers in General Secondary Education, by Type of School and Gender

Male Female Total % Female Intermediate 12938 19773 32711 60.4% Secondary (7-12) 12694 19353 32047 60.4% Preparatory 5832 5626 11458 49.1%

Total 31464 44752 76216 58.7% Percentage (%) 41.3 58.7 100

Source: Annex 1: Statistical Data for the Secondary Education Level There was a strong predominance of female teachers at schools with classes at Intermediate level, while at Preparatory schools the numbers of men and women were about equal (Figure 3.3).

Figure 3.3. Gender Distribution of Teachers in General Secondary Education, by Type of School

5,832

12,69412,938

5,626

19,35319,773

11,458

32,04732,711

0

10,000

20,000

30,000

40,000

Intermediate Secondary Preparatory

Male

Female

Total

Source: Annex 1: Statistical Data for the Secondary Education Level

Table 3.12 below shows that the governorates with the largest number of teachers were Baghdad with 18,880, Basrah with 6,597 and Babylon with 5,264. There was a predominance of female teachers in most governorates, but not in Anbar, Dahuk and Thi-Qar.

The governorates of Qadissiya and Babylon had the most favourable student-teacher ratios (12.3, 12.5 respectively). The least favourable ratios were found in Dahuk (33) and

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Sulaymaniyah (27). Generally, however, the student-teacher ratio in Iraq’s secondary education system was quite reasonable, with an average of 19. This represents an intermediate status, between countries such as Australia (12.7) and France (12.5), and developing countries such as India (30) and the Philippines (34).20 Interpreting teacher-student ratios, however, must be done with caution. There can be wide differences between schools, since staffing levels are affected by other variables such as level of schooling, school location (urban – rural), and geographical location of students. Many teachers prefer to be posted in urban areas, such as Baghdad, Basrah, Ninewa, Babylon and Erbil. Few teachers want to be posted in Muthanna, which is mainly rural and desert.

Table 3.12. Student-teacher Ratio in General Secondary Education, by Governorate and Gender.

Number Of Teachers Governorate Male Female Total

Student/Teacher Ratio

Anbar 1922 1527 3449 16.1 Basrah 2452 4145 6597 16.0 Muthanna 263 406 669 26.6 Qadissiya 1236 1679 2915 12.3 Sulaymaniyah 1599 1881 3480 27.2 Babylon 2520 2744 5264 12.5 Baghdad 5437 13443 18880 21.7 Dahuk 872 699 1571 33.0 Thi-Qar 2328 2018 4346 16.2 Diyala 2296 2923 5219 13.6 Erbil 1566 2406 3972 22.9 Kerbala 1189 1494 2683 14.0 Tameen 1544 1784 3328 19.9 Missan 696 730 1426 20.5 Ninewa 2013 2362 4375 21.0 Wassit 1010 1458 2468 17.2 Najaf 1127 1628 2755 17.2 Salah Al-Din 1394 1425 2819 21.4

Total 31464 44752 76216 18.9 Percent (%) 41.3 58.7 100 -

Source: Annex 1: Statistical Data for the Secondary Education Level

3.6.2. Qualifications

The minimum academic qualification normally required for secondary school teachers in Iraq is a first bachelor’s degree (BA or BS) from a university, preferably from a Faculty of Education or a Faculty of Science. During the sanctions period, however, graduates from the teacher training institutes were allowed to teach students in the first years of the Intermediate Cycle. Teachers recruited under this policy were encouraged by the Ministry of Education to pursue a 4-year education degree either from a Faculty of Education in a university or from the Open College of Education in Baghdad.

20 National Institute for Educational Research, An International Comparative Study of School Curriculum. NIER, Tokyo, Japan, 1999. p. 15.

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Table 3.13. Highest Educational Attainments of Teachers in General Secondary Education

Number Of Teachers Educational Degrees Male Female Total

Percent

2-Yr. Cert. TT 67 76 143 0.18% 5-Yr. Cert. TT 316 444 760 0.98% Bachelor’s 31285 44637 75922 98.14% Diploma 114 127 241 0.31% Master’s 167 111 278 0.35% Ph.D. 11 2 13 0.01%

Total 31,960 45,397 77,357 Source: Annex 1: Statistical Data for the Secondary Education Level

Table 3.13 shows that 98% of the 77,357 secondary education teachers had a bachelor’s degree. Only 903 teachers (1.16%) had less than this basic level of qualification, and steps should be taken to provide them with the opportunity to upgrade their qualifications. The rest of the teaching force had a post-graduate diploma (0.3%), master’s degree (0.35%), or Ph.D. (0.01%). Interestingly, female teachers outnumbered their male counterparts at each level of qualification below Masters and Ph.D. Hopefully, female educators will soon be given the opportunity to reach parity with men in terms of postgraduate qualifications.

3.6.3. Professional Development and In-service Teachers’ Training

Professional development programmes and in-service teacher training courses were not conducted regularly during the years of sanctions.21 In the Centre/South, in-service teacher-training courses were organized by the Institute of Educational Training and Development. Table 3.14 shows the numbers of teachers reporting attendance at such courses since January 1998.

Table 3.14. In-service Teacher Training Courses Attended by General Secondary Education Teachers, between January 1998 and August 2003.

Training Areas Males Females Total Percent Participation Teaching Methods 1783 2523 4306 5.6 % Educational Psychology 719 858 1577 2.0 % Subject Teaching Methodology 7797 11978 19775 25.6 % School Administration 1949 1371 3320 4.3 % Others 2295 3961 6256 8.1 %

Total 14543 20691 35234 Source: Annex 1: Statistical Data for the Secondary Education Level

Table 3.14 indicates that secondary teachers attended a total of 35,234 in-service courses from January 1998 till August 2003. A significant percentage of the teachers (26%) received training to enhance their teaching skills in their respective subject specialization.

21 In Northern Iraq under the Oil for Food Programme, UNESCO in collaboration with the respective authorities conducted in-service training courses aimed at enhancing teachers’ knowledge in their subject areas and improving their skills in interactive teaching. In addition, secondary education teachers also participated in computer literacy courses, English language proficiency and school administration courses.

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Other areas where teachers received training were general teaching methods (6%), school administration (4%) and educational psychology (2%). Teachers (8%) were also trained in other areas that were not identified. Even with the economic sanctions imposed upon Iraq, over a quarter of the secondary education teachers had thus attended in-service training courses in the previous 5 years22. Given that more than half of all teachers did not attend in-service courses, it is clear in-service training is a priority. A majority of secondary education teachers still need training in both subject areas and teaching methodologies, including classroom management and student counselling. Even teachers who have received in-service training during the last few years need refresher courses. A majority of head-teachers had received training during the previous five years (Table 3.15). This reflects the crucial role played by head-teachers in promoting efficiency and innovation in the schools. Further training will be needed to ensure that head-teachers are well prepared for the changes in the education system likely to take place in the years ahead. Although more than 50% of the head teachers claimed that they had received some form of in-service training, a closer review of the type of training received would be needed to determine the future teacher education programmes required for renewing the education system.

Table 3.15. In-service Courses Attended by General Secondary Education Head-Teachers, between January 1998 and August 2003, by Governorate.

Governorate Number of head-teachers that

received in-service training Anbar 149 Basrah 85 Muthanna 62 Qadissiya 67 Sulaymaniyah 171 Babylon 120 Baghdad 673 Dahuk 130 Thi-Qar 132 Diyala 226 Erbil 194 Kerbala 38 Tameem 153 Missan 37 Ninewa 241 Wassit 70 Najaf 70 Salah Al-Din 218 Total 2836

Source: Annex 1: Statistical Data for the Secondary Education Level

22 Some teachers may have attended more than one type of training, so it is not clear how many teachers did not participate in any such training.

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3.7. Curriculum

The secondary education curriculum is a responsibility of the national government. The Education Ministry, through the High Committee for the Development of Curricula, Teaching Aids and Examinations, has the responsibility of revising the existing curriculum. This committee also approves textbooks and teacher guides. The subjects included in the curriculum were shown in chapter 2 above. The curriculum appears to put equal emphasis on the sciences and language skills. In the Intermediate cycle, the sciences have 36 class periods while the languages (Arabic and English) have 34 class periods. Similarly, in the first year of the Preparatory Cycle, the sciences have 12 class periods while languages have 10. The last two years of Preparatory schooling (grades 11 and 12) are divided into two streams, literary and scientific. The curriculum needs review, in terms of reducing the large number of subjects, and updating subject matter and pedagogy. The trend towards subject diversification should be replaced by curriculum integration, where several subjects with similar features or themes can be integrated into one subject area. The current emphasis of the Education Ministry on the inclusion of citizenship education is to be commended. 3.8. Textbooks and Other Teaching-Learning Materials

Prior to 1990, the Education Ministry had in place an efficient system of providing textbooks and other teaching-learning materials to students and teachers. However, the economic sanctions imposed in the 1990s severely affected the government's capacity in this respect. The breakdown of the Ministry’s printing press in Baghdad worsened the situation necessitating re-use of at least 50% of textbooks by students over many years. Between 1996 and 2003, the Ministry, through the Oil for Food Programme, was able to supply approximately 30% of the needed teaching-learning materials. According to a Ministry official in January 2003, the textbook-student ratio was sometimes as low as one for every six students. During the events of March/April 2003, many schools were looted and lost valuable textbooks, library reference materials, computers and teaching kits, thereby exacerbating the resource shortages at secondary level. The UNESCO survey recorded a stock of about 1.7 million textbooks in secondary schools, distributed between the following subject areas:

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Table 3.16. Stock of textbooks reported by general secondary schools

Math Science Social Language/ Humanities Other

Anbar 10135 10816 14649 910 11894 Basrah 5007 4240 1888 895 6866 Muthanna 4608 6802 6148 2055 5656 Qadissiya 8316 12964 11924 3261 15626 Sulaymaniyah 46827 73087 73599 12093 71564 Babylon 30731 39470 36279 7349 38077 Baghdad 71723 96191 95131 10133 109918 Dahuk 10259 15136 15257 4135 23440 Thi-Qar 25613 37136 33412 5230 52024 Diyala 1128 663 850 0 50 Erbil 33441 63621 72357 17973 95001 Kerbala 597 506 356 0 110 Tameem 6817 7596 8532 107 6439 Missan 1927 1743 1981 1323 1450 Ninewa 3028 6474 5745 150 6656 Wassit 11937 18439 14008 1900 20264 Najaf 9799 19023 18001 0 23765 Salah Al-Din 7905 9610 8249 3729 2814

Total 289798 423517 418366 71243 491614 Source: Annex 1: Statistical Data for the Secondary Education Level.23

Comparing the total stock of textbooks to the total number of general secondary students (1,443,436) gives the following ratios:

• Mathematics: 1: 5.0 • Sciences: 1: 3.4 • Social Sciences: 1: 3.5.

If the calculation were to take note of the different branches of mathematics, science and social science then the number of students having to share a particular textbook would be much higher.24 There is an urgent need to revise and update the contents of all textbooks. UNICEF and UNESCO carried out minimal revision in 2003, aimed mainly at removing ideological material. UNESCO supported the revision and printing of Maths and Science textbooks, for the school year 2003 –2004. A more thorough and complete revision of all school textbooks is recommended after a national curriculum review. In addition, more textbooks must be provided with a view to eventually reaching a ratio of one book per student per subject, the universally accepted norm for secondary schools which existed in Iraq pre-1990. Under the Oil for Food Programme, schools received substantial quantities of teaching materials and equipment, including laboratory equipment for biology, physics, chemistry, 23 There was apparently some confusion at the data entry stage between columns five and six of the above table, due to a mis-translation of one heading. 24 Schools can manage with a limited supply of textbooks if different classes use a class set of textbooks on different days. However, the possibilities for students to use the textbooks frequently at school or to take them home are much reduced when this system is in use. This problem is especially serious for students at secondary level.

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computers, furniture for computer labs and audio-visual equipment. During the looting of schools in the Centre/South these items were among the first to be taken away, leaving a worse situation than had existed before the war. In general, teaching/learning materials are now in very short supply in most secondary schools. Where available, they are outdated and inadequate, falling far short of meeting the needs for modern teaching and quality education. As Iraq could not keep up with new advances during the sanctions era, it will be important to supply updated teaching-learning materials to all schools. The situation regarding school libraries is very discouraging. Only 761 (19%) of the schools responding to the UNESCO survey indicated that they have a functioning library. A library is the heart of a school, with its reading and reference materials, and a school with no functioning library cannot provide quality education. 3.9. School Buildings and Other Educational Infrastructure

3.9.1. School Buildings and Classrooms

As noted above, the acute shortage of school buildings forces the education authorities to resort to multiple-shift arrangements (see Table 3.5 above). In the most common system, two different schools use the same buildings and facilities in different shifts. In other system, the same school divides its grades into morning and afternoon shifts. The two groups may alternate lesson times every fortnight, with students attending morning classes one week and afternoon classes the next. It is universally agreed that the multi-shift school system has many disadvantages. To accommodate the different shifts, the number and duration of lessons has to be reduced, and not all subjects can be fitted into the timetable. This has a negative impact on all aspects of secondary education seriously reducing overall achievement. A typical secondary school building in Iraq includes the standard classrooms, science laboratory rooms (physics, chemistry, and biology), library, sports storage room, fine arts (drawing room), English language/sound laboratory room, a multi-purpose hall, administration facilities, teachers’ hall, playgrounds, storage, and sanitation facilities. In terms of ownership of school buildings, the survey showed that 99% were owned by the MOE. School buildings that were previously donated for educational purposes are now state-owned. Other schools operate in state-owned buildings erected on rented land, in rented buildings or are privately owned.

3.9.2. Condition of School Buildings

‘Condition’ in this report is defined as the structural status of a school building and its facilities. This is measured by assessing any damage to the external structure, including the state of foundations, main wall and walls, as well as damage to the interior of the building such as partition walls, tiles, doors, windows, plaster/paint, pavement, electricity, water supply and sanitation facilities.

The notion of ‘good condition’ is relative as very few school buildings in Iraq could be classified as such, given the general lack of maintenance and repair work since 1990. Minor work would be required on such buildings, such as plastering, repainting, improving sanitation facilities, as well as bigger projects like installing new water and sewage

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systems. According to building standards25 this category of work would correspond to some 16-30% of the construction budget. Respondents to the survey were asked to categorise their schools as ‘partially damaged’ if they required renovation work such as: 40% plastering work; 50% repair of doors and windows; repair of sanitation systems; replacement of water pipes; complete electrical rewiring; and, checking and repairing, if necessary, of roofing and insulation. This category of work would cost some 31-50% of the construction budget. The category of ‘bad condition’ was defined as buildings in a dilapidated state, with work needed on the main walls and slabs, roofing and insulation, and ceilings needing cement plastering and/or coating and waterproofing; 60% re-plastering and repainting; replacement of nearly all doors and windows; reinstallation of the electrical system; removal and reconstruction of the water supply system; replacement of sanitation equipment and rebuilding of toilets. This category of work would cost some 51-70% of the construction budget. Respondents were asked to report as ‘unsafe’, buildings which had been looted and either partially or completely burnt or bombed, or simply abandoned and exposed to the elements for many years. For these cases demolition of the buildings is recommended, as rehabilitation could be more expensive than new construction. Attempting to save such buildings could pose real danger to life. Regarding the 3,844 survey responses on the condition of their school accommodation, respondents indicated that:

• 20% of the schools were accommodated in buildings in good condition • 47% were in accommodation that was ‘partially damaged’ • 23% were in accommodation in ‘very bad condition’ • 10% were reported that their accommodation was ‘unsafe’.

There was wide variation between governorates. Some 36% of Intermediate schools were reported to be housed in buildings that were unsafe or in very bad condition. The figure was as high as 50% in Salah Al-Din and 48% in Wassit, but only 15% in Kerbala. A lower proportion of Preparatory school accommodation was in unsafe or very bad condition (21%), with some governorates reporting no schools in this category. Almost one third (32%) of Secondary (grades 7-12) schools accommodation was unsafe or in very bad condition, with Thi-Qar reporting the highest proportion of schools in this category (55%). The number of school premises is likely to be less than the total number of schools, since some schools share accommodation on a multiple shift basis. According to Table 3.5 above on the use of shifts, there are some 2,280 schools which have their own premises, 1,649 which share them with another school, and 95 schools which share with two other schools. If most of the sharing is with other schools at the same level, the total number of school premises which accommodate one or more general secondary schools may be estimated to be of the order of 3,000. (To the extent that general secondary schools share with different types of institution, the figure would be higher.) Using this figure, it may be

25 Building Valuation Handbook, Warsaw. May 1992.

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estimated that some 600 buildings are in good condition, 1,410 partially damaged, 690 in very bad condition and 300 unsafe. In terms of damage inflicted on secondary schools during March/April 2003, headteachers reporting some 2,000 war-related incidents. A number of schools were looted and then burnt, or looted after having been bombed. The table below shows reports of war-related damage by governorate:

Table 3.17. Number of Schools Reporting War-related Incidents, by Governorate26

Governorate

Looting

Burning

Bombing

Total

Anbar 49 8 15 72 Basrah 150 47 30 227 Muthanna 54 11 1 66 Qadissiya 38 5 4 47 Sulaymaniyah 10 1 1 12 Babylon 54 6 9 69 Baghdad 359 38 174 571 Dahuk 7 - - 7 Thi-Qar 79 12 32 123 Diyala 132 10 5 147 Erbil 1 - - 1 Kerbala 57 9 12 78 Tameem 102 16 7 125 Missan 57 7 2 66 Ninewa 116 18 17 151 Wassit 57 7 14 78 Najaf 73 7 4 84 Salah Al-Din 95 14 37 146

Total 1,490 216 364 2,070 Source: Annex 1: Statistical Data for the Secondary Education Level

Table 3.17 shows a total of 2,070 reports of war-related incidents. Secondary schools in Baghdad reported the highest number (571) of incidents of looting, burning and bombing, followed by Basrah (227), Ninewa (151), Diyala (147) and Salah Al-Din (146). These events clearly would have had a significant negative effect on secondary education in these governorates.

3.9.3. Laboratory/specialised teaching rooms

The secondary school needs special spaces to house: a General Science laboratory, and/or individual labs for Physics, Chemistry and Biology, a Language Laboratory, a Computer Laboratory, and other activities. These rooms complement the classrooms as part of the teaching-learning area in a school. Table 3.9 below shows the availability or non-availability of laboratory rooms in secondary schools.

26 This table contains some instances of double counting, where respondents indicated that their schools were looted and burned or bombed and looted, etc.; or where the schools sharing the same building reported the incidents on their respective questionnaires

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Table 3.18. Availability of Specialised Rooms by Type of School

Intermediate Schools Preparatory Schools Secondary Schools Specialised Rooms

Available Not Available Available Not Available Available Not AvailablePhysics 314 1,740 177 292 327 1,189Chemistry 306 1,748 162 307 306 1,210Biology 266 1,788 162 307 278 1,238General Science 32 2,022 18 451 22 1,494Computer 90 1,964 115 354 118 1,398Language 9 2,045 15 454 33 1,483Gymnasium 23 2,031 10 459 34 1,482Vocational 99 1,955 12 457 82 1,434Others 6 - 3 - 9 -

Source: Annex 1: Statistical Data for the Secondary Education Level

Specialised Rooms Total schools with

use of facility % of all schools

with use of facility Physics 818 20.3% Chemistry 774 19.2% Biology 706 17.5% General Science 72 1.8% Computer 323 8.0% Language 57 1.4%

Gymnasium 67 1.7% Vocational 18 0.4%

Source: Annex 1: Statistical Data for the Secondary Education Level

Note: Non-availability was estimated by deducting the number available from the total number of schools in each cycle. Some schools share buildings so the total number of actual specialised rooms available and the number of buildings lacking these facilities are both somewhat lower than the figures shown here. 27 Table 3.18 shows a serious shortage of facilities for practical activities in different subject areas and across both cycles. There are 818 schools with use of a laboratory for physics, 774 for chemistry and 706 for biology. It is clear that a majority of schools do not have the use of a laboratory for any of these subjects, which means that the practical component of the syllabus is missing for many students. It is not possible to deduce from these figures the precise needs for these facilities, however, and further work is needed in this connection. Thus a small intermediate school might need a multipurpose general science laboratory as a first step towards practical work in science. A larger school might need a physics lab, chemistry lab, biology lab and also a general science laboratory. On the simplifying assumptions that each school building should have separate laboratories for physics, chemistry and biology, that 20% of schools have this and 80% lack laboratories, then a total of about 2,400 new laboratories are needed for each subject. The existing laboratories will also need updating and reconstruction. The number of computer laboratories is clearly inadequate. In a computer-driven age, when information technology has become a cornerstone in the education system, a

27 This calculation was based on the schools shown in Table 3.4 (total of 4,039).

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concerted initiative is needed to remedy the situation for the 92% of schools without access to computer labs. Every student needs a degree of computer knowledge to survive in today’s academic arena. There is an urgent need to install laboratories in all school premises, which lack them. Computer rooms, language labs, vocational rooms and gymnasia are also needed. The survey suggests the following requirements, for the buildings in current use:28

• Sciences: Approximately 7,200 laboratories (2,400 each for physics, chemistry and biology)

• Computer: Approximately 3,000 labs • Languages: Approximately 3,000 labs • Gymnasium: Approximately 3,000 • Vocational: Needs further study.

Additional specialised rooms will be needed as part of new schools constructed to relieve overcrowding. Interim arrangements are of course needed to improve the teaching of these subjects using existing classroom space.

3.9.4. Libraries

As noted earlier, a library is at the centre of the teaching-learning process of a secondary school, and 81% of schools reported that they did not have a functioning library. Applying this percentage to the estimated number of school buildings accommodating general secondary schools (about 3,000),29 the need for additional library rooms would be 2,430, - or approximately 2,500 since this method of estimation is not precise. A useful interim solution might be to establish or upgrade libraries in large or centrally located schools and provide access for students and teachers from smaller schools in the same area. Mobile libraries visiting schools on a regular schedule could provide another way of improving the situation. This would have the benefit of making good libraries accessible to students in remote rural districts. In Sulaymaniyah governorate, mobile libraries were requested under the Oil for Food Programme.

3.9.5. Utilities

3.9.5.1. Water and Sanitation

In terms of facilities, only 1777 (44%) of the 4,030 schools providing information on water supply and sanitation reported having access to running water. Another 979 schools (24%) reported access to other water sources. Sanitation conditions are equally deplorable. Only 1,815 of the schools (45%) stated that their premises were connected to a sewage system, however, and of these only 605 were considered functional. There was wide variation between governorates in the adequacy of water and sanitation arrangements.

28 Based on the assumption of about 3000 school premises being used for general secondary education, and consequent sharing of specialised rooms by schools. Further data on sharing patterns is needed before accurate needs assessments can be made. 29 See section 3.8.3 above.

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Table 3.19. Condition of water supply and sanitation in schools, by governorate

Access to running water

Access to otherwater sources

Latrines connected to the sewage network

Functional Latrines Total

Schools # % # % # % # %

Anbar 244 93 38.1% 59 24.2% 99 40.6% 17 7.0% Basrah 301 17 5.6% 81 26.9% 65 21.6% 18 6.0% Muthanna 63 8 12.7% 10 15.9% 10 15.9% 1 1.6% Qadissiya 106 49 46.2% 22 20.8% 35 33.0% 11 10.4% Sulaymaniyah 261 138 52.9% 76 29.1% 150 57.5% 89 34.1% Babylon 188 116 61.7% 47 25.0% 109 58.0% 17 9.0% Baghdad 771 378 49.0% 117 15.2% 426 55.3% 107 13.9% Dahuk 145 99 68.3% 22 15.2% 108 74.5% 56 38.6% Thi-Qar 230 38 16.5% 83 36.1% 41 17.8% 8 3.5% Diyala 262 126 48.1% 93 35.5% 149 56.9% 35 13.4% Erbil 237 134 56.5% 57 24.1% 159 67.1% 101 42.6% Kerbala 115 50 43.5% 23 20.0% 57 49.6% 19 16.5% Tameem 227 116 51.1% 63 27.8% 96 42.3% 17 7.5% Missan 87 19 21.8% 35 40.2% 10 11.5% 1 1.1% Ninewa 263 181 68.8% 46 17.5% 183 69.6% 82 31.2% Wassit 124 58 46.8% 34 27.4% 24 19.4% 3 2.4% Najaf 139 83 59.7% 21 15.1% 22 15.8% 1 0.7% Salah Al-Din 267 74 27.7% 90 33.7% 72 27.0% 22 8.2%

Total 4030 1777 44.1% 979 24.3% 1815 45.0% 605 15.0% Source: Annex 1: Statistical Data for the Secondary Education Level

Interim solutions could include use of water tanks for distribution of drinkable water, and building septic tanks to improve sanitation. A majority of schools (2792 out of 3709 respondents, -75%) reported that they organised garbage disposal themselves, while 805 schools (22%) reported garbage disposal by the municipality.

3.9.5.2. Electricity

Provision for electricity in schools appears to be rather better, with about 92% of schools (3618 of 3924 respondents) already connected to the main power grid. About 14 schools relied on generators for electricity supply; while 54 reported having stand-by generators. The problem, however, is continuity of supply, with most schools reporting frequent power cuts or not receiving any power at all, even if they were connected. Only 9% of schools reported a continuous supply of electricity. An interim solution for those schools which receive an intermittent supply of electricity and those which do not receive it at all is to provide these schools with generators. This means providing generators to almost 4,000 schools to ensure continuous power supply and create a favourable study conditions for the students. As the lack of such basic facilities negatively affects the entire learning process, it is crucial to include provision of utilities as an integral component of future reconstruction work.

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3.9.6. Equipment and Furniture

Over the last 5 years, the Oil for Food Programme brought much needed furniture and teaching equipment to all Iraqi educational institutions. One of the most successful interventions was the supply of school furniture for both students and staff. Teaching-learning equipment, such as laboratory equipment, computers and audio-visual facilities, was also provided, but the quantities were inadequate, considering the many years of decline. The spate of looting and burning resulted in significant destruction of furniture and equipment and further reduced availability.

The UNESCO needs assessment included a question on the needs for ICT and office equipment, covering both administrative and academic requirements. Table 3.10 shows the expressed need for computers and other facilities.

Table 3.20. Stocks and Expressed Additional Needs for Computers and Audio-Visual Equipment, by School Type

Intermediate Secondary Preparatory Equipment Existing Stated Need Existing Stated Need Existing Stated Need

Computers 936 13,567 714 8,371 587 4,568 UPS 474 11,043 334 7,025 265 3,707 Printers 376 7,958 236 5,339 219 2,330 Scanners 465 8,508 155 6,013 99 2,054 Overhead projector 1,318 7,586 434 5,501 167 5,411 Slide Projectors 331 4,008 235 2,697 131 1,039 TV 137 3,530 134 2,500 63 1,112 VCR 120 3,452 124 2,209 35 921 Photocopiers 48 2,194 30 1,498 14 692

Source: Annex 1: Statistical Data for the Secondary Education Level

The table above shows the limited equipment available in the secondary schools. This may be partly due to in March/April 2003, with computers and audio-visual equipment being a favourite target. The data represent the entries on the questionnaire and there may be some double-counting both of existing stocks of equipment and of additional needs. The figures appear reasonable. For example, if computer rooms are supplied to 3,000 schools, and if each school receives only 10 computers, the total requirement would be 30,000. This is more than the total number mentioned by school heads when completing the questionnaires (26,506). In a large school, more than 10 computers would be needed, although it might be wise to build up the stock each year so that newer models are available for senior students.

Given the backlog of needs for school equipment and materials, together with losses in March/April 2003, it will be necessary to provide standard sets of equipment and materials for rooms used as laboratories or for other special purposes. The number of science rooms in a school and the equipment required depends on the level of studies and, at upper secondary level, on the numbers of students in science or ‘literary’ streams. However, most of the schools definitely need new equipment. Most schools need language laboratory equipment and equipment for physical education/gymnastics. Likewise, most schools need books and equipment for a school library. School desks and office furniture are required as well. The furniture required for students enrolled in the estimated 1,000 school buildings classified as unsafe (10%) and badly

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damaged (23%) would include, - in rounded figures, some 1,000 chairs, desks and cabinets for head-teachers, 12,000 teacher chairs and desks for classrooms and similar seating for staff rooms, 12,000 blackboards and cupboards, and 360,000 school desks and seats.30 Some additional school furniture will be required for the estimated 2,000 school buildings that were partially damaged or in good condition. These needs would have to be verified on the spot.

30 Assuming an average of about 12 classrooms per building, with each room seating about 30 students, and a total of about 3,000 school buildings used for general secondary education.

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4. VOCATIONAL PREPARATORY SCHOOLS

This chapter presents the situation of the vocational Preparatory schools, which offer industrial studies, commercial studies, agriculture and home science. These institutions have been badly affected by the economic decline following the 1991 conflict and imposition of sanctions. The number of students fell from 147,942 in 1989/1990 to 65,750 in 2000/2001, which is a decrease of 56%. During the same period, the number of teachers in these schools also fell, from 9,223 to 7,483.31

4.1. Number and Types of Vocational Schools

Vocational education is offered in the Preparatory stage of the secondary cycle as an option for students completing the Intermediate cycle. Vocational education includes schools in the fields of industry, commerce, agriculture and home science, with 21 areas of specialization. The vocational cycle is of 3 years duration (grades 10-12), ending with national examinations. The top 10% of students in these final examinations can go on to pursue degree programmes in technical colleges.

The UNESCO survey team received a total of 231 questionnaires completed by vocational schools across the country. This figure differs from the total of 258 vocational schools cited by Education Ministry officials, indicating that up to 27 vocational schools did not respond to the UNESCO survey. Table 4.1 shows the distribution of the 231 vocational schools by gender by governorate.

31 UNESCO, “Situation Analysis of Education in Iraq,” Paris, April 2003.

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Table 4.1. Preparatory Vocational Schools, by Gender and Governorate

Governorate Boys Girls Co-Ed Total Anbar 12 3 0 15 Basrah 9 2 2 13 Muthanna 4 1 0 5 Qadissiya 6 1 0 7 Sulaymaniyah 3 3 3 9 Babylon 8 4 0 12 Baghdad 41 20 0 61 Dahuk 2 2 0 4 Thi-Qar 9 1 0 10 Diyala 10 3 0 13 Erbil 4 2 4 10 Kerbala 6 2 0 8 Tameem 10 2 5 17 Missan 5 1 1 7 Ninewa 8 2 2 12 Wassit 8 2 0 10 Najaf 5 1 0 6 Salah Al-Din 8 0 4 12

Total 158 52 21 231 Percentage 68% 23% 9% 100%

Source: Annex 1: Statistical Data for the Secondary Education Level Table 4.1 shows that out of the 231 vocational schools, two-thirds (158) catered to male students, while one third were for females only (52) or co-educational (21). Baghdad had by far the highest number of vocational schools (61), followed by Tameen (17) and Anbar (15). Seven governorates out of 18 had co-educational schools. Nearly all (97%) of the vocational schools reported that they were situated in urban areas, with only 7 being located in rural areas. Table 4.2 shows the fields of specialisation offered by the schools.

Table 4.2. Preparatory Vocational Schools by Fields of Specialization

Fields Of Specialization Number Percentage 1. Industrial 131 57 % 2. Commercial 34 14 % 3. Agricultural 9 4 % 4. Household Science 2 1 % 5. Vocational 55 24 %

Total 231 100 % Source: Annex 1: Statistical Data for the Secondary Education Level

Industry was the main field of specialisation with 58% of schools offering this field, followed by general ‘vocational schools’ (24%) and commercial schools (14%). Significantly for a country that is still an agricultural economy, agriculture was offered in only 4% of the vocational schools. This raises questions of policy, since Muthanna, Baghdad, Dahuk, Diyala, Erbil, Tameen, Wassit, Najaf and Salah Al-Din do not have agricultural schools. Household science, which is for girls, was offered in only 1% of the vocational schools. The low representation of agriculture and household science may reflect a lack of salaried employment opportunities in these fields.

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The shift system is used in order to cope with the lack of school buildings, as shown in Table 4.3.

Table 4.3. Use of Shifts in Preparatory Vocational Schools

Governorate Single Shift Double Shift Triple Shift No. % No. % No. %

Total Schools

Anbar 14 93.3 1 6.7 0 0.0 15

Basrah 0 0.0 13 100.0 0 0.0 13

Muthanna 2 40.0 3 60.0 0 0.0 5

Qadissiya 2 28.6 5 71.4 0 0.0 7

Sulaymaniyah 2 22.2 6 66.7 1 11.1 9

Babylon 2 16.7 10 83.3 0 0.0 12

Baghdad 36 59.0 25 41.0 0 0.0 61

Dahuk 2 50.0 2 50.0 0 0.0 4

Thi-Qar 1 10.0 9 90.0 0 0.0 10

Diyala 6 46.2 7 53.8 0 0.0 13

Erbil 2 20.0 7 70.0 1 10.0 10

Kerbala 2 25.0 6 75.0 0 0.0 8

Tameem 6 35.3 9 52.9 2 11.8 17

Missan 5 71.4 2 28.6 0 0.0 7

Ninewa 10 83.3 2 16.7 0 0.0 12

Wassit 3 30.0 7 70.0 0 0.0 10

Najaf 2 33.3 4 66.7 0 0.0 6

Salah Al-Din 2 16.7 7 58.3 3 25.0 12

TOTAL 99 43% 125 54% 7 3% 231 Source: Annex 1: Statistical Data for the Secondary Education Level

Table 4.3 shows that more than half the schools were operating on a double shift (54%) or triple shift (3%). Multiple shifts impact negatively on the teaching-learning process, more so in vocational fields where long hours of practical work are required. This problem was most serious in Basrah where all 13 schools were operating double shifts, followed by Thi-Qar (90% using shifts), Babylon (83%), Kerbala (75%) and Ninewa and Erbil (70% each). This situation should be taken into account when a plan is drawn up for the rehabilitation of vocational education. 4.2. Enrolment

Enrolment in the 231 vocational Preparatory schools responding to the survey was 73,941. Baghdad (28%), Basrah (11%) and Tameen (9%) had the highest number of students (Table 4.4). Over four-fifths of the students were male (60,298) and only 18.5% female (13,643), giving a Gender Parity Index of 0.23. This gender distribution indicates the need to increase the participation of girls in vocational education. For girls, the highest enrolments were in Baghdad, followed by Babylon and Sulaymaniyah. It should be remembered that girls predominate in teacher training institutes, however, which are also occupational in focus.

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Table 4.4. Enrolment in Preparatory Vocational Schools, by Gender and Governorate

Governorates Males Females Total Percent Anbar 3,078 477 3,555 13.4% Basrah 7,821 802 8,623 9.3% Muthanna 920 180 1,100 16.4% Qadissiya 1,210 340 1,550 21.9% Sulaymaniyah 1,349 884 2,233 39.6% Babylon 3,008 1,335 4,343 30.7% Baghdad 14,793 5,877 20,670 28.4% Dahuk 1,299 46 1,345 3.4% Thi-Qar 3,431 162 3,593 4.5% Diyala 3,517 840 4,357 19.3% Erbil 1,275 681 1,956 34.8% Kerbala 1,823 237 2,060 11.5% Tameem 6,761 408 7,169 5.7% Missan 1,615 428 2,043 20.9% Ninewa 1,853 217 2,070 10.5% Wassit 1,675 439 2,114 20.8% Najaf 2,887 140 3,027 4.6% Salah Al-Din 1,983 150 2,133 7.0% Total 60298 13643 73941 18.5%

Source: Annex 1: Statistical Data for the Secondary Education Level Table 4.5 below shows a concentration of vocational students in industrial fields (64%), followed by ‘vocational’ (22%), commercial (11%), agricultural (2%) and household science (0.1%). This distribution is similar to the data on numbers of vocational schools, presented above. The focus on industrial specialisations may reflect the trend towards industrialisation of Iraq, given its petroleum resource base and economic activities arising from it.

Table 4.5. Fields of Specialization of Students in Preparatory Vocational Schools, by Gender

Fields Males Females Total Percent of total

preparatory vocational students

Industrial 44505 2924 47429 64.1% Commercial 3712 4523 8235 11.1% Agricultural 1352 242 1594 2.2% Household Science 0 94 94 0.1% Vocational 10729 5860 16589 22.4%

Total 60298 13643 73941 Source: Annex 1: Statistical Data for the Secondary Education Level

As seen in Table 4.5, male enrolment was higher in the industrial, vocational and agricultural specialisations, whilst more females were enrolled in commercial studies and also household science.

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Physical disability A small number (221) of vocational education students were reported to suffer from physical disabilities, -only 0.3% of the total vocational student population. These disabilities included: Severe visual disability: 79 (0.11%) Physical disability: 107 (0.14%) Severe deafness: 7 (0.01%) Other disabilities: 28 (0.04%). 4.3. Participation Rate

The Gross Enrolment Ratio in vocational schools (estimated as the ratio of enrolment to the population aged 15-17 years) was 4.3%. GER for males was 7% while that for females was 2%. These figures reflect the limited attraction of vocational education to students as has been the case in most developing countries. The table below shows the distribution of the GER by governorates. Participation in vocational education was relatively high in Tameem (14%) and, to a certain extent, in Basrah (9%). Male participation was high in Tameem (26%) and Basrah (15%). Girls’ participation in vocational education was low in all the governorates.

Table 4.6. Gross Enrolment Ratio for Students attending Preparatory Vocational Schools, by Governorate32

Total Population (15-17) Gross Enrolment Ratio Governorate

Male Female Total Male Female Total Anbar 44714 42775 87488 6.8 1.1 4.0

Basrah 50786 48584 99370 15.3 1.6 8.6

Muthanna 18417 17619 36036 4.9 1.0 3.0

Qadissiya 28103 26884 54987 4.3 1.2 2.8

Sulaymaniyah 58475 55939 114415 2.3 1.6 1.9

Babylon 61475 58809 120284 4.9 2.3 3.6

Baghdad 165782 158593 324375 8.9 3.7 6.4

Dahuk 29584 28301 57885 4.4 0.2 2.3

Thi-Qar 53371 51056 104426 6.4 0.3 3.4

Diyala 50585 48392 98977 6.9 1.7 4.4

Erbil 49669 47515 97183 2.5 1.4 2.0

Kerbala 31766 30389 62155 5.7 0.8 3.3

Tameem 25870 24748 50618 26.1 1.6 14.2

Missan 25594 24484 50078 6.3 1.7 4.1

Ninewa 79609 76157 155765 2.3 0.3 1.3

Wassit 29107 27844 56951 5.7 1.6 3.7

Najaf 33698 32237 65935 8.5 0.4 4.6

Salah Al-Din 38742 37062 75804 5.1 0.4 2.8

Total 875348 837385 1712733 6.9 1.6 4.3

Source: Annex 1: Statistical Data for the Secondary Education Level

32 Computed from population estimates and UNESCO database, August 2003

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4.4. Internal Efficiency

The present survey did not assess levels of repetition and drop out. Earlier data indicated dropout and failure rates of 1.9% and 17.7% respectively.33 This loss represents a waste of resources. Enrolment data collected in the UNESCO survey do not suggest high levels of drop out in the course of the 3 years of study, with 21,301 students in grade 10 and 19,960 in grade 12. ‘Cross-sectional’ data of this type can provide only a general indication of efficiency, however, since there could have been different numbers entering grade 10 in previous years and since the number of repeaters in each year is unknown.

Table 4.7. Enrolment in Preparatory Vocational Schools, by Grade and Gender 34

Male Female Total Percentage Female

Grade 10 16536 4765 21301 22.4% Grade 11 16000 3943 19943 19.8% Grade 12 16396 3264 19660 16.6%

Total 48,932 11,972 60,904 19.7% Source: Annex 1: Statistical Data for the Secondary Education Level

4.5. Teachers

The UNESCO survey found a total teaching force of 4,694 in the 231 vocational Preparatory schools that completed the questionnaire. About half of the teachers were male (2,311) and half were female (2,383). The number of teachers was substantially less than in 2000/2001, when the teaching force was estimated at 7,483.35 The apparent decrease of one-third over this period underlines the marginalisation of vocational education.

33 GOI, Annual Statistics for 2000/2001. 34 A total of 11,366 boys and 1,671 girls were recorded as being in grades 7-9, which was probably due to errors made at the time of completing the questionnaire 35 UNESCO, “Situation Analysis of Education in Iraq,” Paris, April 2003.

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Table 4.8. Preparatory Vocational Education Teachers by Gender, Governorate and Student-Teacher Ratio

Teachers Governorate Males Females Total

Student/ Teacher Ratio

Anbar 181 52 233 15.3 Basrah 190 170 360 24.0 Muthanna 23 8 31 35.5 Qadissiya 124 134 258 6.0 Sulaymaniyah 57 89 146 15.3 Babylon 112 248 360 12.1 Baghdad 394 752 1146 18.0 Dahuk 26 20 46 29.2 Thi-Qar 130 75 205 17.5 Diyala 211 194 405 10.8 Erbil 81 102 183 10.7 Kerbala 145 106 251 8.2 Tameem 137 136 273 26.3 Missan 109 52 161 12.7 Ninewa 96 83 179 11.6 Wassit 92 76 168 12.6 Najaf 78 40 118 25.7 Salah Al-Din 125 46 171 12.5 Total 2311 2383 4694 15.8

Source: Annex 1: Statistical Data for the Secondary Education Level Table 4.8 shows that the average student/teacher ratio was 16. This tends to indicate that given the nature of vocational education, teachers need to spend more time with students, to supervise their individual practical work and skill development. Five governorates had ratios much above the national average: Muthanna with a student/teacher ratio of 35.5; Najaf, 26; Dahuk, 29; Basrah, 24; and Tameen, 26. In contrast, some governorates had very low ratios: Qadissiya, 6; Kerbala, 8; Erbil and Diyala, 11. It will thus be important to rationalize the distribution of teachers amongst the various governorates and also between the individual schools. In one commercial school in Basrah, for example, 758 students had only 6 teachers, or 126 students per teacher. In contrast, an agricultural school in Missan had 16 teachers and only 18 students; and an agricultural school in Anbar had 16 teachers and only 50 students, -a student-teacher ratio of 3. These imbalances highlight the need for better planning in respect of teacher distribution among specializations and schools as well as governorates. Average student/teacher ratios for the various specializations were close to the overall ratio. The ratio for Industrial courses was 16.5, while for Commercial and ‘Vocational’ courses it was about 18 and 15 respectively. Agriculture and Household Sciences had very low ratios of about 7 and 6 respectively, which indicate an excess of teachers, -perhaps due to lesser student interest in entering these fields of study.

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Table 4.9. Student-teacher Ratio in Preparatory Vocational Schools, by Field of Specialisation

Field Students Teachers Ratio Industrial 47429 2867 16.5 Commercial 8235 455 18.1 Agricultural 1594 232 6.9 Household Science 94 15 6.3 Vocational 16589 1125 14.7

TOTAL 73941 4694 15.8 Source: Annex 1: Statistical Data for the Secondary Education Level

4.5.1. Qualifications

Vocational teachers are expected to hold a university degree. Most teachers for these specializations obtain a two-year diploma from a Technical Institute and then study at the University of Technology in Baghdad in the Technical Education Department for a further three years. Zafaraniya Technical Institute is the only institution of its kind in Iraq for training Industrial teachers. Similarly teachers for Agriculture receive their training at the College of Agriculture, and Commerce teachers in the College of Business Administration or Economics. Table 4.10 below shows the highest educational qualifications held by the present teachers in vocational education.

Table 4.10. Highest Educational Attainment of Preparatory Vocational School Teachers, by Governorate

Highest Educational Attainment Percent

Technical Institute (2 Years) 1.8% Technical Institute (5 Years) 6.1% Bachelors Degree 91.2% Post Graduate Diploma 0.8% Masters Degree 0.1% Ph.D. 0%

Source: Annex 1: Statistical Data for the Secondary Education Level The Needs Assessment found that 91% of the teachers had a bachelor’s degree. Some 8% only held certificates from Technical Institutes, and need the opportunity to study at a higher level With the exception of teachers who had certificates from technical institutes, women outnumbered men by a small margin. The assessment confirms that in spite of the 12 years of sanctions the basis for hiring vocational teachers has not been significantly eroded. Women accounted for 60% or more of teachers qualified in chemistry, biology, economics, geography and art, while men accounted for over 60% of teachers qualified in physical education, and industrial studies, and for 59% of teachers of mechanical engineering.

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4.5.2. Professional Development and In-service Teacher Training

Due to the rapid development in technology, vocational teachers require more frequent professional development and in-service training in order to stay current with new techniques and methods. The situation in Iraq over the last decade made it almost impossible to carry out meaningful retraining or provide effective in-service courses. As a result there has been stagnation in programmes of instruction and teacher development. The lack of adequate in-service and professional development has negatively affected the capacity of teachers to meet changing requirements.

The survey confirms the limited amount of in-service training received by vocational education teachers in recent years. The total of 1,799 training sessions attended since January 1998 compares with a total of 5,137 vocational teachers, some of whom may have attended more than one course. These trainings covered methodology and educational psychology, subject teaching methodology, school administration and other topics.

Table 4.11. In-service Training Courses Attended by Preparatory Vocational School Teachers from January 1998 to August 2003

Males Females Total Teaching Methodology 233 144 377 Education Psychology 123 68 191 Subject Teaching Methodology 184 278 462 School Administration 123 68 191 Other 297 281 578

Total 960 839 1799 Source: Annex 1: Statistical Data for the Secondary Education Level

The survey data shows that female teachers attended more courses in subject teaching methodology while male teachers attended more of the other courses. In general, less than 10% of teachers participated in any particular type of training. Of the 220 Head Teachers in the survey, as many as 149 (68%) had attended in-service training courses between 1998 and 2003, mostly from Industrial schools. While such head-teacher training is critical to educational change and renewal, it is essential to provide specialised training for their staff at the same time. The survey results show that a lower proportion of staff than head-teachers received in-service training. A major programme to upgrade pedagogy, subject matter and practical skills training is needed as a matter of urgency. 4.6. Curriculum

Vocational education curricula have not been reviewed for over two decades. A UNESCO Independent Technical Evaluation in Northern Iraq found that curricula were narrow and focused mostly on the acquisition of job skills in the area of specialization. In other countries, the vocational education curriculum has expanded to include courses that help graduates fit into rapidly changing workplaces or develop businesses as self employed entrepreneurs.36

36 Independent Technical Evaluation Report, UNESCO, 2001.

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As noted above, over 60% of the vocational students were enrolled in Industrial specializations, which are especially affected by the pace of technological change in recent decades. During this period, however, Iraq was isolated from many developments in the rest of the world. The curriculum and teaching methods are outdated. Machinery and other essential equipment necessary for practical lessons are either archaic or broken down, and cannot support the renewal of curriculum. Both factors no doubt contribute to the poor situation in vocational education and the decline in enrolment may be a reflection of this phenomenon. 4.7. Textbooks and Other Teaching-Learning Materials

The difficult economic situation led to a shortage of textbooks and other teaching-learning materials. The stock of textbooks reported in the survey was 38,190, or an average of one book for two students. However, a range of textbooks are needed by each student, according to the course taken. The number of textbooks by broad subject area corresponded to one per 7 students in science and mathematics and one per 5 students in the language/humanities group (Table 4.12).

Table 4.12. Stocks of Textbooks Reported by Preparatory Vocational Schools

Math Science Social Language/

Humanities Other

Anbar 916 859 204 160 1150 Basrah 1580 500 0 7900 200 Muthanna 0 0 0 0 0 Qadissiya 0 0 0 0 0 Sulaymaniyah 1270 4445 0 0 3931 Babylon 1964 1510 973 4738 3324 Baghdad 1685 1070 0 0 1215 Dahuk 41 25 13 0 175 Thi-Qar 1020 1010 0 10 1000 Diyala 50 0 0 0 0 Erbil 665 498 130 101 1135 Kerbala 70 31 10 150 0 Tameem 31 41 20 0 10 Missan 130 0 0 220 200 Ninewa 0 0 0 0 200 Wassit 1128 89 623 0 2036 Najaf 0 0 0 0 0 Salah Al-Din 233 80 0 1946 700 Total 10783 10158 1973 15225 15276

Source: Annex 1: Statistical Data for the Secondary Education Level There appeared to be a total absence of textbooks in the governorates of Muthanna, Qadissiya and Najaf, and less than 500 in Dahuk, Diyala, Kerbala, Tameem. This could have been due to misreporting. However, vocational education was clearly suffering badly from the shortage of textbooks, and photocopying of key pages was a poor substitute. Other learning materials such as electronic kits and workshop tools for vocational education were procured through the Oil for Food Programme. UN observers noted, however, that in some parts of the country consumable materials used in vocational education stayed in warehouses for extended periods of time. This could have been partly due to the drop in enrolment, and partly to the unreliable electricity supply. The omission

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of practical and demonstration lessons would have adversely affected the quality of vocational education. It should also be noted that supplies under the Oil for Food Programme did not include the sophisticated technical equipment needed to update existing workshop, laboratory and science facilities. 4.8. Infrastructure and equipment

Due to a shortage of accommodation, the 231 vocational schools were housed in only 165 buildings, a ratio of 1.4 schools per building. There were 99 school buildings housing one-shift schools and 66 buildings housing two or three-shift schools. The situation was worst in Basrah where all 13 schools operated on double-shifts. The logical conclusion is that new vocational schools should be constructed, so that all students have adequate time for practical as well as theoretical studies. Given the need for a closer linkage of vocational training to the employment market, however, the construction of new schools for vocational education should be justified by a clear national need for the skills to be taught. It is urgent, however, to reconstruct or rehabilitate existing school buildings that were damaged during the conflict (see section 4.8.1 below), including improvement and equipment of workshop rooms in most of the vocational school buildings. Attention should be given to the problem of double-shift schools in many areas, particularly in Basrah. The use of temporary classrooms may be considered.

4.8.1. Condition of School Buildings

International efforts to rehabilitate schools in the immediate post-conflict period did not give priority to vocational schools. By the time the UNESCO needs assessment teams collected data in mid-August, only 2 vocational schools had been rehabilitated and 11 partially rehabilitated. The UNESCO survey found that infrastructure was in a poor condition. The physical status of the buildings, estimated to total 164, was as follows:

• “in good condition”: 26 (16%) • “partially bad”: 74 (45%) • “very bad”: 46 (28%) • “unsafe”: 18 (11%). 37

As noted in chapter 3, the criteria for deciding on physical status were the extent of war- related damage or other deterioration caused by long periods of neglect and lack of maintenance. The 11% of buildings considered “unsafe” were found in Baghdad, Basrah, Muthanna, Babylon, Erbil, Thi-Qar, Diyala, Tameen, Wassit and Salah Al-Din.

37 The number of premises was estimated based on the data on the use of shifts in Table 4.3 above.

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Table 4.13. Condition of Buildings in which Vocational Preparatory Schools are Housed

Total numberof answers Good Partially damaged/

Deteriorated Damaged/

Deteriorated Unsafe

# % # % # % # % Anbar 15 6 40.0 7 46.7 2 13.3 0.0 Basrah 12 3 25.0 5 41.7 0.0 4 33.3 Muthanna 5 1 20.0 3 60.0 0.0 1 20.0 Qadissiya 7 2 28.6 2 28.6 3 42.9 0.0 Sulaymaniyah 9 2 22.2 4 44.4 3 33.3 0.0 Babylon 11 4 36.4 3 27.3 2 18.2 2 18.2 Baghdad 59 4 6.8 25 42.4 22 37.3 8 13.6 Dahuk 4 1 25.0 2 50.0 1 25.0 0.0 Thi-Qar 10 0.0 4 40.0 5 50.0 1 10.0 Diyala 13 3 23.1 5 38.5 3 23.1 2 15.4 Erbil 9 4 44.4 2 22.2 2 22.2 1 11.1 Kerbala 8 0.0 7 87.5 1 12.5 0.0 Tameem 15 2 13.3 8 53.3 3 20.0 2 13.3 Missan 6 0.0 2 33.3 4 66.7 0.0 Ninewa 12 1 8.3 8 66.7 3 25.0 0.0 Wassit 10 1 10.0 5 50.0 2 20.0 2 20.0 Najaf 6 1 16.7 5 83.3 0.0 0.0 Salah Al-Din 11 0.0 2 18.2 7 63.6 2 18.2

Total 222 35 15.8 99 44.6 63 28.4 25 11.3 Source: Annex 1: Statistical Data for the Secondary Education Level

Respondents to the UNESCO survey reported a total of 193 war-related incidents, affecting 152 vocational schools (this may include some double-counting where premises are shared). Out of this total, there were 28 reported incidents of bombing; 29 of burning, and 236 of looting. Most of the governorates affected by war damage experienced all three types of damage. Bombing was worst in Baghdad and Thi-Qar (9 and 4 incidents, respectively), and burning was highest in Tameen (6) and Baghdad and Basrah (5 each). Looting incidents were reported almost everywhere, the worst-affected areas being Baghdad (40), Tameen (13) and Basrah (11). Since buildings were often burnt as a result of bombing or after having been looted, the three damage types are inter-related. No war-related incident was cited by the 3 governorates in the north. Principals of 58 vocational schools reported that they had been used by the military as barracks, probably necessitating some rehabilitation work.

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Table 4.14. Reports of War Damage to Vocational Preparatory School Buildings38

War damage reported by school

Yes No Total answers Used by military Looting Burning Bombing

# % # % # % # % # % Anbar 3 20 12 15 4 27 Basrah 11 85 2 13 7 54 11 85 5 38 3 23Muthanna 5 100 5 5 100 3 60 1 20 Qadissiya 6 86 1 7 1 14 5 71 1 14 2 29Sulaymaniyah 9 9 Babylon 8 67 4 12 6 50 6 50 1 8 3 25Baghdad 47 77 14 61 14 23 40 66 5 8 9 15Dahuk 4 4 Thi-Qar 5 50 5 10 5 50 5 50 2 20 4 40Diyala 7 54 6 13 1 8 6 46 2 15Erbil 10 10 Kerbala 7 87 1 8 4 50 7 87 1 12 1 12Tameem 13 76 4 17 1 6 13 76 6 35 1 6Missan 6 85 1 7 6 86 1 14 Ninewa 10 83 2 12 2 17 10 83 2 17 Wassit 10 100 10 7 70 8 80 1 10 Najaf 5 83 1 6 4 67 5 83 1 17Salah Al-Din 9 75 3 12 1 8 7 58 3 25 2 17

Total 152 66 79 231 58 25 136 59 29 13 28 12Source: Annex 1: Statistical Data for the Secondary Education Level

4.8.2. Teaching area (classrooms, laboratories, workshops)

Specialised teaching spaces are especially important for vocational education. The survey showed the need for more science laboratories, computer laboratories, commerce rooms, and workshops for metalwork, woodwork, home arts and agriculture. Only 27 schools reported having the use of metal workshops, 26 of computer laboratories, 12 of carpentry workshops, 11 of special rooms for commercial studies, 9 of home arts rooms and 4 of agriculture laboratories. No school had a language laboratory. Several survey respondents (22) also indicated a need for a gymnasium for physical education classes. Ministry officials explained that half of the vocational school buildings were originally not designed for this purpose. Clearly, there is an urgent need to create and equip specialised rooms for the different vocational fields covered by the various institutes. The quantitative needs must be decided by reference to the courses offered at the respective premises and their practical work requirements.

38 The table shows the number of reports by school principals, with possible double counting if premises are shared

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Table 4.15. Availability of Specialised Rooms in Vocational Preparatory Schools

Schools with use of facilityMetal Workshop 27 Woodwork 12 Commerce 11 Home Arts 9 Agriculture Lab 4 Computer Laboratory 26 Language Laboratory 0 Gymnasium 15 Science Laboratory 6

Source: Annex 1: Statistical Data for the Secondary Education Level

4.8.3. Libraries

Just as in general secondary education, the availability of libraries is limited, with a consequent negative impact on the quality of learning. Of the 152 vocational schools which provided information on this matter, 76% reported not having a functional library. Given the estimated number of 164 separate premises, this means that at least 125 basic libraries need to be established. In some instances, it may be practicable to establish a good library in one vocational school centrally located in a governorate, which will provide access for staff and students of the smaller schools. The system of mobile libraries visiting schools on a schedule could be an alternative solution to this acute problem where distances are greater.

4.8.4. Utilities

Utilities such as safe drinking water, sanitation facilities and continuous supply of electricity are critical to the safe and effective education of school children and young people. The UNESCO survey found serious problems in this respect.

4.8.4.1. Water and Sanitation

More than half (53%) of the vocational schools reported that they had access to running water (Table 4.16). Another 22% reported access to other sources of water. It is urgent to immediately plan for the provision of safe drinking water to vocational education students in these governorates.

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Table 4.16. Condition of Water Supply and Sanitation Reported by Vocational Preparatory Schools, by Governorate

Total

Schools Access to

running water Access to other water sources

Latrines connected to the sewage network

Functional Latrines

# % # % # % # % Anbar 15 10 66.7 4 26.7 6 40.0 2 13.3 Basrah 13 3 23.1 4 30.8 7 53.8 2 15.4 Muthanna 5 1 20.0 0.0 4 80.0 2 40.0 Qadissiya 7 3 42.9 1 14.3 1 14.3 1 14.3 Sulaymaniyah 9 8 88.9 0.0 8 88.9 4 44.4 Babylon 12 11 91.7 1 8.3 10 83.3 0.0 Baghdad 61 34 55.7 14 23.0 41 67.2 9 14.8 Dahuk 4 3 75.0 1 25.0 4 100.0 1 25.0 Thi-Qar 10 4 40.0 3 30.0 1 10.0 0.0 Diyala 13 8 61.5 2 15.4 6 46.2 1 7.7 Erbil 10 5 50.0 3 30.0 7 70.0 4 40.0 Kerbala 8 3 37.5 2 25.0 2 25.0 0.0 Tameem 17 8 47.1 2 11.8 13 76.5 5 29.4 Missan 7 1 14.3 3 42.9 0.0 0.0 Ninewa 12 9 75.0 0.0 9 75.0 3 25.0 Wassit 10 3 30.0 5 50.0 3 30.0 1 10.0 Najaf 6 6 100.0 0.0 4 66.7 0.0 Salah Al-Din 12 3 25.0 6 50.0 2 16.7 0.0

Total 231 123 53.2 51 22.1 128 55.4 35 15.2 Source: Annex 1: Statistical Data for the Secondary Education Level

Concerning sanitation, only 35 or 15% of the vocational schools surveyed reported having functioning latrines connected to a sewage disposal system. Another 93 schools reported that their premises were connected but did not have functioning latrines. Almost half (45%) were not connected to a sewage disposal system. Since sanitary conditions are imperative amongst school children and young people, this is another urgent matter. On the other hand, garbage disposal appears to be well organized. Respondents to the survey indicated that there is a joint effort between the school, community and municipality to organise the disposal of garbage.

4.8.4.2. Electricity

Power supply is another facility that is important to students. Adequate supply of electricity is crucial to the instructional process for vocational schools, which need it for practical and demonstration lessons. Some 90% of vocational schools (208) reported that their premises relied solely on the main grid. Only 1 vocational school reported relying on a generator while 12 others reported having a connection to the main grid as well as owning generators for back-up. In spite of near-universal connectivity to mains electricity, the power supply was irregular. Two thirds (141) of the 222 schools which responded to this question reported having an intermittent supply of power while 43 others (19%) reported not receiving electricity at all.

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Table 4.17. Availability of Electricity Reported by Vocational Preparatory Schools, by Governorate

Electricity Source Electricity Available in classrooms Power Grid Generator Both Other Always Intermittent Never

Total answers

# % # % # % # %

Total answers

# % # % # % Anbar 15 15 100.0 0.0 0.0 0.0 15 1 6.7 13 6.7 1 6.7 Basrah 10 9 90.0 0.0 1 10.0 0.0 11 1 9.1 7 9.1 3 27.3 Muthanna 5 3 60.0 0.0 2 40.0 0.0 5 2 40.0 2 40.0 1 20.0 Qadissiya 7 7 100.0 0.0 0.0 0.0 7 0.0 6 0.0 1 14.3 Sulaymaniyah 9 8 88.9 1 11.1 0.0 0.0 9 4 44.4 5 44.4 0.0 Babylon 12 8 66.7 0.0 4 33.3 0.0 12 5 41.7 5 41.7 2 16.7 Baghdad 59 59 100.0 0.0 0.0 0.0 59 9 15.3 37 15.3 13 22.0 Dahuk 4 3 75.0 0.0 1 25.0 0.0 4 3 75.0 1 75.0 0.0 Thi-Qar 10 9 90.0 0.0 1 10.0 0.0 10 0.0 3 0.0 7 70.0 Diyala 13 13 100.0 0.0 0.0 0.0 13 2 15.4 9 15.4 2 15.4 Erbil 10 9 90.0 0.0 1 10.0 0.0 10 5 50.0 5 50.0 0.0 Kerbala 8 8 100.0 0.0 0.0 0.0 8 0.0 7 0.0 1 12.5 Tameem 15 15 100.0 0.0 0.0 0.0 15 4 26.7 9 26.7 2 13.3 Missan 6 6 100.0 0.0 0.0 0.0 6 0.0 2 0.0 4 66.7 Ninewa 11 11 100.0 0.0 0.0 0.0 11 2 18.2 8 18.2 1 9.1 Wassit 10 9 90.0 0.0 1 10.0 0.0 10 0.0 8 0.0 2 20.0 Najaf 6 5 83.3 0.0 1 16.7 0.0 6 0.0 6 0.0 0.0 Salah Al-Din 11 11 100.0 0.0 0.0 0.0 11 0.0 8 0.0 3 27.3

Total 221 208 94.1 1 0.5 12 5.4 0 0.0 222 38 342.4 141 63.5 43 19.4 Source: Annex 1: Statistical Data for the Secondary Education Level

An interim solution for those schools receiving an intermittent supply of electricity and those which do not receive it at all is to provide them with generators. This means providing generators to almost 200 schools to ensure continuous power supply, and create a favourable study conditions for the students.

4.8.5. Equipment and Furniture

Before the March 2003 conflict, vocational schools were generally well supplied with basic office equipment and supplies and furniture, thanks in part to the Oil for Food Programme. Workshops had basic equipment for the specialization being offered, although outmoded, -often dating from the 1980s. There were many restrictions during the sanctions period on the types of equipment that could be imported. After 2001 the institutions received a limited amount of modern equipment such as oscilloscopes and training models for some of the specializations. Unfortunately, looting and arson in the aftermath of the conflict seriously affected vocational schools. The results from the survey indicate that two-thirds of the equipment used in laboratories and workshops, as well as furniture and office equipment, were looted or destroyed in the bombing and arson that followed the war. Education Ministry officials put the figure at 80%. This is a major blow to the vocational schools, as the quality of learning will be seriously affected. Vocational institutions were probably attractive targets to looters as the materials and equipment could easily be used for commercial purposes. At the resumption of schooling in May 2003, many vocational schools completed their academic year by covering only the theoretical component of the curriculum, making use if necessary of secondary or primary school facilities.

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Assuming an average of 12 classrooms per vocational school, the 64 buildings that are in very poor or unsafe condition or substitute buildings, will need after rehabilitation to have furniture and equipment for some 768 classrooms, which will each need to be furnished with a teacher’s desk and table, blackboard, cupboard and some 30 school desks. This is in addition to the provision of a chair, desk and table for the head teachers and a set of tables and chairs for the staff room. Some additional furniture will also be required for buildings in good or ‘partially damaged’ condition. The workshops, laboratories, computer labs and other specialised rooms will have to be fitted with the corresponding furniture and equipment. Given the length of time during which equipment and spare parts were not available, it will be safest to assume that all these rooms need a new set of standard equipment. This means provision of a complete set of science laboratory or workshop equipment, computers and audio-visual and language laboratory facilities, as appropriate. Laboratory and workshop equipment are essential for the practical component of vocational schooling.

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5. TEACHER TRAINING

This chapter presents the survey data on the institutes which train teachers for primary schools. These institutions, managed by the Ministry of Education, admit students who have completed the Intermediate or Preparatory levels of secondary education. Mention is also made here of teacher education activities at university level, so that a complete picture of the resources allocated to teacher preparation is provided. The education colleges and teacher colleges in the universities are discussed in more detail in chapter 6. 5.1. Types and Number of Teacher Training Institutions

There are several types of teacher training institutions. Teacher Training Institutes (TTIs) enrol graduates of the Intermediate cycle, after they complete Grade 9, and offer a five-year teacher preparation programme: 3 years for general education and an additional 2 years for subject specialization. Central Teacher Institutes (CTIs) enrol graduates of the Preparatory level of secondary education, after they complete Grade 12, for a two-year pre-service programme. Fine Arts Institutes enrol graduates of the Intermediate cycle for a 5-year period of study.39 Graduates from these institutes were permitted in recent years to teach at Intermediate as well as primary level, to meet teacher shortages. Teachers for general secondary education are normally graduates of the colleges of education in universities, and of education courses offered by faculties of sciences, physical education and fine arts. Some graduates from these university courses opt, however, to teach in primary schools because of proximity to their residence. At university level, there are 8 of such education colleges. In addition, the universities have teachers colleges which prepare teachers for primary and pre-primary education. In recent years there has been a marked growth in the number of teacher education institutes. Currently there are 136 of these institutions covering grades 10-14 or 13-14. Of these, 28 are Central Teacher Institutes and the majority (108) are Teacher Training Institutes. Table 5.1 below shows the institutes by type.

Table 5.1. Teacher Training Institutions and Fine Arts Institutes, by Type and Gender

Type Male Female Co-ed Total Percent Central Teachers Institute 9 10 9 28 18.7% Teachers Institute 33 70 5 108 72.0% Fine Arts Institute 3 5 6 14 9.3%

Total 45 85 20 150 Source: Annex 1: Statistical Data for the Secondary Education Level

Out of the 136 TTIs and CTIs, 42 (23%) were schools for males, 85 (62%) were for girls and 20 (15%) were co-educational. These statistics are in line with the strong role played by women in primary education.

39 Fine Arts Institutes are not discussed in detail in this study. Since these Institutes operate under the auspices of the Ministry of Education, and since their graduates often become teachers, it was decided to include some information on them, alongside TTIs and CTIs.

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Almost all (98%) of the institutions reported that they were located in urban areas, i.e., districts, sub-districts and towns. Only 2% indicated a village or rural location. The governorates with the largest number of these institutions were Baghdad (20%), Basrah (9%), and Diyala and Wassit (8% each). Muthanna (2%) and Kerbala and Missan (3% each), had the lowest number (Table 5.2).

Table 5.2. Teacher Training and Fine Arts Institutions, by Type and Governorate

Teacher Training Institutes

Central Teacher Institutes

Fine Arts Institutes Total

Anbar 8 0 0 8 Basrah 11 1 2 14 Muthanna 3 0 0 3 Qadissiya 5 3 8 Sulaymaniyah 0 0 2 2 Babylon 5 1 6 Baghdad 20 6 4 30 Dahuk 4 1 1 6 Thi-Qar 8 0 0 8 Diyala 9 4 13 Erbil 3 3 2 8 Kerbala 4 0 0 4 Tameem 2 2 1 5 Missan 3 1 0 4 Ninewa 3 0 2 5 Wassit 10 2 0 12 Najaf 4 1 0 5 Salah Al-Din 6 3 0 9 Total 108 28 14 150

Source: Annex 1: Statistical Data for the Secondary Education Level Teacher training institutions had to resort to the shift system in order to accommodate students. The UNESCO survey reveals that only one quarter had the full-time use of their building without the necessity for shifts, while the remainder were in accommodation that was used on a double shift basis. All institutes in Qadissiya, Diyala and Kerbala were on double shift. On the other hand, all institutes in Missan were on single shift.

Table 5.3. Use of Shifts in Teacher Training Institutions and Fine Arts Institutes

Number of answers Percentage

Single Shift 40 26.7% Some classrooms used in two shifts 4 2.7% All classrooms run double shifts under one school administration 10 6.7% Building used for two administratively separate schools 95 63.3% Other 1 0.7%

Total 150 Source: Annex 1: Statistical Data for the Secondary Education Level

Interviews with concerned education authorities revealed that teacher training institutions often function as guest schools in the premises of Intermediate and/or Secondary schools. This arrangement had permitted an expansion of the number of institutes, which

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informants said was needed to compensate for teacher turnover caused by low salaries as well as to meet the requirements of an expanding population. The guest school arrangement, however, places a limit on the hours of study of both the host and guest school, with a negative impact on educational quality. It also increases the use of materials and wear and tear on equipment and furniture. Given this lack of accommodation, and the lack of Central Teacher Institutes in some governorates, a ‘school mapping’ analysis is needed to guide future investment in rehabilitation and construction in this sub- sector. It is vital to ensure that potential teachers throughout the country have access to quality teacher training. 5.2. Enrolment

Total student enrolment in the teacher training institutions was 52,891.40 Of these, 83% were in the five-year Teacher Training Institutes. Two thirds (68%) of these TTI students were female, as compared to only half (49%) of those in the Central Teacher Institutes (Table 5.4). This may indicate a preference of female students and their families for institutions nearer to their places of residence. There were 5,374 students in the Fine Arts Institutes, of whom 27% were female.

Table 5.4. Enrolment in Teacher Training Institutions and Fine Arts Institutes, by Type and Gender

Type Male Female Total Percent Female

Teacher Training Institutes 13970 30091 44061 68.3% Central Teacher Institutes 4494 4336 8830 49.1% Fine Arts Institutes 3922 1452 5374 27.0%

Total 22386 35879 58265 Source: Annex 1: Statistical Data for the Secondary Education Level

Enrolment was highest in the governorate of Baghdad, with 14,132 students in teacher training institutes, but there was access to teacher training in each governorate (Table 5.5).

40 These figures may be compared with the survey estimate of as many as 59,248 students enrolled in 39 education colleges in 14

universities at the end of academic year 2002/03 (see chapter 6). Out of the total pre-service teacher students in universities, 49% were

females and 51% were males, giving a GPI of 0.96.

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Table 5.5 Enrolment in Teacher Training Institutions and Fine Arts Institutes, by Type, Gender and Governorate

Teacher Training Institutes Central Teacher Institutes Fine Arts

M F M F M F Anbar 320 1937 Basrah 791 2882 47 153 310 Muthanna 348 627 Qadissiya 1669 1170 Sulaymaniyah 997 1647 837 212 Babylon 780 1405 155 Baghdad 2625 9006 2068 433 1795 347 Dahuk 767 905 154 337 214 101 Thi-Qar 906 1902 Diyala 1086 2617 117 229 Erbil 466 504 422 859 295 161 Kerbala 899 982 Tameem 20 470 270 369 37 36 Missan 719 1086 28 0 Ninewa 140 678 591 285 Wassit 1465 1462 116 Najaf 969 1176 0 52 Salah Al-Din 0 1282 438 92

Source: Annex 1: Statistical Data for the Secondary Education Level

Not many students were reported to suffer from disability. Only 0.3% amongst the students were suffering from severe visual disorder (0.2% or 101 students); severe deafness (one student); physical disability (0.1% or 73 students); and, other physical disorders (10 students). The low number of cases does not mean that students who were reported to be suffering from physical disability should be neglected. An efficient health care system and psychological counselling should be provided to them and all students in the teacher training institutes, in preparation for their professional duties.

5.3. Internal Efficiency

Unfortunately, indicators of internal efficiency such as dropout and repetition rates are not available. However, reference may be made to the results of the students who graduated from the 2- and 5-year teacher training institutions and Fine Arts Institutes in 2000/01 (Table 5.6). As many as 96% of trainee teachers passed the final General Examination. This statistic, however, does not indicate the quality of the courses provided at the institutes.

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Table 5.6. Results of General Examinations in Teacher Education Institutes (2000/2001)41

2/5-Year Teacher Training Institutes

Fine Art Institutes

Total

Number of Students who sat for General Examination

6,260 721 6,981

Number of students who passed General Examination

6,010 627 6,637

Percentage of Students who passed General Examination

96% 87% 95%

Source: Annex 1: Statistical Data for the Secondary Education Level 5.4. Teaching Staff

Teachers in teacher training institutions play a vital role in imparting knowledge, skills and values to future teachers who in turn will help shape the minds of the young citizens of the country. Table 5.7. shows the distribution of teaching staff according to the type of institute.

Table 5.7. Teacher Training and Fine Arts Staff by Type of Institution42

Type Number Of Teachers CTIs 309

TTIs 2,396

Fine Arts 477

Tourism Institute 11

TOTAL 3,193

Source: Annex 1: Statistical Data for the Secondary Education Level The survey data reveals that at least 2,705 teacher trainers were working in the teacher training institutions, the majority in the five year institutes. Comparing this figure with the student enrolment in TTIs and CTIs (52,891) suggests a student/teacher ratio of 20. There was approximate gender parity with 47% male staff and 53% females. There was a slight predominance of women in the TTIs and Fine Arts Institutes (52% each); while male teachers constitute 53% of the staff of the Central Teachers Institutes.

5.4.1. Qualifications

A majority of staff of the teacher training institutions hold bachelors degrees (66% of those for whom information on qualifications was provided), while a further 0.2% had a Post Graduate Diploma, 12% a Masters Degree, and 3% a Ph.D.43 At least 28 teachers did not

41 Data from the 3 Northern Governorates were not available 42 Some institutes did not record the number of teachers when completing the survey questionnaire. Hence the true number is somewhat higher than shown here 43 In contrast, the education faculty in the universities mostly hold postgraduate qualifications, - 28% with doctorates, 44% with master’s degrees; and 28% with a bachelor’s degree.

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hold a university degree and should be helped to upgrade their educational qualifications to meet this requirement.

Table 5.8. Highest Educational Qualification of Graduate Teachers at Teacher Training Institutions and Fine Arts Institutes, by Gender and Governorate44

PhD Master Bachelor Male Female Total Male Female Total Male Female Total Anbar 1 0 1 8 9 17 25 130 155 Basrah 3 3 6 18 28 46 65 149 214 Muthanna 0 0 0 0 0 0 18 28 46 Qadissiya 2 0 2 8 1 9 65 64 129 Sulaymaniyah 0 0 0 3 2 5 75 40 115 Babylon 0 0 0 1 6 7 37 63 100 Baghdad 32 26 58 40 71 111 132 353 485 Dahuk 1 0 1 3 0 3 55 56 111 Thi-Qar 1 0 1 2 0 2 45 46 91 Diyala 0 5 5 10 21 31 7 77 84 Erbil 1 0 1 17 6 23 78 62 140 Kerbala 3 0 3 4 0 4 44 10 54 Tameem 0 3 3 16 3 19 51 46 97 Missan 0 0 0 1 6 7 27 41 68 Ninewa 20 6 26 46 33 79 40 54 94 Wassit 3 0 3 1 1 2 50 73 123 Najaf 0 0 0 11 0 11 48 53 101 Salah Al-Din 2 1 3 11 5 16 10 101 111

Total 69 44 113 200 192 392 872 1446 2318 Source: Annex 1: Statistical Data for the Secondary Education Level

5.4.2. Professional Development and In-service Training of Trainers

The survey indicated that only a minority of the institute staff had participated in in-service training courses since January 1998. A reported 477 (15%) participated in in-service training courses in teaching methods in their respective subject specialization; 162 (5%) in general teaching methods; 124 (4%) in educational psychology; 74 (2%) in school administration; and 192 (6%) in other training areas. Information is not to hand on the quality of the training received. Recent UNESCO experience in Northern Iraq indicated, however, that there was limited understanding among many teacher trainers about modern approaches to pedagogy. A massive retraining of teacher trainers will be needed to update their teaching methods and subject knowledge. Training in education for life skills, tolerance and active citizenship is also recommended. Educational counselling is another area that the Ministry may wish to consider, given the need for teachers and school children to cope with social change and economic development. It is also crucial that institute principals benefit from training in planning and management as well as new teaching methods. Professional development for the staff of teacher institutes may be coordinated with that of the education faculties in the universities. There is a need for renewal of pedagogy at both primary and secondary level, and new curricula at both levels should reflect modern child-centred active learning approaches. Hence education faculty, who will play an active role in curriculum change, textbook development, and teacher training for the schools, need training in interactive teaching methods, as well as education regarding the psychosocial needs of students, life skills and educational counselling. It is significant to note that not all these staff graduated from education faculties. Many of them graduated from other

44 This question was not answered for all staff

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faculties such as sciences, social sciences, mathematics, business administration and management.

5.5. Curriculum

Teachers’ Training Institutes offer five-year training; three years of general education and two years of study in specific subjects. Students specialize in one of the following fields: Islamic Studies; Arabic Language; English Language; Mathematics and Sciences; Physical Education; or Fine Arts. Central Teacher Training institutes offer two years of study in one of these fields. Fine Arts Institutes offer three years of general education and two years of study in Fine Arts.

In the first 3 years of study, all TTI students take a total of 36-37 classes that include Islamic Education, Koran Reading, Arabic Language, English Language, Kurdish Language, General Science, History, Geography, Civic/National Education, Principles of Education, Educational Research, General Psychology, Teaching Method, Primary and Adult Education, Child Psychology, Physical Education, Fine Art and Calligraphy, Family Education, Agriculture, Mathematics. In years 4 and 5, the curriculum includes Civic/National Education, Physical Education, Teaching Methods, Public Health and general subjects, such as Teaching Method in an Islamic Education Environment, Evaluation and Measurement, Educational Counselling, Educational Psychology, Administration and Supervision. The curriculum of Central Teacher Institutes is similar to that of the 4th -5th years of Teacher Training Institutes. The curriculum for Fine Arts Institutes is similar to that for the Fine Arts specialization in TTIs.

In general terms, the teacher education curriculum is highly centralized. Curricula and textbooks for all subjects are centrally produced by the Ministry of Education. However, the teacher education curriculum needs renewal, in line with new school curricula and a more child-centred or constructivist pedagogy. A first step is training of trainers who can introduce new teaching methods and values to the staff of the teacher institutes. Trainers and curriculum experts need exposure to international developments in the field of teacher training, leading to the development of a new pre-service teacher training curriculum and a new generation of textbooks. These developments will need to be linked with the renewal of curricula at the university faculties of education.45

5.6. Textbook and Other Teaching –Learning Materials

Availability of textbooks is a problem in the teacher training institutions. Students in 82 (76%) of the TTIs were stated to have access to textbooks, of which 15 stated that their students were sharing textbooks (2 – 4 students per textbook). The situation was similar in CTIs, 20 of which indicated that their students had access to textbooks, of which 7 mentioned sharing of textbooks. Most institutes required students to return their textbooks

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At present, the students in these faculties specialize in a particular subject such as English, Arabic language, History, Geography,

Sociology and Anthropology, Psychology, Home Economics, Children and Kindergarten, Computer Science, Islamic Studies, Biology,

Chemistry, Physics, Mathematics, and Kurdish Language (in the north).

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at the end of the academic year. The survey data, albeit incomplete, indicated an average textbook-student ratio of 1 : 5.

Before the war, the Education Ministry periodically supplied textbooks to the institutes. Complementing the efforts of the government was the initiative of families to buy textbooks for their children. Photocopying of textbooks was also prevalent; during the 12 years of economic sanctions the government could not buy textbooks from abroad. The Oil for Food Programme had provided some assistance, however, in procuring textbooks for teacher training institutions. Clearly there is an urgent need to equip all teacher training institutions with new textbooks.

5.7. Open College of Education

In order to encourage primary school teachers to upgrade their qualifications through distance education, an Open College of Education was established in Baghdad in 1998, with campuses in 8 governorates and a central campus in Baghdad. The College is affiliated to the Ministry of Education and received technical guidance from the Ministry of Higher Education and Scientific Research.

Before the conflict in March-April 2003, the College was self-financed and students had to pay tuition fees. However, after the conflict, the College was supported by government funding.

The target groups of the Open College are primary education teachers with a diploma from a two year or five year teacher training institute, primary education teachers with only a diploma from Preparatory school, and primary education teachers with a university degree in a non-teaching-related subject. Students are expected to continue their work as primary school teachers after graduation. The College began enrolling students in 2000/2001. The number of satellite centres increased from 8 in 2000/2001 to 15 in the next academic year.

The College offers a four-year distance education programme in 9 subject areas: Islamic Studies, Arabic Language, Mathematics, Physics, History, Physical Education, Art Education and Educational Psychology, leading to a bachelor’s degree in education.

The Open College of Education had 9,051 students at the beginning of the 2002/03 academic year, attached to 15 satellite centres. Fifty percent of the students were female. The distribution by subject specialization was as follows:

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Table 5.9 Enrolment of Students at the Open College of Education, 2002/2003, by Subject of Study

Students Percentage Topic 1,780 19.6% Islamic Education 1,692 18.7% Arabic Language 1,229 13.6% English Language 1,237 13.7% Mathematics

260 2.9% Physics 1,594 17.6% History

626 6.9% Physical Education 368 4.1% Art Education 265 2.9% Education and Psychology. Source: Ministry of Education, 2003

The curriculum of the Open College is similar to that of the education faculties at the universities. The organization of its teaching/learning, however, is quite different. Students are given packages of learning materials for self-study. In addition to self-study, students have to attend 4 – 6 hours of lectures per week. The courses are organised in modules. In the case of students with English major, for example, students have to complete about 10 modules per year or about 40 modules over 4 years. Examinations are organized twice a year. According to information supplied to the UNESCO team, there were 49 faculty members at the Open College of Education, Baghdad, of whom two-thirds (67%) were women. Regarding the qualifications of teaching staff, 13 (26.5%) had PhD, while 36 had master’s degrees.

During the conflict, the college infrastructure was affected by looting and arson. Two English-language laboratories, two computer laboratories, a television system and a complete recording and montage system were all looted. In addition, the Arabic Encyclopedia Library, an affiliate of the Arab League Educational, Scientific and Cultural Organization (ALESCO), was completely looted, including its holding of the best Arabic encyclopedias. All student desks and office furniture were looted, together with all the College documentation. Moreover, there was considerable damage to the college building. In one of the first-floor rooms, a reinforced concrete slab had been badly affected by the extreme heat of burning, causing a visible deflection. Windows were broken and all the rooms were without doors, air-conditioners or ceiling fans. The building had no electricity at all, with the circuit breakers having been looted and installation wires having melted in the fire. This represents a real set-back to the process of teacher education and training, which must be remedied as a matter of urgency.

5.8. Institute of Educational Training and Development

The Education Ministry established the Institute of Educational Training and Development in 1984, with the following objectives:

(1) organizing in-service training programmes periodically for teachers, educational administrators, and other education staff

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(2) preparing outlines and printed materials for local training programmes (organized at the level of each governorate)

(3) participating in the preparation of textbooks, educational materials, and educational programmes.

In 1989, the Institute trained 7,265 active teachers and educational administrators and organized 242 in-service training programmes. However, the number of in-service training programmes decreased during the 1990s, due to resource constraints.46

In order to fill the gap, UNICEF supported some in-service teacher training in the Centre and South of Iraq. In the 3 Northern governorates, UNESCO and UNICEF organised several in-service teacher training sessions, in co-operation with the local authorities. From January 1998, 29,255 teachers of secondary education, vocational education, and teacher education, participated in different in-service training courses supported by UNESCO. Of those who attended the in-service course, 12,322 (42%) were males and 16,933 (58%) were females. The majority of the trainees attended courses in the sciences (41%), languages (29%) and social sciences (9%).

5.9. Infrastructure

Except for the 3 governorates in Northern Iraq, all governorates indicated that teacher training institutes were affected by the March-April 2003 conflict.

Survey respondents indicated that 40 school buildings operated on single shift; thus, leaving the remaining 55 buildings for 110 institutes operating on double shift arrangements (see Table 5.3 above). The situation was acute in Sulaymaniyah, Erbil and Kerbala where 100% of teacher training institutions operated on double shifts. Based in these figures, it can be estimated that the 150 teacher training institutions and fine arts institutes were housed in at least 100 buildings (more than 100, if some of them shared the premises with institutions that were not in this category).

5.9.1. Physical Condition

Survey respondents indicated that out of the 150 institutes, only 41 (27%) had the use of buildings that were in good condition. Fifty six (37%) were in buildings that were partially damaged, 31 (21%) in buildings that were seriously damaged, and 22 (15%) in premises that were considered seriously unsafe. A total of 77 war-related incidents were reported by survey respondents, in 15 governorates. (There may have been some double-counting if different respondents shared the same building.) Looting was most common (55 reported incidents), followed by burning (12) and bombing (10). It was also reported by 31 institutes that they were used by the military as barracks following the war. Baghdad reported the highest number of incidents: 16 reports of looting, 5 of bombing and 12 of torching. Second was Basrah with 7 looting and 3 torching incidents. These events have destroyed most of the school furniture and equipment of the affected institutes.

46 UNESCO, 2000.

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Table 5.10 Number of Teacher Training Institutions and Fine Arts Institutes Reporting War-related Incidents, by Governorate

War damage Yes War damage No Used by military Looting Burning Bombing # % # % # % # % # % Anbar 2 25.0 6 0.0 1 12.5 0.0 0.0 Basrah 10 71.4 4 6 42.9 7 50.0 3 21.4 0.0 Muthanna 1 33.3 2 0.0 1 33.3 0.0 1 33.3 Qadissiya 3 60.0 2 0.0 3 60.0 3 60.0 1 20.0 Sulaymaniyah 0.0 5 0.0 0.0 0.0 0.0 Babylon 3 50.0 3 3 50.0 3 50.0 0.0 0.0 Baghdad 20 66.7 10 11 36.7 16 53.3 3 10.0 5 16.7 Dahuk 0.0 7 0.0 0.0 0.0 0.0 Thi-Qar 2 25.0 6 2 25.0 2 25.0 0.0 0.0 Diyala 5 38.5 8 1 7.7 3 23.1 0.0 0.0 Erbil 0.0 8 0.0 0.0 0.0 0.0 Kerbala 3 75.0 1 2 50.0 3 75.0 2 50.0 0.0 Tameem 2 40.0 3 2 40.0 2 40.0 1 20.0 0.0 Missan 2 50.0 2 0.0 2 50.0 0.0 0.0 Ninewa 4 80.0 1 0.0 3 60.0 0.0 1 20.0 Wassit 7 58.3 5 2 16.7 5 41.7 0.0 1 8.3 Najaf 2 40.0 3 0.0 2 40.0 0.0 0.0 Salah Al-Din 5 55.6 4 2 22.2 2 22.2 0.0 1 11.1 Total 71 47.0 80 31 20.5 55 36.4 12 7.9 10 6.6

Source: Annex 1: Statistical Data for the Secondary Education Level

5.9.2. Laboratories/specialized teaching rooms

Teacher training institutes need space for laboratory activities, since it important that future teachers learn real science rather than memorising experiments from their textbooks. Respondents to the survey reported the use of only 31 science laboratory rooms, 12 computer rooms and 17 language laboratories. This is grossly inadequate considering the number of teacher training institutes notwithstanding the significance of the institutes in preparing the future teachers of Iraq. The number of governorates that were reported to have no specialized teaching rooms in any of these institutions was as follows: Physics lab, 10 governorates; Chemistry lab, 13; Biology lab, 12; Computer lab, 9; and, Language lab, 7. Table 5.11 shows the limited availability of specialized rooms:

Table 5.11. Availability of Specialised Rooms for Use by Teacher Training Institutions and Fine Arts Institutes

Available Not Available Physics Laboratory 11 139 Chemistry Laboratory 7 143 Biology Laboratory 6 144 General Science Laboratory 7 143 Language Laboratory 17 133 Computer Laboratory 12 138 Gymnasium 2 148

Source: Annex 1: Statistical Data for the Secondary Education Level

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Note: Non-availability was estimated by deducting the number available from the total number of institutes. If some of these institutes share premises then the numbers of available and non-available rooms are over-estimated. There is a need for one or more science laboratories in almost all the teacher training institutes, together with over 100 computer rooms, language laboratories and gymnasia for physical education classes. In addition to constructing these specialized teaching rooms, the provision of their specialised furniture and equipment is essential. The data on libraries is very discouraging, with only 21% of the institutes reporting that they have functioning libraries. As many as 7 governorates apparently had no teacher training institute with a functioning library. In Baghdad, only 3 among the 30 institutes were reported to have a library. At least 80 institute buildings thus require establishment of a library. In addition to constructing the space for a library, it is essential to furnish it and provide reference materials and computers, as well as other equipment such as photocopiers.

5.9.3. Equipment and Furniture

Looting and arson in the aftermath of the conflict seriously affected about half of the teacher training and fine arts institutions. The Ministry of Education indicated that there were approximately 12 classrooms per institute. After the rehabilitation of the estimated 36 buildings in very poor or unsafe condition, or substitute buildings, there will be a need for refurbishing and equipping of some 432 classrooms. Each will require a teacher’s desk, table, blackboard, cupboard and some 30 school desks. This is in addition to the provision of a chair, desk and table for the head teachers and a set of tables and chairs for the staff room. Some additional furniture will also be required for buildings in good or ‘partially damaged’ condition. The workshops, laboratories, computer labs and other specialised rooms will have to be fitted with the corresponding furniture and equipment. Given the length of time during which equipment and spare parts were not available, it will be safest to assume that all these rooms need a new set of standard equipment. This means provision of a complete set of science laboratory or workshop equipment, computers and audio-visual and language laboratory facilities, as appropriate. Laboratory and workshop equipment are essential for the practical component of vocational schooling.

5.9.4. Utilities

The problem of availability of water supply, sewerage connection and electricity is similar to that noted in chapters 3 and 4. The survey reveals that out of the 150 institutes, only 49% had access to running water, while 19% had access to other sources of water (of unknown quality). While half the institutes were in premises that had sewage connections, only 17% had functional latrines. It is necessary, therefore, to ensure that clean drinking water for the students and staff of the teacher institutes, and to repair latrines as a matter of urgency.

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Table 5.12. Water and Sanitation at Teacher Training Institutions and Fine Arts Institutes

Total Schools

Access to running water

Access to other water sources

Latrines connected to the sewage

network

Functional Latrines

# % # % # % # % Anbar 8 4 50.0 2 25.0 5 62.5 1 12.5 Basrah 14 0.0 2 14.3 1 7.1 0.0 Muthanna 3 0.0 0.0 1 33.3 1 33.3 Qadissiya 5 1 20.0 2 40.0 1 20.0 0.0 Sulaymaniyah 5 3 60.0 2 40.0 5 100.0 3 60.0 Babylon 6 5 83.3 0.0 4 66.7 2 33.3 Baghdad 30 16 53.3 3 10.0 22 73.3 6 20.0 Dahuk 6 6 100.0 0.0 5 83.3 3 50.0 Thi-Qar 8 3 37.5 2 25.0 3 37.5 0.0 Diyala 13 7 53.8 2 15.4 7 53.8 1 7.7 Erbil 8 5 62.5 3 37.5 3 37.5 0.0 Kerbala 4 3 75.0 1 25.0 2 50.0 1 25.0 Tameem 5 4 80.0 1 20.0 4 80.0 2 40.0 Missan 4 2 50.0 2 50.0 1 25.0 1 25.0 Ninewa 5 5 100.0 0.0 5 100.0 3 60.0 Wassit 12 7 58.3 0.0 1 8.3 0.0 Najaf 5 0.0 4 80.0 0.0 0.0 Salah Al-Din 9 2 22.2 2 22.2 5 55.6 2 22.2 Total 150 73 48.7 28 18.7 75 50.0 26 17.3

Source: Annex 1: Statistical Data for the Secondary Education Level

91% of the institutes reported access to the main power grid for electricity, but only 6% were receiving continuous power and 80% received intermittently.

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6. HIGHER EDUCATION

Iraq is proud of its traditional role as a regional centre of learning, as was demonstrated in 1963 when one of the most prestigious universities of the country was named after the traditional “Mustansiriya” school that had been founded in Baghdad in 1280. At the time of writing this report, Iraq’s higher education system comprises 20 universities and 47 technical institutes, under the general management of the Ministry of Higher Education and Scientific Research (MHESR).47 There are also about 10 private colleges, offering studies in computer science, business administration, economics and management, which have not been covered in the present survey. Modern universities in Iraq were established in the second half of last century. Iraq’s first and largest university, Baghdad University, was founded in 1957, uniting several colleges that had been established earlier, including the College of Law (founded 1908), the Higher Teachers' Training College (1923), the College of Medicine (1927), the College of Pharmacy (1936) and the College of Engineering (1942).48 During the 1960s, five more universities were established, namely the University of Technology and the Al-Mustansirya University in Baghdad as well as the universities of Basra, Mosul and Sulaymaniyah. The development of higher education during the 1970s was characterised mainly by the creation of technical institutes. At the beginning of this development (in 1969), they were part of the University of Baghdad, but they soon received an independent status (1972). This reflected the immense demand for qualified technicians and workers created by the booming oil industry at that time. During the last 20 years, the official policy of establishing a university in each governorate has led to a considerable quantitative expansion, with 14 new universities. Two of them, those in Thi-Qar and Kirkuk were established as recently as 2002 and Wassit in February 2003. 49 The oldest universities remain the largest and most renowned. The establishment of new universities was based mainly on the need to meet the growing demand for higher education facilities and the principle of equitable geographical distribution. It corresponds with the international trend of expanding higher education. Nevertheless, quality assessments will be needed to assess the capacities and needs of these institutions.

47 The technical institutions are currently under the supervision of three governing bodies (see section 7.2). Additionally, two Commissions for postgraduate studies, one for Computers and Informatics, and one for Medical Specialisations, are under the supervision of MHESR. These institutions were previously tied to the office of the president, as was also the case for two universities, Al-Nahrain and Islamic University, and the Iraq Academy of Science. 48 See: “ Efforts made by Higher Education in Iraq to follow up the implementation of the Decisions of the International Conference on Higher Education, held in Paris 1998”. 49 The Open College of Education, which is described in the previous chapter, is under the administrative responsibility of the Ministry of Education, but the MHESR advises on the scheme of studies.

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6.1. University Education

The UNESCO survey reveals that the 20 universities of Iraq that existed in August 2003 had some 200 colleges with about 800 departments and 28 specialized institutes or research centres. This is in addition to the Commission for Computers and Informatics (CCI),50 offering specialized courses for postgraduate students. Baghdad University had 23 colleges, while some recently established universities had only three or four.51 As shown in Table 6.1 below, 5 universities and 13 research centres were concentrated in Baghdad. Only 2 governorates, Muthanna and Missan, did not have universities, mainly due to geographical conditions. Muthanna is largely desert and Missan is marshy, leading to low population and minimal economic activities. Except for Baghdad, which is the capital of the country, the universities catered mainly to the higher education needs of their respective constituents. Specialized institutes and research centres were concentrated in the largest and most developed universities such as Baghdad, Basrah, Mosul and Mustansirya.

Table 6.1. Iraqi Universities, Location, Year of Foundation, Number of Colleges and Institutes/Centers per Governorate

Governorate/ City of Location Name of University Year of

Foundation Number of

Colleges

Number of Institutes/ Research

Centers Anbar/Ramadi Anbar 1987 11 -Babylon/Hilla Babylon 1988 11 2Baghdad/Baghdad Al-Nahrain 1988 6 1Baghdad/Baghdad Baghdad 1960 24 5Baghdad/Baghdad Commission for Computers

and Informatics 1972 1 1

Baghdad/Baghdad Islamic Studies 1989 3 -Baghdad/Baghdad Mustansiriya 1963 10 5Baghdad/Baghdad Technology 1960 13 1Basrah/Garmat Ali Basrah 1967 14 6Dahuk/Dahuk Dahuk 1992 9 -Diyala / Ba'qubah Diyala 1995 6 -Erbil/Erbil Salah al-Din 1981 15 -Kerbala / Kerbala Kerbala 1987 4 -Missan - - - -Muthanna - - - -Najaf/Najaf Kufa 1987 7 -Ninewa/Mosul Mosul 1963 18 7Qadissiya/Diwaniyah Diwaniyah 1987 9 -Salah al-Din /Tikrit Tikrit 1988 11 -Sulaymaniyah/Sulaymaniyah Sulaymaniyah 1968 18 -Taameem/Kirkuk Kirkuk 2002 4 -Thi-Qar/Nasiriyah Thi-Qar 2002 4 -Wassit/Al-Kut Wassit 2003 3 -Total 201 28

50 The National Computer Centre was established in 1972 and it was under the responsibility of the Ministry of Planning until 1997 when it was shifted to the Ministry of Higher Education. It offered ICT courses for postgraduate students and short-term courses for the public. 51 The University of Technology in Baghdad differs from other universities in its nomenclature, referring to what would be ‘colleges’ in other universities as ‘departments’. For the purposes of the present study they are treated as colleges.

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Source: Annex 2: Statistical Data for the University Level

6.1.1. Structure and Management

All universities are under the authority of the MHESR. Discussions with higher education administrators indicated that the structure of the Ministry might change in the coming months. A major structural challenge, noted by several respondents in Baghdad and Northern Iraq, will be to deal with the former de facto existence of 2 different administrative and political systems in Northern Iraq during recent years.52 Elsewhere, the administrative structure was highly centralized. The implications for structures, content of studies, selection of staff and students and inter-university relations have to be reviewed, to ensure higher efficiency and build a spirit of national unity. At the university level, deans of colleges constitute the University Board, together with a representative of the academic staff and representatives from Ministries relevant to the specialization of a university (e.g. the Ministries of Industry, Reconstruction or Health) and/or deans of colleges in other universities with identical or similar studies. In some universities, a student representative has a seat in the Board.53 One main demand from all higher education personnel interviewed for this study was for more autonomy of higher education institutions. This should be one of the issues to be taken into consideration when restructuring, updating and prioritization of teaching and research activities inside Iraq are envisaged, in order to guarantee more flexibility and to facilitate the reintegration of Iraqi scholars into the international academic community.

6.1.2. Fields of study

The major fields offered by the universities are: Education, Arts, Law, Social Sciences, Administration, Economics, Pure and Natural Sciences, Engineering and Technology, Medical Sciences, Veterinary Medicine, and Agriculture. Education is offered in nearly every university (17 out of 20), followed by the traditionally highly regarded studies in law (14), engineering (14) and medicine (13). All universities with the exception of the University for Islamic Studies offer basic subjects in sciences. In the field of education, there are 24 education colleges preparing teachers for secondary schools, 7 teachers colleges preparing teachers for primary schools and kindergarten, and 7 colleges for physical education. Five colleges are only for girls. Baghdad University has different education colleges for arts (Ibn Rushd) and sciences (Ibn Al-Haitham). Only the University of Technology has a specialized college for technical education, which trains teachers for vocational schools and technical institutes.

52 Prior to the regime change in April 2003, the University of Suleimaniyah (Suleimaniyah Governorate) was under is own ‘ministry of higher education and scientific research’; while the University of Salahaddin (Erbil) and University of Dohuk (Dohuk) were under a Council for Higher Education, which reported to the Council of Ministers based in Erbil Governorate. 53 The Dean is responsible for overseeing the operation of a college, including the implementation of the academic programmes, and is supported by Assistant Deans, who manage the administration, student affairs, personnel and scientific affairs. The administrative units in a college comprise registration, personnel, financial/accounting and legal affairs. Special units were created to deal with specific needs in each university such as the Certificate and Consolidation Unit at the University of Mustansirya, a Planning and Information Unit and a Scientific Performance Unit at the College of Computers and Mathematics, University of Mosul. Most universities have their own engineering support unit for maintenance and warehouses.

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The typical subjects at educational colleges are Arabic, English, History, Geography, Biology, Chemistry, Mathematics and Physics. Educational and psychological studies are offered as major subjects in 12 of the educational colleges, and computer sciences in 11. The Kurdish language is taught only in the 3 educational colleges in the North, i.e. in the universities of Salah al-Din, Sulaymaniyah and Dahuk. Islamic education and methodology of teaching Quran are offered in 4 education colleges. The standard subjects of physical education colleges include individual games, team games and theory. Baghdad University has a different approach to physical education, dividing its departments into teaching methods, training and recreation. Subjects offered by the 6 teachers colleges differ from the subjects in colleges of education since the former specialize in basic education and kindergarten. Subjects like art education, special education, kindergarten and domestic education are offered only in these colleges. They complement the standard subjects of Arabic, English, Mathematics, Social Sciences and Physical Education. Among teachers colleges, Diyala and Sulaymaniyah Universities offer Computer Sciences. There are 16 colleges of law in Iraq’s universities, with two (Salah al-Din and Sulaymaniyah) offering law studies in evening courses. The range of study topics in law colleges includes public law, private law, criminal law, international law, law and politics and law and shari’a. Medicine is offered in 14 colleges of 12 universities (Baghdad University and Mosul have 2 colleges of medicine each). Allied fields of study are offered in 24 colleges, including 7 colleges of dentistry, 5 for nursing, 6 for pharmacy, and 6 for veterinary medicine. There are also 4 specialized research centres in Iraqi universities. Baghdad University covers the broadest range of core studies of all the medical colleges of the country (anatomy, biochemistry, community health, gynecology, medicine, microbiology, pathology, pediatrics, pharmacology, physiology, surgery) and also has a special computer centre for its medical colleges, a college for nursing, dentistry, pharmacy, a research centre specialising in embryo research and infertility treatment, and an institute of genetic engineering and biotechnology for postgraduate studies. It also has a College of Veterinary Medicine. Mosul University is second in having 6 colleges offering medicine and allied medical professions such as dentistry, pharmacy, nursing and veterinary medicine. It has also a unit for medical plant research as part of its college of pharmacy. Al-Mustansiriya University in Baghdad is another centre for medical studies with its colleges of medicine, pharmacy and dentistry and 2 medical research centres. The medical college in Bahrain University in Baghdad is equipped with very good medical equipment, including a library which has an access to electronic journals. The quality of its staff and students is highly regarded, and it has a good student-teacher ratio (with a maximum of 50 students per year). Until August 2003 it was the only university that had its own teaching hospital linked to the medical college.54 Engineering is also well developed in Iraqi universities. The University of Technology in Baghdad may be regarded as the leading centre for engineering studies, with 13 different colleges (originally named as departments) offering different engineering fields. In addition, 12 other universities offer engineering studies. The engineering fields that are 54 This hospital is now under the responsibility of the Ministry of Health. Cooperation with the hospital in training the students of the medical college is nevertheless continuing.

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offered by most of the universities are civil engineering (12, plus 4 departments called architectural engineering, 3 architecture departments and 1 department called building and construction), mechanical (12) and electrical engineering (11). There are 14 ICT- related engineering departments, like computer engineering, information technology, electronics and communication engineering, situated in the engineering colleges of 6 universities (Baghdad University, Basra University, Diyala University, Mosul University, University of Technology in Baghdad, Al-Nahrain University). The Commission for Computers and Informatics in Baghdad also offers an ICT-related engineering field. Other engineering fields offered are chemical engineering (6); material engineering (3); and mechatronics, industrial and environmental engineering (2 each). Specialized engineering studies are also offered such as air conditioning, automotive, aircraft, metallurgical, biomedical, surveying, nuclear engineering and aeronautics at Baghdad University, power technology and satellite communication at Diyala University, highway and transport engineering at Mustansiriya University, and marine engineering at Basrah University. It may be noted that in a country with some of the largest reserves of oil, courses in petroleum engineering and oil and gas refining engineering are only offered in two universities (University of Technology in Baghdad, and Baghdad University). Much of the training in these fields is handled by special institutes (located in Baghdad, Basrah and Kirkuk), attached to the Ministry of Oil. The Technical College in Basrah and the Technical College in Kirkuk specialize in fuel and energy technology. During the years of economic sanctions, the import of computers was restricted, and only 5 universities were reported as having special colleges offering computer engineering, software engineering, information systems, information technology and related subjects.55 However, 29 departments offering computer science were reported as part of the various colleges of science and education, and 8 computer science departments were reported in engineering colleges. Two universities (Anbar and Mosul) combined mathematics and computers in special colleges. In Mosul, the medical college has a special computer unit and its college of administration and economics offers management information system courses. Computer units were also reported in the college of commerce of the University of Sulaymaniyah and in the college of arts of Baghdad University. Courses on information systems are likewise offered in 6 universities while subjects on software development can be studied in Mosul, Salah Al-Din and Baghdad (University of Technology and Al-Nahrain). Four universities also reported having computer centres as common facilities for students. Additionally, the Commission for Computers and Informatics in Baghdad is specialized in computer studies, including information systems, computer and software engineering for postgraduate students and continuing education for employees of administrative units, industry and the community. Some universities have embarked on new academic frontiers such as remote sensing at the University of Baghdad and Mosul; atmospheric sciences at Mustansiriya; laser engineering units at Al Nahrain University and University of Technology; mechatronics at Baghdad University and the University of Technology; biotechnology centres at Nahrain and Baghdad University; and satellite communication at Diyala.

55 Technology University of Baghdad, University of Baghdad, Mustansiryah University, Basrah, Mosul, Anbar universities. The universities of Kufa, Wassit and the Islamic University did not report having computer studies.

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Iraq is famous for its tradition in agriculture and irrigation techniques, dating back to the era of Mesopotamia. Nowadays, 9 agriculture colleges were reported to be offering plant production, plant protection, animal production, agricultural economy, extension and machinery, field crops, food science and technology and soil and water studies. Due to geographical factors, a specialized department of fishery is part of the agricultural college in Basrah. Forestry is offered in Mosul and Dahuk and desert studies in Anbar. Mosul University has the only agricultural research centre in Iraq. Irrigation studies are offered in departments in 5 universities, as dams and water resources engineering in Anbar, water resource engineering in Dahuk, and irrigation and drainage engineering in Mosul, Sulaymaniyah and Baghdad universities. Environmental studies are also starting to take shape. Pioneers in this field are Baghdad University and Mustansiriya University, with their departments of environmental engineering; Diwaniyah University, which set up an environment unit within its science college; and Mosul University, where an environment research centre has been established. The University of Babylon also reported to have an environment centre. Mass media and communication courses are offered at the University of Baghdad., including studies in the fields of print journalism, radio and TV and public relations. Journalism is also offered in the humanities department of Sulaymaniyah University, concentrating on journalism in Kurdish and for the Kurdish population. Another interesting observation from the survey is that in a country known as the cradle of civilization and with scores of archaeological and historical sites, no university has a college of archaeology. Only 4 universities (Baghdad, Diwaniyah, Mosul and Sulaymaniyah) offer archaeology within their arts colleges. Mosul has a department specializing in cuneiform script. Thi-Qar University offers courses in history of civilization in its education college. Islamic studies are offered at the University of Islamic Studies in Baghdad (until April 2003 this university was named Saddam University of Islamic Studies), in a college of Islamic Studies at Baghdad University, and colleges of shari’a or shari’a and law at Salah Al-Din University in Erbil and Sulaymaniyah and Dahuk Universities. Additionally, Islamic studies or methods to teach the Quran are offered in several colleges of education or teacher colleges (Mosul, Baghdad and Mustansirya universities), colleges of historical studies (Basra) and in humanities (Diwaniyah and Sulaymaniyah). Only Baghdad University reported a diversified language college, teaching the main European languages (English, French, German, Spanish, Italian, Russian) as well as Persian, Turkish and Hebrew. Mosul and Mustansiriya each have a department for ‘translation’ in their arts college. Most universities offer only Arabic and English in their colleges of education, teachers colleges or colleges of arts (there are 27 departments for Arabic and 32 for English). Kurdish is taught only at the 3 northern universities (Salah al-Din, Sulaymaniyah and Dahuk). French is also taught not only in the language college at Baghdad University but also in the arts colleges of Mosul and Mustansiriya Universities. Persian language is offered in the College of Arts of Salah al-Din University in Erbil besides Baghdad University. Only Mustansiriya University has a special institute for teaching Arabic to foreigners. Arabic is also offered at the Islamic University in its college for Quran studies.

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Mosul and Mustansiriya universities offer librarian studies in their colleges of arts. Sociology, philosophy, psychology and anthropology are offered in the colleges of arts of the universities in Baghdad, Mosul, Mustansiriya and Erbil and in the humanities college in the University of Sulaymaniyah and as subjects in education colleges. The fine arts colleges in the universities of Babylon, Baghdad, Basrah, and Sulaymaniyah have departments offering theatre, plastic arts and music. Sulaymaniyah offerings tend more towards traditional arts like painting and pottery. Baghdad University has departments for calligraphy, design and audio-visual arts. Only 3 universities have special colleges for political studies (Baghdad, Nahrain and Mosul) while 3 other universities (Basra, Salah al-Din and Dahuk) offer studies in political sciences within their colleges of law. The former Institute for National and Socialist Studies at Mustansiriya University has been renamed as “Higher Institute for Political and International Studies.” Colleges of Administration and Economics are rather well represented with 11 colleges in 20 universities. However, specialized research centres or institutes were reported only for economic studies in Mosul and for financing and banking in Baghdad University.

6.1.3. Access, duration and level of courses

Higher education is open to all students who have successfully completed the preparatory stage of secondary schooling. The application process is centralized at the MHESR. The Ministry defines the level of attainment needed for acceptance in special fields of study, based on the number of students and the ranking of the university (Baghdad, Mosul and Basrah were the 3 top-ranking universities). The highest gradings are required for medical studies and engineering. The placement system also considers other facts, like repetition of a year, knowledge of additional languages and the permanent residence of the student. One suggestion during the interviews with university staff was for universities to have more freedom to choose students and also to admit more foreign students. Universities offer first-degree courses mostly of 4 years duration. Veterinary medicine, pharmacy, dentistry and architecture require 5 years of studies; and, medicine 6 years. The survey showed that there are only a very limited number of special institutes for postgraduate studies, like those for laser sciences, urban and regional studies and biotechnology at Baghdad University, the Institute for Informatics in Baghdad or remote sensing at Mosul University. However, most universities offer courses leading to a master’s degree (2 years) and Ph.D. (3 years). Master’s degree programmes are offered in most fields such as in arts, exact and natural sciences, engineering and technology, medicine, dentistry and agriculture. Ph.D. programmes increased during the 1990s, partly due to the limited opportunity for studying abroad. The quality of these programmes is somehow contested by the Iraqi faculty, pointing to the shortage of qualified supervising faculty members in most of the fields and inadequate laboratory equipment. Nevertheless, internal training of faculty was the only way to overcome the shortage of qualified staff during the last decade.

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The system of separate day and evening studies is rather common in Iraqi universities. One third of the students are registered in evening studies, combining work with learning. Some universities have established centres for continuing education, like the University of Technology.

6.1.4. Enrolment

The UNESCO survey showed a total student enrolment of 251,175 from the 20 universities that responded to the survey questionnaire.56 57 Of these students, some 42% were women.58 With regard to the geographical distribution of students, the 5 universities in Baghdad accounted for about half (49%) of all university students. The distribution of students amongst these universities was very uneven, with 2 universities (Nahrain University and Islamic University) having less than 2000 students, while about two thirds of all students were at Baghdad University. The high reputation of the universities was given as the main reason for students flocking to these institutions, indicating a clear need for other universities to improve the quality of their teaching. But it may also be due to the wide range of academic disciplines and special study fields offered at Baghdad University. The universities of Basrah and Mosul with about 20, 000 students each were the next largest in enrolment. During the process of data collection, several academics articulated their doubts regarding the existence of small universities, like those of Wassit and Kerbala. Contradictory opinions were offered about the future of Al-Nahrain University, which is located just beside Baghdad University but has a different system and had different (very favourable) operating conditions until March 2003.

56 The CPA estimate for mid-2003 was 246,267.

57 This includes postgraduate students. Many respondents to the UNESCO survey did not give a breakdown by level of study. As an example, however, Salahaddin University in Erbil indicated that out of 1018 graduates of this university in 2001, 72 received a master’s degree and 4 graduated with a Ph.D.

58 Gender breakdown was not provided by most respondents. For the colleges which did provide this data, the proportion of female students was 42%.

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Table 6.2 below shows the distribution of students in the 20 universities and one ‘commission’. Two governorates where there was no university are not represented.

Table 6.2. Number of students in Iraqi universities

Governorate Name of University Number of Students (UNESCO survey)

Percent

Anbar University of Anbar 7 222 2.8 Basrah University of Basrah 18,422 7.4 Qadissiya University of Diwaniyah 9,412 3.8 Sulaymaniyah University of Sulaymaniyah 7,903 3.1 Babylon University of Babel 13 563 4.5 Baghdad Baghdad University

Mustansiriya University University of Technology University for Islamic Studies Al-Nahrain University Commission for Computer and Informatics

67 002 35,244 12,681 1,437 1 568 400

28.7 14.2 5.1 0.5 0.7 0.1

Dahuk University of Dahuk 3,347 1.3 Thi-Qar University of Thi-Qar 2,046 0.8 Diyala University of Diyala 5,572 2.2 Erbil Salah Ad-Din University 12,800 5.1 Kerbala University of Kerbala 3,979 1.6 Tameem University of Kirkuk 1,649 0.6 Ninewa University of Mosul 23,431 9.4 Al-Kut University of Wassit 4,270 1.7 Najaf University of Kufa 7,508 3.0 Salah Al-Din University of Tikrit 6,015 2.4 Total 251 175

Source: Annex 2: Statistical Data for the University Level, 2.Teacher/Student Ratio for Universities and Colleges

The 251 175 students in the 20 universities were enrolled in various fields of studies such as education, sciences, engineering, agriculture, law, social sciences, medicine and humanities. The distribution of students by fields of study as found in the survey is shown in Table 6.3.

Table 6.3. Percentage Distribution of Students by Fields of Study

Fields of Study Percentage Education 32 Sciences, engineering and agriculture 28 Law and social sciences 15 Medicine 12 Humanities 11

Source: Annex 2: Statistical Data for the University Level At 32% the proportion of students enrolled in educational colleges was high in comparison to other countries in the region: Egypt and Jordan had only 16% and 12% respectively59. The comparatively high figure of 28% of students in sciences, engineering and agriculture matched those in developed countries like France (25%), UK (29%) and Germany (31%),

59 For international comparative figures see: UNESCO Statistical Yearbook, 1999, pp. 470-473. Iraq was not included in these statistics.

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and its regional neighbours like Jordan and Syria (27% each), but was remarkably higher than in Egypt (15%) or Saudi Arabia (17%). Despite the difficulties regarding import of computers and software, about 12,000 students were studying computer sciences, computer engineering, software engineering or information technology within these colleges in 2002/2003. Furthermore, the Commission for Computers and Informatics (CCI) trained about 400 post-graduate students (from 1-3 years duration of studies) in computer systems applications and networking, including e-libraries, e-learning and tele-conferencing, as well as software applications.

6.1.5. Efficiency and quality

In higher educational institutions, which are much more complex and different from each other than schools, indicators of internal efficiency such as rates of repetition of courses and survival rates by grade or year are not easily available and were not included in the survey analysis.60 61 In the questionnaire, few colleges answered the question on the percentage of students who were successful in the final examinations. However, the interviews with staff indicated that the success rate of students in medicine and law colleges was higher than that in education colleges. The success rate was also higher for those pursuing master’s degrees and Ph.D studies. Data on external efficiency, notably employment of students after graduation was also not available. Education officials stated that graduates have difficulty finding work particularly in an environment where economic sanctions had been imposed. The experience of the Oil for Food Programme shows the mismatch between graduates’ qualifications and the employment market, with engineering graduates sometimes working as drivers or clerks. This was corroborated in a UNESCO labour market study conducted in Sulaymaniyah governorate which showed mismatch in many occupations. Employability of students after graduation will be an important quality indicator for universities in the years ahead. Besides the formal efficiency criteria given above, the situation in the educational sector in Iraq in general, especially the availability of qualified teachers, was raised constantly in discussion meetings, such as the stakeholders’ meeting in higher education for the UNDG/World Bank report in August 2003. Teacher availability is a very complex matter that has different elements (motivation related to level of salaries, social reputation, working conditions etc.) For the higher education sector, where the majority of future teachers are educated, the following problems were raised during the discussions as well as in interviews:

• Education colleges were getting students with weaker performance than other colleges especially those of medical and engineering.

• The importance of education science has always been underestimated • New methodologies in teaching, particularly methods that promote creativity and

practical experience are urgently needed 60 The CPA reported that over 90% of the university undergraduate students had successfully completed the academic year 2002/03, registering a repetition rate of about 10 percent. MHESR Weekly Update, 19 July 2003. 61 49,036 students graduated out of the 79,109 new students admitted in 1996/97, indicating a survival rate of 62%. MHESR Official Statistics, 2002.

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• International exchange is needed for staff to get acquainted with actual trends in education

• New structures and courses might be considered for the educational colleges, such as offering special education studies mainly at the master’s degree level for graduates of colleges of arts and sciences.

The educational colleges clearly need special attention in the process of restructuring and renewal of the higher education system aimed at improving initially the quality of future teachers, given the importance of education in the emerging knowledge-based society. Some observers consider that the number of educational colleges might have to be reduced, in order to raise the quality of their output. Al-Nahrain University is a special case, having received favourable treatment under the previous regime, being directly attached to the Presidential Office. It was the only university that had admission examinations strictly based on scientific performance, accepting only a very limited number of students yearly (25 in each department at the engineering college and only 50 at the college of medicine). Only Ph.D. holders were employed to teach and the student-teacher was only 7. The percentage of post-graduate students (about 25 % of all students) was high. Teaching was based on the American credit hour system (the only university in Iraq to use this system). The university had a special budget, which allowed procurement of high quality equipment. Al-Nahrain had a well-equipped hospital attached to the medical college, and centres for biotechnology, laser engineering and informatics. The university had a well-developed system of publications and libraries (including access to electronic journals). The University of Al Nahrain did not allow any repetition. Students who did not reach the minimum of 65% in examinations had to transfer to other universities. But such cases were rare, due to the quality of students, teaching methods and learning environment. This university certainly meets the criteria of a centre of excellence. Nevertheless, its existence is contested by many academicians from other universities, not least because it was attracting the best teaching staff, which was viewed as creating problems for the other universities. In view of the heated discussions on the pros and cons of an elite university like Al Nahrain, it will be important to reach a balanced decision on its future status. Until recently, students usually stayed in the same college for the whole period of studies. The study programme was organized by the university and inter-action between universities and colleges was reduced to exchanges of staff mainly. Mobility of students during their studies, inside the country as well as to universities abroad, will have to be taken into consideration or to be revived when restructuring the higher education sector, especially given the need to catch up on international developments in the various fields of study. This will require new frameworks, accreditation systems, and decisions regarding specialization of universities, as well as the provision of scholarships.

6.1.6. Academic Staff

Out of the 19,112 university teaching staff reported in the survey, an estimated 56.5% were males and 43.5% females. Faculty members were concentrated in Baghdad, which accounted for more than 37% of all higher education teaching force in the country. This is somewhat a little less than the concentration of students, of whom 43% were in Baghdad.

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Table 6.4. Number of Faculty Members by University by Governorate62

University Name Total Total Female Total Male Teacher-Student Ratio

Anbar 800 216 584 8 Babylon 882 343 539 13 Baghdad 3962 2004 1958 17 Basrah 1898 888 1010 8 Diyala 442 189 253 13 Diwaniyah 658 294 364 14 Islamic University 36 0 36 40 Dahuk 277 n.a. n.a. 12 Kerbala 264 138 126 7 Mosul 2935 1148 1787 10 Kirkuk 60 n.a. n.a. 27 Kufa 410 n.a. n.a. 18 Mustansiriya 1584 853 731 22 Salah Al-Din 1427 596 831 10 Sulaymaniyah 489 n.a. n.a. 16 Technology 1267 543 724 10 Thi-Qar 227 89 138 9 Tikrit 1084 330 754 6 Wassit 99 22 77 43 Al Nahrain 275 106 169 7 Iraqi Com for 36 10 26 11

Total 19,112 7769 10107 13 Source: Annex 2: Statistical Data for the University Level

6.1.6.1. Student-Teacher Ratio

The average student-teacher ratio in university education was found to be 13 students per teacher. This was more favourable than in the neighbouring countries of Jordan (30) and Saudi Arabia (20). However, there were extreme variations amongst Iraqi universities. For example, the University of Wassit and the Islamic University had high ratios of 43 and 40, respectively. Others, such as the University of Tikrit and Al Nahrain University, had low student-teacher ratios of 6 and 7 respectively. Except for the Islamic University, the universities in the Baghdad area had intermediate student-teacher ratios: Baghdad University (17), University of Technology (10) and University of Mustansiriya (22). The average student-faculty ratio at the University of Technology was similar to the international standards of between 7 and 10 for engineering, sciences and medicine.63 There were also extreme differences in the student-teacher ratio according to the field of study. Favourable ratios were found in medicine (6) and agriculture (8). The ratio for medicine at the Al-Kindy Medical College of Baghdad University was as low as 2.4 and at Al Nahrain University only 2.6 and the Al-Kindy Medical College of Baghdad University (1:2.4). The student-teacher ratio at the College of Agriculture and Forestry of Mosul University was also very low (4). Higher ratios were found in the colleges of administration and economics, education and law. The average student-teacher ratio in administration and economics was 33 (ranging from 12 in Dahuk University to 47 in Kufa University). The average ratio in education was 27, but differences amongst universities were also noted such as the high ratio amongst the newly created universities like Wassit

62 Gender of faculty from 4 universities (Kufa, Sulaymaniyah, Kirkuk and Dahuk) was not available. Thus the total for females and males does not tally with the grand total 63 See European University Association Annual Conference, April 12-14, 2002, Roskilde, Denmark. A Working Document.

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(60) and the low ratio in the older but more established universities like Tikrit (6) or Kirkuk (7). The colleges of law had an average ratio of 30, varying from 81 at Kirkuk University to 10 at Nahrain University. Given the fact that there is only one college of mass communication in Iraq, the number of students per teacher there was very high at 52. But even higher was the student-teacher ratio at the only language college in the Centre/South (61). Comparing the student-teacher ratio in other study fields with international standards64, Iraq’s universities were good in some fields like medicine. In engineering, the University of Technology in Baghdad, Basrah University and Salah Al-Din University in Erbil were above the international standard. In economics, where the international standard is 20 – 25 students per teacher, the average in Iraq was higher.

6.1.6.2. Faculty Qualification

In Iraq, the minimum educational qualification for a teaching post in higher education is a master’s degree. Faculty members with Ph.D. studies are preferable because of their capacity to handle graduate students and to advise them in their master’s and Ph.D. theses. The survey showed, however, that about one third of faculty members lack a master’s degree. The distribution is shown in Table 6.5.

Table 6.5. Highest Educational Qualification of Iraqi University Staff65

UNIVERSITY Faculty Total

PhD Female

PhD Male

PhDTotal

PhD %

MA/S Female

MA/SMale

MA/STotal

Masters%

Bachelor Female

Bachelor Male

Bachelor

Total

Bachelor %

Anbar 800 9 183 192 24.0% 36 223 259 32.4% 171 178 349 43.6%

Babylon 882 11 177 188 21.3% 110 198 308 34.9% 222 164 386 43.8%

Baghdad 3962 390 1127 1517 38.3% 948 621 1569 39.6% 666 210 876 22.1%

Basrah 1898 66 257 323 17.0% 303 428 731 38.5% 519 325 844 44.5%

Diyala 442 15 94 109 24.7% 63 87 150 33.9% 111 72 183 41.4%

Diwaniyah 658 5 58 63 9.6% 83 182 265 40.3% 206 124 330 50.2%

Islamic Univ 36 0 11 11 30.6% 0 25 25 69.4% 0 0 0 0.0%

Karbala 264 1 16 17 6.4% 23 61 84 31.8% 114 49 163 61.7%

Mosul 2935 163 778 941 32.1% 608 757 1365 46.5% 377 252 629 21.4%

Mustansiriya 1584 143 358 501 31.6% 331 252 583 36.8% 379 121 500 31.6%

Salah Al-Din 1427 21 219 240 16.8% 207 353 560 39.2% 368 259 627 43.9%

Technology 1267 45 225 270 21.3% 227 328 555 43.8% 271 171 442 34.9%

Thi-Qar 227 6 17 23 10.1% 24 82 106 46.7% 59 39 98 43.2%

Tikrit 1084 45 334 379 35.0% 92 194 286 26.4% 193 226 419 38.7%

Wassit 99 0 40 40 40.4% 7 30 37 37.4% 15 7 22 22.2%

Al Nahrain 275 44 159 203 73.8% 21 8 29 10.5% 41 2 43 15.6%

Iraqi Com Computers & Informatics

36 1 18 19 52.8% 3 5 8 22.2% 6 3 9 25.0%

Total 17876 965 4071 5036 28.2% 3086 3834 6920 38.7% 3718 2202 5920 33.1%

Source: Annex 2: Statistical Data for the University Level As shown in Table 6.5, out of the 17,876 faculty members of universities providing this information, 28% had Ph.D, 39% had master’s degrees, and 33% had only a bachelor’s 64 European University Association Annual Conference, Working Documents. Roskilde, Denmark, 12-14 April 2002. 65 Faculty members from 4 universities (Kufa, Sulaymaniyah, Kirkuk and Dahuk) are not included in this table, since these universities did not respond to the question. The total number of faculty members in these universities was 1,236. It was noted in other documents that 20% of the faculty of Sulaymaniyah and Dahuk universities had Ph.D. degrees

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degree. With one-third of the total faculty lacking the minimum requirement, one could surmise the impact on the quality of education. It is important to note that the smaller universities had a higher percentage of under-qualified faculty members, as in Kerbala (62%), Diwaniyah (50%) and Thi-Qar (43%). However, the bigger universities like Basrah and Babylon each had as many as 44% of their faculty members with only a bachelor’s degree. Even Baghdad University had 22% of its teaching force with only a bachelor’s degree while Mustansirya had 32% of its faculty educated only at this level. The table also shows that Ph.D. holders were concentrated in Baghdad, where universities like Al Nahrain, Baghdad and Mustansirya had 74%, 38% and 32% respectively of their faculty with Ph.D. studies. Again, the more established universities had higher proportions of faculty with Ph.D. than the smaller and newly established ones. These figures indicate enormous differences on the quality of the teaching in different institutions, assuming that higher educational attainment of staff results in more effective teaching in the classroom.

6.1.6.3. Professional Development and In-service Training of Academic Staff

Looking at faculty qualifications, the need for professional development and in-service training of academic staff is obvious. In all meetings and discussions with representatives of the Iraqi academic community, this issue was constantly emphasized. In recent years, there were very limited opportunities for faculty members to be involved in any kind of training activities, much less those outside the country. In late 2002, UNESCO had proposed to the MHESR to conduct an in-service programme for faculty members that would be funded from non-Oil for Food funds. This proposal was accepted in principle, but the programme did not materialize because of the subsequent events. In the northern governorates, UNESCO had organized several training workshops for faculty members of the universities in Dahuk, Salah al-Din and Sulaymaniyah. Asked for their needs concerning short-term in-service training programmes and/or long-term programmes including faculty exchange with universities abroad, the respondents to the survey questionnaires indicated the need to train about 40% of the teaching force in their respective subject areas and teaching methodologies. Engineering, medicine (including dentistry and pharmacy), education, computer sciences and marine sciences were identified as priority areas for training. Relatively few and more general training needs were expressed in administration and/or economics. The range of training needs in the ICT sector comprised subjects from programming to networking, including neural networking, speech recognition and satellite communication. Web page designing is a field that was neglected in the past. Besides the need for specialized computer colleges and departments, computer training was indicated as a priority for the staff in the higher education system in order to promote the wider use of ICTs. Respondents indicated the need to upgrade the academic qualifications of staff who have only a basic bachelor’s degree. The computer colleges specifically identified the need for advanced degrees particularly Ph.D. courses. Joint research projects were identified as a priority concern of the engineering and pharmaceutical colleges.

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One of the main needs expressed in the UNESCO survey was for international exchanges of faculty and students. Iraq was sending high numbers of students and graduates abroad in the 1960s and 1970s for studies and higher qualifications. As noted above, about a third of the university teaching force now has only a bachelor’s degree. This group should study for higher qualifications, preferably in foreign universities, in order to inject new ideas into the Iraqi institutions. On the other hand, Iraqi universities must continue to attract students and faculty members from other universities, especially from Arab countries, to work and study in Iraq. Before 1990, foreign students had flocked to Iraq but the situation changed in the 1990s. Only 7 universities (Anbar, Baghdad, Basrah, Mosul, Mustansirya, Erbil, Technology and Tikrit) reported hosting foreign academics (60) since 1992. The exception was Mustansirya University, which was reported to have hosted a large number of Arab international experts. The countries that sent academics to Iraqi universities were Algeria, Libya, Yemen, Jordan, Syria, Sudan, France, Italy, Germany, the USA and Canada. The need for professional development is also closely related to the need for updating the curricula in most of the colleges. It was reported in interviews that curricular revision was done every 2 years but this was merely the updating of faculty syllabi, such as broadening the topics and agreeing on changing the number of contact hours. Revision, therefore, was not a holistic curricular change. The last curricular revisions were in the 1980s and 1990s, including law, pharmacy and physical education at Mosul University, and the arts college in Mustansiriya University (banking and marketing, 1995, and tourism and management, 1998). Despite the favourable conditions at Al Nahrain University, the last updating of its curricula was in 1998 for chemical engineering and in 1999 for mechanical engineering. The need for curriculum revision was strongly emphasized by survey respondents in the following fields: education, medicine, pharmacy, dentistry, architecture, engineering, computer science, agriculture, environmental studies, languages and social sciences, particularly history and political sciences. Even though a number of colleges reported some updating of their curricula in 2001/2002, they underlined their wish to get in contact with international partners in order to bring their standards to international level.

6.1.7. Textbooks and Other Teaching Materials

6.1.7.1. Textbooks

Textbooks were normally provided free at Iraqi universities. In addition, there was a long tradition of private and public library systems. Hence, in the 1950s all provincial and district centres had public libraries with a good stock of books, supplemented in some instances by non-state libraries run by religious and charitable organizations. The situation deteriorated in the 1990s because of lack of financial resources, especially when economic sanctions were imposed on Iraq. Due to problems of printing capacity during the years of sanctions, the re-use of textbooks became necessary. Computerization projects were abandoned. Training for librarians was stopped and many librarians left the country. Even with the intervention of UNESCO under the Oil for Food Programme, the situation was not alleviated. The average number of volumes per student in most universities was 5 – 15 with the exception of Dahuk (32), Basrah (40) and Kufa (51). The

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internationally accepted standard is 100 volumes.66 Exacerbating the textbook situation, many colleges were left without any textbooks after the March-April 2003 conflict, primarily because of looting or complete destruction of their libraries. The survey indicated that 7 universities (Anbar, Basrah, Baghdad, University of Technology Baghdad, Al Nahrain, Mosul, Thi-Qar) had suffered looting of one or more of their libraries (central or college libraries). The library of the College of Law of Al Nahrain University in Baghdad, for example, was gutted to the ground. The number of available volumes reported in UNESCO’s current assessment (424,937) differs from that of the CPA (984,274), probably due to missing responses from some libraries. The journals available were stated to be 17,367. These figures may be compared with the former collections of university libraries (about 1,880,000)67. In addition, computers, copy-machines, micro-films and audio-video equipment were lost since this kind of equipment was the main target of looters. The survey indicated that 80% of university libraries located in the Centre/South need rehabilitation, including the provision of library books, materials and furniture. Respondents indicated the need for an additional 465,875 books and 39,512 journals. The availability of books and journals in the 3 universities in Northern Iraq was better, since these universities were not affected by the conflict. The University of Sulaymaniyah reported a total of 86,220 titles; University of Salah Al-Din, 256,144; and, University of Dahuk 38,569.68 In response to the aforementioned losses, several university libraries received private donations of books and journals since April 2003. During interviews and field visits, university officials repeatedly requested support for the establishment of virtual libraries as critical to restoring the effectiveness of higher education in Iraq. Universities like Al-Nahrain had already established relations with SilverPlatter, a provider of electronic scientific literature on CD-ROM. Some CDs were made accessible to staff and students. Due to financial difficulties, this service had not been updated since April 2003. The importance of access to electronic scientific literature cannot be overestimated, since it will be the fastest way to fill the gaps caused by the looting of books in university libraries. Virtual libraries would, however, only complement the “real” libraries and will not be a complete substitute for them.

66 UNESCO, Situation Analysis of the Education Sector in Iraq, Paris. 2003. 67 CPA/MHESR Database, August 2003. 68 UNESCO and WHO provided 2213 and 1787 titles in 2001 to the university libraries in the North and procured a further 16,000 books from a Book Fair in Baghdad.

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6.1.7.2. ICT equipment

ICT equipment was one of the main targets of the looters during and even after the conflict. Only 3,400 computers out of 11,800 existing at universities before March 2003 were left after the looting.69 In the Commission for Computers and Informatics, which was looted and burned during the war, only 3 out of 600 Pentium IV PCs were left. Respondents to the survey indicated the need for 58,220 computers, comprising 23,288 computers needed in the short term and an additional 34,932 in the medium-term. Accessories, such as software and peripherals, are also needed, to enhance ICT teaching and learning and to make it part of the whole teaching process. There were very few electronic teaching/learning aids, like videos, CD ROMs etc., reported in the survey, numbering only 630 in the whole country. Respondents to the survey indicated a need for 8,512 electronic teaching-learning aids of various kinds (teaching-learning kits, besides electronic journals and books). Access to Internet was available to Iraqi universities before March 2003, although there were restrictions on the use of the web pages. Since May 2003, some of the major Iraqi universities (Baghdad, Technology, Nahrain, Mosul, Basrah) have succeeded in re-establishing this service to a certain extent. For example, the University of Technology was reported to have about 50 PCs connected to the internet in December 2003.

6.1.8. Research and Publications

The MHESR determines the policy framework for research for the universities. Before April 2003, there was a “National Committee for Science and Technology,” composed of university presidents, in charge of coordinating research activities. However, key informants during interviews stated that this committee did not play a major role in coordinating research. Stakeholders of research centres, universities and institutes, companies and ministries, were said to have acted more or less independently from each other, perhaps to follow their own respective research agendas. Informants indicated that there were significant interactions between the economic sector and universities, but mainly arranged through personal contacts. Research centres had received generous financial support in the 1970s when the oil industry was booming, but the situation changed in the 1980s because of the conflict with Iran. The lack of funding, materials, equipment and literature became even more evident in the 1990s, when international sanctions prohibited the import of materials and equipment with a possible ‘dual use’. Given the budget shortages, research activities relied mainly on post-graduate students, and were often undertaken in co-operation with partners from the economic or military sector which funded specific projects. The presentation of research papers is traditionally an essential condition for the promotion of faculty members in Iraq. It is incumbent upon assistant lecturers, lecturers and assistant professors to publish at least one research paper per year. However, the choice of research topic was severely limited by the scarcity of scientific equipment and materials, including literature, needed for research.

69 Information from CPA-MHESR, August 2003.

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Research results are published in university periodicals, as well as in regional and international scientific publications. Most of the universities have their own publications and the big ones also have printing offices. National publications focused mainly on engineering and medicine and to a lesser extent on social sciences and education. Respondents to the survey indicated that they were publishing, before the war, a total of at least 116 scientific journals on a monthly, quarterly or yearly basis (see annex). Iraqi scientists also published in regional journals like the “Eastern Mediterranean Health Journal”, printed in Alexandria, Egypt, or in academic reviews such as the “Journal of Yarmook University” in Jordan. Very few articles were published during the last decade in internationally refereed journals, even though Iraqi scientists indicated that there was no political restriction on publication of scientific papers outside Iraq during the previous regime. As an example, informants at the Institute for Training of Technical Instructors in Baghdad-Zafaraniya reported that their staff members published several articles in the journals of the US-based Institute of Electrical and Electronics Engineers.

6.1.8.1. Research Centres

Iraq’s universities follow the British tradition of scientific research. The large universities, like those of Baghdad, Basra, Mosul, have between 5 and 8 specialized research centres/institutes each. Research activities take place also in laboratories of some colleges, like those of science, education, engineering and medicine. It was stated during interviews that research topics pursued by university researchers were oriented towards finding practical solutions to problems that beset the society. In medicine, research activities were community-oriented, whereas in physics, chemistry, biology and technology they were more industry-oriented. Table 6.6 shows the research centres or institutes at the university level.

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Table 6.6. Research Centres in Iraqi Universities

University Research Centre/Unit , Institute International Law Studies Centre Al Nahrain Biotechnology Environment Protection Centre Babel University Psychological Research Centre Accounting and Financing Institute Embryology Research Centre Genetic Engineering and Biotechnology Institute Postgraduate Institute for Urban and Regional Planning

Baghdad University

Postgraduate Institute for Laser Studies Marine Science Centre Polymer Research Centre Date Palm Research Centre Persian Studies

Basrah University

Gulf Studies Agriculture Research Centre Economics Research Centre Environment Research Centre Remote Sensing Centre Mosul Studies Research Centre Turkish Studies Research Centre Dams & Water Resources Research Centre

Mosul University

Computer Engineering Centre National Diabetes Centre National Hematology Centre Higher Institute for Political and International Studies Arab Homeland Centre

Mustansiriya University

Institute for Teaching Arabic to Foreigners Commission for Computers and Informatics

Informatics Institute for Postgraduate Studies

Source: Annex 2: Statistical Data for the University Level Besides the aforementioned centres/institutes, some colleges have departments with special research functions, such as the Desert Studies Unit at the College of Agriculture at the University of Anbar. Several Colleges of Agriculture have experimental stations. The table shows that most centres are devoted to medicine, science and technology. Medical research in institutes/centres was reported to focus on some important diseases (cancer, diabetes), pharmacology, fertility, and psychology. Some studies were based in public hospitals such as the National Center of Haematology in Mustansirya, which has a hospital with 30-bed capacity. In several colleges of medicine, special investigations were conducted on infectious diseases transmitted through water, especially those affecting children. Among the science and technology research centres, mention should be made of the Polymer Research Centre in Basra University. Some of the researches undertaken in this Centre were published in a prestigious international review, “Journal of Polymer Science”.

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Iraq has a Date Palm Research Centre in Basra University. Being one of the main exporters of dates, of which Iraq has 120 kinds, this type of research is considered as very important. The Marine Research Centre, hosted by the only harbour in Iraq, has departments of physical oceanography, marine geology, marine chemistry, marine biology and marine vertebrates. The Centre, with its 29 specialized laboratories, published its own scientific review, the “Marina Mesopotamica”. The 2 commissions for post-graduate studies, the Commission for Computers and Informatics (CCI) and the Commission for Medical Specialization (CMS), played an important role in the training of research staff as well as in promoting research activities. At the CCI, post-graduate students study between 1 and 3 years to receive a higher diploma, master's or PhD degree. It has Centres for Information Technology, for Scientific and Technological Information and for Computer Sciences, which undertake teaching and research. It has also a special training centre that offers short- and long-term studies for the public. Until 2003, about 400 students were registered in these centres. During the conflict, the CCI was completely destroyed, -a large portion of its buildings were burnt and its technical equipment (among others 600 Pentium IV PCs) was stolen or damaged. Since August 2003, some parts of the building that were not damaged have been used on a temporary basis by the MHESR. The CMS, unlike the CCI, does not have separate facilities but uses hospitals and public clinics to train post-graduate students who, after training, could work as specialists in one of the medical specializations (medicine, histology, radiology, pediatrics, anesthetics, or surgery). The CMS headquarters is located at the College of Medicine of Baghdad University. Socio-political researches were conducted in centres such as the Gulf Study Centre at Basra University and the International Studies Centre at Mustansiriya University. The Iranian Studies Centre in Basrah and the Turkish Studies Centre in Mosul have three departments: social and economic studies, political and cultural studies, and historical studies. Archaeological research was undertaken largely by museums, notably the Iraqi National Museum in Baghdad, not in universities or academies, in spite of the existence of archaeology departments in 5 universities.70 Mosul University has a department specialising in cuneiform script. It was stated during interviews that no institutionalized relations existed between universities and the renowned Iraqi museums, and the reputation of archaeological studies, according to key informants, was rather low. Research autonomy existed in academic studies as stated by the respondents in the survey. But the frequent teaching overload of university professors and lecturers posed a serious obstacle to the development of high quality research. Extra teaching hours provided supplementary income for faculty members.

70 Even before the recent conflict, the scientific equipment of these centres/institutes was already limited, mainly as a consequence of the embargo. After the war, the situation became much worse. As a result of the looting, the Centre for Babylon Studies, for instance, which is in charge of study of one of the most impressive sites in the world, has no facilities at all at the moment.

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Participation in international research projects was extremely limited during the last years even though relations at the regional level have somehow continued. The 17 universities that supplied information on this matter reported only 12 joint research projects since 1992. Half of these research projects were in cooperation with French institutions in different fields such as pharmacy, law, architecture and archaeology. Other joint projects were in agriculture (2) with the International Centre for Agricultural Research in Dry Areas (ICARDA), in electronics (USA) and archaeology (Germany).

6.1.8.2. Research Centres for History and Academic Tradition

There are two famous institutions in Iraq focused mainly on the history and academic tradition of the country and the region, namely “The House of Wisdom - Beit Al-Hikma” and “The Iraqi Academy of Sciences - Majma' Al-'Ilmi al Iraqi”. "Beit Al-Hikma" took its name from a translation/research institute founded by the Abbasid Caliph Al-Ma'mun in 832 AD, which was famous for its translations of Greek philosophical texts into Arabic. The government established the modern Beit Al-Hikma in 1995 to function as a research centre, with lecture facilities, publications, a library and a museum. The institute also organized international scientific conferences related to historical contexts, such as a recent conference on Islamic medicine. The faculty associates of "Beit Al-Hikma" were drawn from the various universities in Baghdad. Junior researchers received scholarships and office space at the institute. It published several journals, including a monthly magazine of general cultural interest, the "Majallat am Hikma," including translations of important documents written in foreign languages. The centre suffered heavy losses during March/April 2003, when parts of the building were destroyed, the library was looted and artefacts from the small museum stolen. After April 2003, " Beit Al-Hikma" was placed under the authority of the Ministry of Culture and was therefore not included in UNESCO's needs assessment. Nevertheless, due to its strong relations to the Iraqi academic community, its historical significance and premises, it could play a major role in future higher education activities in Iraq.71 The Iraqi Academy of Sciences was founded in 1948 under the Hashemite Kingdom, following the model of the Cairo and Damascus Academies. It was a centre for fellows from various disciplines including modern and ancient Middle Eastern languages, history, social sciences and physical sciences. Faculty associates and researchers were given office space, research support and library access. In its premises, the Academy also housed conference rooms, storage space and a print shop. The Academy’s main goal as stated in a law adopted in 1995 was to promote the Arabic language and heritage as well as “to promote scientific studies and research in Iraq to keep up with the scientific progress in the world” and “to encourage and aid authorship and research in science, letters, and arts.” In reality, it was focused mainly on the sciences and produced dictionaries for the translation of scientific and technical texts.72 The active

71 See also: "Opening the Doors": Intellectual life and Academic Conditions in Post-War Iraq. A Report of the Iraq Observatory, 15 July 2003p.11f. 72 Before the war, the budget of the Academy was 150 million ID per year or approximately US$ 100,000 which was given by the State and complemented by income generated from its activities such as the sale of its publications or donations (if approved by the Presidency or Diwan). In practice, this supplementary income was merely symbolic; thus, the Academy was dependent on the state for its budget.

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members of the Academy were appointed by a Republican Decree, and the honorary members needed the ratification of the Presidency Diwan. In 2002, the Academy had 37 highly specialized academicians as its members, while in August 2003 there were 29. The Academy enjoyed considerable autonomy concerning the choice of research themes and staff. Until April 2003 the Academy had a somewhat autonomous status under the responsibility of the Presidential office. It was subsequently put under the authority of the MHESR, but by December 2003, it again was autonomous. The Academy has the following five scientific departments and three commissions:

• Arabic language: origin of languages, cultural terminology • Arab and Islamic heritage: history of civilisation, ancient languages, arts and

architecture, history of science • Humanities: education, psychology, sociology, arts, philosophy • Pure sciences: mathematics, computer science, physics, chemistry, biology • Applied sciences: medicine, engineering, agriculture • Research terminology, translation and publishing. • Kurdish language: history and heritage, terminology, Kurdish language • Syriac language: history and heritage, terminology, Syriac language

Each of these departments/commissions has conducted research activities. Research outputs were published in the Academy’s publications such as the Academic Journal (quarterly), Awraq Maimaiya (monthly), Academy Journal (Kurdish review) and Academy Journal (Syriac review), published by its own publishing house and printing press. The Academy also published books and studies concerning terminology and had organized conferences and published the conference proceedings. Its digital library and the traditional library, containing especially books about ancient languages, were partially looted. Microform copies of manuscript and periodicals, as well as some old books in Arabic, Ottoman and Persian, were damaged or stolen. Due to its respected position in Iraqi society and its solid tradition of scholarly excellence, many Iraqi scholars stated that the Academy could regain its status as one of the leading scholarly/professional research centres in the country. It might be able to provide a venue for greater co-operation between intellectuals of different backgrounds both nationally and internationally. Urgent interventions are needed to rebuild the Academy’s damaged infrastructure, including the provision of furniture and ICT equipment and books to complete the collections of its 6 libraries. Training is also urgently needed in the fields of computer science, internet and library management. An investment in the printing facilities of the Academy would facilitate the resumption of the publications of Iraqi academic journals and could also support the reprinting of scientific literature, including those from the universities. A modest $825,000 was indicated in the survey as the initial requirement to refurbish its libraries, which would greatly benefit the research community. Even though research has always played a major role in the Iraqi higher education system, its role in building sustainable development needs to be redefined due to the emerging political, economic and social developments not only in Iraq but also on the international

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scene. The impact of globalization and the rapid development in information and communication technologies, which did not impact much on Iraqi institutions as long as they were in isolation, will necessitate new approaches in Iraq's institutional research structure as well as definition of topics.73

6.1.8.3. Ministry of Science and Technology

In August 2003, the Ministry of Atomic Energy was dissolved and its employees (about 1,500 engineers and scientists from the former defence industry) and assets were transferred to the Ministry of Science and Technology. The mission of the latter Ministry is to “work with public and private industry, governmental agencies, and educational institutions to lead scientific and technological development for the purpose of fostering the restoration and improvement of Iraq's infrastructure and industrial base," in fields such as fossil fuel/solar energy, environmental protection, ICTs, agriculture and food, chemical/industrial development.74. There will need to be close liaison between MHESR, the Ministry of Science and Technology and the universities in the coming years, to ensure optimum use of resources.

6.1.9. Infrastructure, Equipment and Furniture

The March-April 2003 war led to the destruction of the infrastructure of higher education institutions in Iraq, including buildings, laboratories, libraries, furniture, equipment and books.

6.1.9.1. Condition of Buildings

As noted above, Iraq has 20 universities with an enrolment of approximately 250,000. The estimated total area in the 20 universities is 3,163,300 square meters, giving a national average of 13 square meters per student. This ratio is acceptable, given the international standard of 15 square metres per student. At present, the area of usable space per student may be less than indicated, due to damage to university premises. Damage to university infrastructure was very serious in the Centre/South of Iraq. The 3 universities in the North were not affected by the war but reported the need for rehabilitating their respective university infrastructure, with 2 of them, i.e., Sulaymaniyah, and Salah Al-Din in Erbil, wanting to be relocated to larger campuses. In the Center/South, two-thirds of the 199 colleges included in the survey were affected by the conflict. All colleges in the University of Qadissiya, University of Technology and Islamic University in Baghdad, University of Thi-Qar, University of Kerbala and University of Diyala were damaged by burning or looting or both. In addition, 15 colleges in other universities were also reported to have incurred damage from burning and/or looting. Most damage was reported for laboratories, computer rooms, workshops, libraries and convention/seminar rooms. There were a reported 40 incidents of bombing, 25 of burning and 101 of looting (Table 6.7). 73 A "Commission for Scientific Research" has recently been established under the MHESR.

74 See CPA Order No. 24 which can be accessed at www.cpa-iraq/regulations.

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Table 6.7. Damage to University Infrastructure75

Number of War-Related Incidents University

No. of Declared Colleges

Not Damaged Bombing Burning Looting

Anbar 11 2 3 1 9 Basrah 15 1 5 2 8 Diwaniyah 9 0 2 7 O

(new=8) Babylon 11 3 2 1 7 Baghdad 23 5 9 6 11 Mustansiriya 10 1 3 4 7 Technology 13 0 1 6 15 Bahrain 6 1 4 0 2 Islamic University 3 0 0 0 3 Thi-Qar 4 0 2 3 3 Diyala 6 0 2 0 4 Kerbala 4 0 3 1 3 Mosul 18 4 2 2 15 Tikrit 11 4 2 1 5 TOTAL 144 21 40 25 101

Source: Annex 2: Statistical Data for the University Level Mustansirya University may be considered as an example of these damages. Mustansirya is the second largest university in Iraq and has an architectural design similar to the University of Baghdad. After the war, 5 of its buildings were extensively damaged, i.e., the university administrative building, presidency, College of Education building, Political Institute and the Student’s Club. Damage to Mustansirya University, March/April 2003 The administration building has 48 rooms and its area is about 1,500 square meters. It suffered extensively from fire, damaging the deepest part of the building including its vertical foundation, supporting walls, tiles of the floor surface and doors and windows. All of its furniture and equipment were burned. The presidency building also suffered extensive damage, including the president’s office and all the rooms in the building. Damage to the College of Education building was most serious on the first floor and the intermediate level where 10 classrooms, 4 laboratory rooms and 12 academic rooms with a total area of 1,200 square meters were destroyed. Damage to the Political Institute building includes the administrative offices, classrooms, conference room and a cafeteria. The Students Club which was located in a 2-storey building with an area of about 1,400 square meters suffered damage on its vertical foundation, supporting walls, tiles, doors and windows. All the equipment in these buildings such as computers, photo-copiers, lab equipment, air conditioners and furniture were completely destroyed. The rehabilitation of the damaged infrastructure in higher education is a priority element of the strategy for the renewal of the sub-sector. Without an environment that motivates and encourages quality teaching-learning, delivery of higher education programme is imperilled.

75 This total does not include the colleges from Kufa, Wassit and Kirkuk in the Centre/South (data not provided) and Dahuk, Erbil and Suleimaniyah in the North , where no damage was reported

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6.1.9.2. Condition of Utilities

Building utilities such as water, sanitation and electricity are crucial to health and effective study. The condition of these utilities as reported in the UNESCO survey is poor, as indicated below. Water and Sanitation All universities which responded to the questionnaires reported that they were connected to a main sewage system and water supply. However, the systems were not functioning efficiently, and sanitary conditions were often unsatisfactory. About 60% of the responding colleges (92 out of 154) reported that some 25% of the latrines were not functioning properly. Only a few colleges (12%) responded that 75% of their latrines were functional. There is, therefore, an urgent need to repair the water and sanitation systems in buildings occupied by universities and colleges. Rehabilitation may include the use of water tanks for the distribution of drinkable water and the building of septic tanks to improve sanitation. Electricity With respect to electricity, all responding universities stated that their buildings were connected to the main power grid. Many of them, however, were not receiving a continuous supply of power, needed for lighting and ventilation as well as for practical classes in laboratories and workshops, and for use of computers and other ICT and office equipment. Twelve out of the 18 universities which responded to the question reported that their generators were looted. It is important to check the situation in detail, as some data may be exaggerated; one university reported the looting of 100 generators with 250 KVA. In any case, the need is great and the provision of generators must be a priority. In addition, repair and maintenance must be facilitated because of the many years of neglect of these facilities. Equipment and Furniture Over the last 5 years, procurement under the Oil for Food Programme brought much-needed equipment and furniture into all Iraqi universities. One of the most successful interventions was the supply of furniture for both students and staff. Teaching and learning equipment such as science laboratory equipment, computers and audio-visual facilities were also provided. Unfortunately, the recent spate of looting and burning resulted in significant destruction of this equipment and furniture. As an example, the University of Technology in Baghdad reported the following loss of equipment and furniture, as well as other damage:

• Library Looted • Presidency Looted and damaged • 4 dormitories Looted and damaged • Continuous Education Centre Looted and damaged

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• College of Electronic and Electricity Looted, damaged and burned • College of Architecture Looted, damaged and burned • College of Material Engineering Looted • College of Metallurgy and Production

Engineering Looted, damaged and burned • College of Mechanical Engineering Looted • College of Computer Engineering Looted • School of Applied Science Looted • College of Computer Science Looted and damaged • College of Building Construction Looted and damaged.

The scientific equipment that survived the damage and looting may be deemed obsolete due to the sanctions that did not allow the import of many laboratory instruments and equipment for fear of “double use.” In the universities visited by the survey team, it was estimated that 75% of the equipment needs to be replaced.

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6.2. Technical Education

Technical education in Iraq (UNESCO survey data, 2003)

o 37 Technical Institutes and 9 Technical Colleges

o 58,540 students

o 22% of students were female

o 2,837 teaching staff

Iraqi higher education has a relatively strong orientation toward technical education in general and applied technical studies in particular, especially through the technical institutes which had a phenomenal growth shortly after their inception in 1969. The boom in the oil sector in the early 1970s created a demand for qualified workers and technicians, leading the government to support the establishment of the technical institutes with an initial funding of US $700 million. Simultaneously, the government waged an intensive campaign to raise the social standing of technicians. Thus, from 5 small technical institutes with an enrolment of about 1,000 students at the end of the 1960s, the number of technical institutes went up to 25 in 1981. The increase in the number of technical institutes was basically the work of a special Committee for Development, working in close cooperation with other relevant ministries, like Housing and Construction, Planning and others. This Committee based its plans on the analysis of expected demographic, economic and educational developments. In parallel, training for specialized staff was conducted both inside and outside Iraq, and a system of four levels for the teaching staff (assistant technical lecturer, technical lecturer, assistant technical professor and technical professor) was established.76 The special characteristic of technical education in technical institutes, which award a Diploma, and technical colleges, which award a degree, is its emphasis on practical education (50-70% of the study hours), implemented in the workshops and laboratories of the institutes, as well as through practical placements in enterprises, offices or medical institutions. Over the last three decades, the number of teaching fields has increased impressively, covering about 60 fields of specialization in engineering, administration, medical subjects, agriculture and applied arts. Data from the UNESCO survey indicates that there were about 66,000 students studying in morning and evening courses in 37 technical institutes and 9 technical colleges. There is at least one institute in each of the 18 governorates. Baghdad, with an estimated population of 6 million, has 7 technical institutes and 4 technical colleges (Table 6.8). It is also the venue of the Staff Development Centre servicing the staff of all the technical institutes.

76 Interview with Mr. Hisham Abdul Wahab, former president of the Foundation for Technical Education, Paris, 11 October, 2003.

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Table 6.8. Technical Institutes in Iraq

Governorate Name Of Technical

College/Institute Year Of

Foundation City Of Location

No. Of Departme

nts Anbar TI Anbar 1977 Fallujah 10 Basrah

TI Basrah TC Basrah

1971 1994

Basrah Basrah

17 5

Muthanna TI Samawah 1989 Samawah 6 Qadissiya TI Qadissiya 1988 Diwaniyah 5 Sulaymaniyah

TI Sulaymaniyah TI Koya TI Kalar TI Chamchamal

1974 1996 1994 2000

Sulaymaniyah Koya Kalar Chamchamal

15 6 5 3

Babel

TI Babel TI Musayab TC Musayab

1976 1979 1998

Hillah Musayab Musayab

11 9 5

Baghdad

Applied Arts Institute TI Zafaraniya TI for Medical Technology TI Administration TI Administration TI Mansour TI Technician Training TC for Management TC for Electricity and Electronics TC Baghdad TC for Medicine &Health

1969 1969 1966 1976 1969 1988 n.a. n.a.

1999

1993 1994

Baghdad-Zafaraniya Baghdad-Zafaraniya Baghdad-Bab Al-Mu’adham Baghdad-Zafaraniya Baghdad- Rasafa Baghdad ,Al-Karkh Baghdad-Zafaraniya Baghdad- Al-Mu’adham Baghdad-Dora Baghdad-Zafaraniya Baghdad

5 8 10 6 6 7 4 3 3 7 8

Dahuk

TI Dahuk TI Akre TI Zakho

1988 2000 n.a.

Dahuk Akre Zakho

10 3 2

Thi-Qar/

TI Nasriyah TI Shatra

1979 1979

Nasiriyah Shatra

9 10

Diyala TI Ba’qubah 1988 Ba’qubah 9 Erbil

TI Erbil TI Soran TI Shaqlawa

1987 2001 1999

Erbil Soran Shaqlawa

15 4 6

Kerbala TI Kerbela 1988 Hindiya 6 Tameem

TI Kirkuk TI Huweja TC Kirkuk

1976 1979 1998

Kirkuk Huweja Kirkuk

14 7 6

Missan TI Amara 1979 Amara 10 Ninewa

TI Mosul TC Mosul TI Ninewa

1976 1993 1993

Mosul Mosul Mosul

21 4 6

Wassit

Ti Al –Kut TI Suweirah

1980 Al-Kut Suweirah

9 4

Najaf

Ti Najaf TC Najaf TI Kufa

1978 n.a.

1980

Najaf Najaf Kufa

10 2 9

Salah Al-Din TI Al-Door n.a. Al-Door 5 Source: Annex 2: Statistical Data for the University Level

The table above shows the location of the 37 technical institutes and 9 colleges. The total number of departments in these institutes and colleges was 345. (A department in technical institute or college is an academic unit that offers a field of specialization.) Baghdad’s

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technical institutes and colleges had 67 departments or 19% of the total. Sulaymaniyah in the north had 4 technical institutions and the rest of the governorates had 1, 2 or 3, servicing the needs of youth in their respective localities.

6.2.1. Structure and Management

During the first years of their existence, the Technical Institutes were attached to the College of Engineering of the University of Baghdad. In 1972, they were placed under a ‘Foundation for Technical Education’ (FTE), - now called the Commission for Technical Education77 (CTE), under the direction of the MHESR. The Foundation was guided by an Executive Governmental Board including stakeholders of significance for technical education, such as the Ministries of Planning, Industry, Health, the Teachers Union, and the Students Union. In the Northern governorates, technical institutes began in the 1990s. There are now 11 institutes, a sharp rise from only 4 such institutes in 1996. The 6 institutes in the governorates of Erbil and Dahuk were under the responsibility of the ‘Foundation of Technical Institutes’ in Erbil, whereas the 5 in Sulaymaniyah were under the authority of the ‘Foundation of Technical Institutes’ in Sulaymaniyah.78 Several ministries operated their own technical education institutes, which were loosely affiliated to the Commission for Technical Education. In total there were 10 such institutions, which were under the Ministry of Oil (3), Ministry of Industry (1), Ministry of Transportation and Communication (1), and the Ministry of Defence/Military Industrial Commission (5).

6.2.2. Enrolment

Students enrol in technical education courses directly after the completion of the Preparatory cycle of general education. The best-placed graduates of vocational schools can also be admitted to technical institutes. The number of students reported in the present survey is shown in Tables 6.9 for Technical Institutes and 6.10 for Technical Colleges. Overall enrolment was 65,908. A majority of the students were males (78%). The majority of students were taking two-year courses at the technical institutes (about 89% or 58,540) to obtain a technical diploma, a much faster avenue to land in an income-generating job than taking a degree program at an university. The biggest technical institutes are in Basrah, Baghdad (Zafaraniya and Rasafa), Kirkuk and Mosul, with student enrolment ranging from 3,000 to 5,000. The institutes in the north had smaller enrolments, with those in Sulaymaniyah and Erbil each having less than 2,000 students.

77 The Foundation for Technical Education in the Centre and South was renamed as the Commission for Technical Education (CTE) in June 2003. 78 There was little communication between the technical institutes in the North and those in the Centre and South in recent years. The first meeting of representatives from the CTE and the FTIs of Erbil and Suleimanya took place in August 2003 in Erbil, facilitated by UNESCO.

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Table 6.9. Enrolment in Technical Institutes, by Governorate

Governorate Name of Technical Institute No of students

Anbar TI Anbar 1675 Basrah TI Basrah 5066 Muthanna TI Samawah 864 Qadissiya TI Qadissiya 1258 Sulaymaniyah

TI Sulaymaniyah TI Koya TI Kalar TI Chamchamal

1196 381 212 184

Babel

TI Babel TI Musayab

2534 1546

Baghdad

Applied Arts Institute TI Zafaraniya TI for Medical Technology TI Administration, Zafaraniya TI Administration , Rasafa TI Mansour TI Technician Training

703

5411 995

2110 4483 1845 1540

Dahuk

TI Dahuk TI Akre TI Zakho

779 141 58

Thi-Qar

TI Nasiriyah TI Shatra

2007 1239

Diyala TI Ba’qubah 2854 Erbil

TI Erbil TI Soran TI Shaqlawa

1328 169 216

Kerbala TI Kerbala 1222 Tameem

TI Kirkuk TI Huweja TC Kirkuk

3391 348

1782 Missan TI Amara 2153 Ninewa

TI Mosul TI Ninewa

3128 509

Wassit

TI Kut TI Suweirah

663 720

Najaf

TI Najaf TI Kufa

2008 2025

Salah Al-Din TI Al-Door 1579 Total 58,540

Source: Annex 2: Statistical Data for the University Level The total enrolment in the technical colleges was 7,368. These students were pursuing a bachelor’s degree. The technical colleges accept graduates from the general branch of secondary education and the top graduates from vocational schools as well as graduates from the technical institutes, with the students from the latter starting at the second year. Recently, technical colleges began to offer post-graduate studies.

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Table 6.10. Enrolment in Technical Colleges by Governorates

Governorate Name Of Technical College No. Of Students Basrah TC Basrah 1158

Babel TC Musayab 706 Baghdad TC for Management

TC for Electricity & Electronics TC Baghdad TC for Medicine & Health

891 776 775 407

Tameem TC Kirkuk 1782 Ninewa TC Mosul 454 Najaf TC Najaf 420 TOTAL 7368

Source: Annex 2: Statistical Data for the University Level

6.2.3. Fields of Study

The majority of students in technical education study engineering and technology (61.5%), followed by administration (20.5%), and medicine and allied medical fields (15%). Just over 1% of the students were enrolled in agriculture and in applied arts. A few were enrolled in journalism. Nearly 30% of the students were studying in evening classes, a system that was introduced in 1994/95. Table 6.11 shows the distribution of students by fields of study.

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Table 6.11. Enrolment by Field of Study and Gender79

Number of Students

Main Study Fields

Field of Specialization Female Male Total

No of TI/TC Offering this Field

of Study Accounting /Administration / Business Administration/Management

2034 2346 4380 21

Banking 450 503 953 3 Insurance 241 133 374 1 Legal Administration / Management 580 1214 1794 10 Library Management 131 100 231 5 Secretarial / Office Management 691 731 1422 10 Storage Management 599 1327 1926 13

Administration

Tourism Management 7 402 409 3

Agriculture Agriculture / Plant Production / Plant Protection / Animal Production

64 691 755 8

Architectural Decoration 80 93 173 1 Design & Tailoring / Textiles 363 256 619 6 Applied Arts Interior Design 70 54 124 1 Anaesthetics 117 335 452 6 Clinical Pathology 413 412 825 2 Community Health 565 617 1182 16 Dialysis 10 33 43 1 Intensive Care 6 6 12 1 Nursing 511 1619 2130 18 Pharmacy 854 975 1829 7 Physiotherapy 88 88 176 6 Radiology 104 65 169 4

Medicine

Medical Technology (including Dental and Optical) 629 743 1372 13 Automobile Technology 0 1437 1437 8 Building & Construction / Civil Works 303 803 1106 9 Chemical Industries/Technologies 154 531 685 6 Computer Systems / Software Engineering / Communication Systems

1582 1877 3449

22 Dies & Tools Technology 5 133 138 1 Electricity / Power Technology 444 9506 9950 23 Electronics 337 3777 4114 10 Environment & Pollution 26 77 103 1 Equipment & Machinery 24 3045 3069 8 Irrigation & Drainage /Water Technology 61 241 302 7 Mechanics 183 8401 8584 21 Petrochemical Technology, Fuel and Energy Technology

193 701 849 3

Refrigeration & Air-condition Technology 114 236 350 4

Technology

Welding Technology 4 103 107 1 Journalism / Media 70 55 125 2

Source: Annex 2: Statistical Data for the University Level The table above shows a clear concentration of students in electrical and mechanical subjects, and computer studies, followed by administrative fields of study and medical specialisations. The number of students in these fields corresponds with the number of technical institutes and colleges offering such studies. The number of institutes (8) and students (1,437) involved in automobile technology was rather low. Even fewer students were enrolled in refrigeration and air-condition technology (350), which is perhaps surprising given that Iraq is a country where temperatures soar to 50 degrees Centigrade in summer. One college in Basrah offered environment and pollution studies, with an enrolment of 100 students. Interestingly, storage management was offered in 13 institutions with nearly 2,000 students. The number of technical institutes/colleges offering studies in computer systems, software development and communication systems was relatively high (22 out of 46), 79 The total number of students reflected in this table is only 55,843. Some departments did not provide information on the number of students

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considering the embargo policy of the last years. Only 2 institutes offered journalism. Tourism management, offered in 3 institutes, could be one of the fields that needs expansion, if Iraq again becomes open to international tourists and travellers, given the historical and archaeological importance of the country. The proportion of female students was near to 50% in medical subjects, administration and applied arts. In technology- related subjects the percentage was lower, giving an overall proportion of about 22%. According to key informants, the CTE was envisaging the introduction of new management technologies, including quality control, as well as new technologies in medical, agricultural and engineering fields of study. Quality assessment of the existing studies and their competitiveness on regional and international levels seems also to be imperative.

6.2.4. Internal Efficiency

There is limited data on internal efficiency. However, the failure rates in examinations in technical institutes in the Centre and South were declining, the 2000/01 rates being nearly half those recorded in 1995/96. In Iraq, students who take annual examinations are given a chance to repeat subjects failed. Those who still fail in the re-sit examinations are obliged to repeat the year. Despite the visible improvement of efficiency, the fact that more than 20% of the students in technical institutes were not able to graduate with their cohort group indicates the need for improvement of educational quality (Table 6.12).

Table 6.12. Failure Rate in Technical Institute Examinations (Centre/South), 1995/96 – 2000/01

Academic Year 1995/96 1996/97 1997/98 1998/99 1999/00 2000/01 No. of Students80

62279 69697 61777 51319 38239 51673

Failures 25439 23715 17301 17307 9676 11196 % Failure rate 40.8 34.0 28.0 33.7 25.3 21.7

Source: Annex 2: Statistical Data for the University Level Failure trends in technical colleges were not consistent. There was a sharp drop after the poor 1995/1996 results (31.2% failure) to a failure rate of 18.3% the following year. The rate remained more or less held steady for the following 2 years, increased in 1999/2000, and fell to 11.9% the following year (Table 6.13).

80 Total number of students in the first and second year

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Table 6.13. Failure Rate in Technical College Examinations (Center/South) 1995/96 - 2000/0181

Academic Year 1995/96 1996/97 1997/98 1998/99 1999/2000 2000/01 No. of Students 231 405 477 632 831 2152 Failures 72 74 91 130 209 257 %Failure 31.2 18.3 19.1 20.6 25.2 11.9

Source: Commission for Technical Education As the education process at technical institutes and colleges is focused on practical applications linked to the reality of the world of work, the CTE has developed its own textbooks during the last years. At the same time, special attention was given to establishing specialized and updated libraries in all institutions. Many of these libraries, however, were looted and/or burnt during the conflict, causing major problems for students.

6.2.5. Faculty

An estimated 2,837 faculty members were teaching in technical institutions which responded to the survey question on teaching staff. Out of this total number, 2,560 were teaching in technical institutions in the Centre/South and 277 in the North.

6.2.5.1. Faculty Qualifications

The basic qualification to teach in the technical institutions is a master’s degree. Instructor assistants are required to have a first degree. However, due to a shortage of adequately qualified teachers, individuals with lesser qualifications were hired. Thus, 50% of the faculty had only a bachelor’s degree, while 40% had master’s degrees and 10% hold a PhD. The situation was less satisfactory in the North where only 3% of the faculty held PhD, 37% master’s, and 60% only bachelor’s degrees. Baghdad had the best staffing with two technical colleges having over 40% of their staff with PhD degrees.

81 Total number of students in all levels

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Table 6.14Academic Qualification of the Technical Institutes/Colleges Faculty

Governorate No of institutions

PhD MSc BSc Total

Total Iraq 47 277 1125 1435 2837 Anbar 1 9 13 19 41 Babylon 3 48 72 84 204 Baghdad 12 90 380 409 879 Basrah 2 9 64 151 224 Dahuk 2 1 18 21 40 Diyala 1 6 32 21 59 Erbil 4 4 69 107 180 Karbala 1 4 22 22 48 Missan 1 2 26 26 54 Muthanna 1 1 8 17 26 Najaf 3 9 58 78 145 Ninewa 4 48 194 211 453 Salah al-Din 1 3 9 13 25 Sulaymaniyah 3 2 25 45 72 Tameem 3 26 89 132 247 Thi-Qar 3 8 30 62 100 Wassit 2 7 16 17 40

Source: Annex 2: Statistical Data for the University Level Data obtained from the CTE in Baghdad gave the breakdown of the qualifications of all the faculty members by highest educational qualification by field. Table 6.15 shows that only about half of the faculty had the minimum qualification (master’s degree or doctorate) required for a teaching post. Faculty-wise, the small numbers of arts staff were well qualified (30% of Arts and 18% of Humanities staff with doctorates), while the proportion of staff with doctorates was lower in other subjects: Medicine 12%, Agriculture 11%, Administration 9%, Technology 6% and Pure Science, 6%.

Table 6.15. Faculty Qualification in Technical Institutes in the Centre/South by Field

Specialty Technolo

gy Admin. Medicine

Agriculture

Arts Humaniti

es Pure

Science

Other Specialti

es Total %

B.Sc. 356 197 92 80 2 5 24 30 786 45.6Higher Dip. 18 32 25 1 0 2 1 0 79 4.6M.Sc. 245 203 92 83 14 11 39 17 704 40.9PhD. 41 41 30 21 7 4 4 6 154 8.9Total 660 473 239 185 23 22 68 53 1723 100

Source: Commission for Technical Education, Baghdad, 2003 The staffing situation in technical colleges is much better, since 89% of the staff had master’s and Ph.D. degrees. Fifty-two percent of the faculty members in the field of administration had Ph.D. degrees.

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Table 6.16. Faculty Qualification in Technical Colleges in the Centre/South by Fields

Specialty Technology Admin. Medicine Agriculture HumanitiesPure

ScienceOther Specialties Total %

B.Sc. 14 4 0 12 0 3 0 33 11 Ms.Sc. 66 17 19 9 2 39 17 169 56.3 Ph.D. 23 23 10 15 0 15 12 98 32.6 Total 103 44 29 36 2 57 29 300 100

Source: Commission for Technical Education, Baghdad, 2003 In order to upgrade the background of its staff, the CTE developed special programmes leading to a high diploma and master’s degree in the fields of technology, health and medicine and agriculture. Courses for higher diplomas had already been introduced for welding technology, electrical power technology, community medicine and pathology. Master’s degrees are offered in the following fields: casting technology, communication technology, molding technology, surveying, dynamic system technology, welding, computers, concrete technology, pathology, prosthetics, animal biotechnology, tissue transplant, antibiotics and plant growth technology. The offering of higher diploma and master’s degree courses in the technical colleges was controversial. The CTE justified these programmes by indicating the need for a cadre of qualified manpower to keep up with technological change. Cooperation with the University of Technology appears to be imminent. Stakeholders were also suggesting the upgrading of the CTE into a university, in line with the offering of post-graduate studies in the technical colleges. The problem of staff development was highlighted during a Stakeholders Workshop held by UNESCO in Baghdad in August 2003. The workshop, which was attended by senior faculty members, emphasized the need to uplift the level of faculty if the objective of quality education were to be achieved. Participants indicated that the problem of quality had several dimensions. The first was clearly that of raising the current academic minimum standard of faculty to that of a master’s degree as stipulated. The second was that of exposure to professional activities outside of Iraq. Their concern was that due to the isolation brought about by sanctions, faculty members had lagged behind their counterparts outside. They therefore pressed the point that future staff development programmes should have a significant component of external training.

6.2.5.2. Student/Teacher Ratio

The survey indicated that there were an average of 23 students for each teacher. For institutions that emphasize practical training this ratio is high, since teachers need to spend more time with individual students to ensure that skills are inculcated and gradually perfected. However, teachers are assigned aides for practical lessons, which reduce pressure on them during these lessons. The aggregate ratio, however, masks the wide-ranging ratios obtaining in individual institutions and within departments. The Institute of Medical Technology in Baghdad, for example, had a comfortable average student-teacher ratio of 8, Shaqlawa Technical Institute in Erbil, an inefficient ratio of 2, while the Electrical and Electronic Technical College in Baghdad had a poor ratio of 90.

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6.2.5.3. Professional Development and In-Service Training

Due to the rapid development in technology, technical teachers require more frequent professional development and in-service training in order to stay current with the state of the art. Professional development has been hampered by sanctions in the last 12 years. Travel restrictions were also imposed by the government of Iraq, particularly for faculty members with Ph.D. degrees who required special permission to leave the country. The resulting isolation meant that faculty could not interact with peers internationally or even regionally, leading to stagnation in their skills and scientific development. The quality of the faculty in turn affected the quality of the manpower and womanpower trained in technical education. Professional development is critical in ensuring that technical education in Iraq produces quality graduates. The survey results showed that half of the staff in technical institutions lacked the minimum teaching qualification of a master’s degree, which was a sad pointer to the state of professional development of the faculty. A rigorous plan must be put in place to upgrade of the 50% of faculty who do not hold the required minimum qualification. As members of faculty in higher education institutions, staff in technical education are expected to be involved in research and publishing activities to enhance their professional development. Respondents to the survey indicated little involvement in publication activities. Only 9 journals were being published by these institutions, with 6 of them produced by Baghdad-based institutions. Staff had published only 50 articles within Iraq in recent years, with all except two being from the Institute of Medical Technology in Baghdad. There is clearly a need to motivate staff to be involved in research and publication.

6.2.6. Curriculum

In technical education institutions, students follow practically-oriented curricula. Students in Iraq are expected to spend 70% of the time in practical activities and 30% in theoretical learning. In comparison to similar international-based institutions, this is a ratio more suitable to secondary vocational education. Education at tertiary level now requires a stronger time allocation to theory than that applied in Iraq. Economic sanctions impacted severely on the technical education programme, as it was not possible to keep up to date with changing technology in the world. In order to enhance the skills of the students a month of practical training is required each summer. Ideally this training component should be undertaken in a related work environment outside of the institutions but, in practice, the programme has been conducted mainly within the technical education institutions themselves. The summer practical training programme made up for some of the time lost during the academic year due to lack of continuous electricity supply. The technical education curriculum needs to be flexible in order to permit ongoing change in line with changing technologies. This has not been the case, however, as the CTE in the Centre/South and the FTIs in the North have retained central control of curricula and examination issues. It was only in 2002 that the CTE allowed each institution to prepare and mark its own examinations. Since the curriculum content is the same in all

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institutions, each year the CTE designates a college that prepares an examination paper in a particular subject, which is taken by all institutions. The CTE explained that this strategy was to ensure quality control, as none would know in advance the subject to be selected and who would prepare the examination. The authorities have left the curriculum substantially unchanged for over two decades, with the exception of the health programme in the North, which was reviewed with the help of WHO in 2000. The ITE report82 noted that curricula tended to be narrow, focusing only on specific subjects directly related to professional requirements. However, similar programmes internationally now expose students to a variety of courses designed to enhance their ability to adapt to the changing work environment, improve their lifelong learning abilities, and impart entrepreneurial skills to improve their ability to start and run their own businesses. The CTE has recently developed its vision for future changes in undergraduate and post-graduate studies. Emphasis is given to electrical and power technologies, medical technologies (including organ transplant technologies and biotechnology) and agricultural technologies. Environmental problems as well as computer-related subjects have become priority subjects for research papers and conferences organized by the CTE. One major shortcoming of the highly centralized education system in Iraq is the lack of interaction between the institutions offering the training and the work environment in which the graduates will be employed. This gap often creates a mismatch between the knowledge and skills imparted in the institutions and those required at the work place. Modern trends in technical and vocational education require close liaison with the workplace to ensure relevancy and flexibility.

6.2.7. Textbooks and Other Teaching-Learning Materials

As a component of the higher education sub-sector, technical institutions suffered the same paucity of approvals as universities, regarding the import of teaching and scientific equipment under the Oil for Food Programme. Important and necessary equipment including computers was routinely placed on ‘hold’ by the 661 Committee under the perception that they could be diverted for other uses. Textbooks suffered the same fate, forcing higher education institutions to re-use old books that were outdated. Additionally, lack of access to the Internet denied both faculty and students the opportunity to seek information from websites, something that is being taken for granted by students at similar levels in most countries of the world. Thus keeping abreast of technological changes was difficult for both faculty and students. Responses to the survey indicated that there were a total of 138,326 books in the technical institutions, with the additional needs being reported as 203,129. It is possible that if the staff were more highly qualified and exposed to trends worldwide the reported needs would be significantly higher. Regarding information technology, the survey found that only 249 computers were available in the technical institutions (data from 17 governorates). The Computer

82 UNESCO, Independent Technical Evaluation, 2001.

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Technical Department in the Electrical and Electronic Technical College in Baghdad, for example, reported being in possession of only one computer, having presumably lost equipment through looting following the conflict. The institutions reported a further need of 1,923 computers to meet their immediate demands. Without this vital equipment the quality of technical education will be seriously impaired. A UNESCO report from the North indicated that technical institutes there were generally better equipped, particularly for the teaching of practical skills. UNESCO delivered educational materials worth $10.2 million between 1997 and 2003 to these institutions83. In the North, the survey found more computer equipment than elsewhere. As of the end of 2002, universities and technical institutes in the North received computers valued at $ 1.5 million. After the March 2003 war, UNESCO procured additional computers for higher education valued at $1.9 million.84

6.2.8. Infrastructure

The war caused extensive damage to some technical institutes and colleges but looting and arson caused most of the damage. The institutions in the Centre/South of Iraq suffered more damage, and about 80% of them were affected.

6.2.8.1. Condition of Buildings

The UNESCO survey found that out of the 46 responding technical institutes and colleges, the buildings in 14 were considered as unsafe, 5 were badly damaged, 11 were partially damaged e.g. through looting, and 17 were in good condition (Table 6.18).

83 This value represents goods distributed/installed up to Phase 6 of the Oil for Food Programme. After the war, additional educational goods and materials were being delivered. 84 In Dohuk Technical Institute, for example, the computer systems department reported having 40 computers compared to the 9 institutions in Baghdad that reported possessing a total of only 24 computers.

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Table 6.18. Damage to Infrastructure of Technical Institutions85

Number Of War-Related Incidents No. Of Institutes Responding Not Damaged

Bombing Burning Looting Anbar 1 1 0 0 0 Basrah 2 0 2 0 2 Qadissiya 1 0 0 1 1 Muthanna 1 0 0 0 1 Sulaymaniyah 4 4 0 0 0 Babylon 3 2 1 0 1 Baghdad 12* 0 5 8 12 Dahuk 3 3 0 0 0 Thi-Qar 2 0 1 1 2 Diyala 1 1 0 0 0 Erbil 3 3 0 0 0 Kerbala 1 0 1 0 1 Tameen 3 0 2 0 3 Missan 1 0 0 0 1 Ninewa 3 0 0 0 3 Wassit 2 1 0 0 1 Najaf 3 1 2 1 1 Salah Al-Din 1 1 0 0 0 TOTAL 47 17 14 11 29

Source: Annex 2: Statistical Data for the University Level The 14 technical institutions considered as unsafe were found in Baghdad (5), Tameen, Najaf and Basrah (2 each), and Thi-Qar, Babylon, and Kerbala (1 each). Most of these buildings were completely burned or bombed or extensively looted and destroyed. Buildings under this category need almost complete reconstruction. For these cases, demolition of the building is recommended as rehabilitation may be more expensive than building a new one. The 5 badly damaged technical institutions were located in Baghdad (4) and in Qadissiya (1). There were 11 partially damaged technical institutions, in Baghdad (3); Ninewa (3); and in Muthanna, Thi-Qar, Missan, Tameen and Wassit (1 each), which incurred damage while being looted. Seventeen institutes were found to be in good condition, in Erbil (4), Sulaymaniyah (3), Dahuk (3), Babylon (2), and Anbar, Diyala, Wassit, Najaf and Salah Al-Din (1 each). As noted earlier, however, the notion of ‘good condition’ is relative since very few buildings in Iraq may be classified as such. Even these buildings need rehabilitation, given the long period of neglect and lack of building maintenance which characterized the past decades.

6.2.8.2. Condition of Utilities

Survey respondents indicated that (at least) 67% (32 out of 48 responding to the question) of the technical institutions were connected to the main electrical grid. The problem, however, as with universities and secondary schools, is that these institutions were not receiving continuous power supply, which has a severely adverse impact on the training in laboratories as well as the evening classes. Forty percent reported that their generators

85 Includes the Commission for Technical Education

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were looted. This is a priority. Electricity is essential for technical education, especially the practical component. Regarding water and sanitation, 28 technical institutions reported being connected to a water system, while only a few reported that they were connected to the main sewage system. The latrines of the technical institutes were reported in varying degrees of usability. Eighteen institutes reported that only 25% of their latrines were working; 10 institutes reported 50%; and 9 institutes reported 75%. Clearly there is an urgent need to repair the water and sanitation systems of most of the technical institutes.

6.2.8.3. Equipment and Furniture

The general view before the March 2003 war was that higher education institutions had been well provided for by the Oil for Food Programme in terms of basic office equipment and supplies, furniture, air conditioning facilities and vehicles. This perception may be correct given the total applications approved for higher education in the amount of US $ 18 million from Phase 4 to 9 of the Programme. However, the UN 661 Committee regularly blocked teaching and scientific equipment procurement applications.86 Most workshops had basic equipment for the specialization being offered, although it dated back to the 1980s. Unfortunately looting and arson, in the aftermath of the war, seriously affected these resources. Results from the UNESCO assessment indicate that 29% of the technical institutes and colleges lost their equipment, with losses ranging from 20-100%. The situation was so bad that most of the institutions completed their academic year in secondary school facilities teaching only the theoretical component of their courses. As with the vocational schools, the equipment in technical fields was attractive to looters, due to its saleability. In effect, the technical institutes and colleges affected by damage and looting need new furniture and almost all institutions need a complete set of modern equipment and teaching-learning materials for laboratory and workshop studies. All governorates, except in the North, reported that vehicles were looted or damaged during or after the war. In total 164 vehicles were affected. Vehicles were of special interest to looters and those that were saved were probably in the possession of senior staff.

86 Starting from Phase VII some applications for laboratory equipment were approved. This equipment, however, did not arrive in the country until mid-2003.

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7. CONCLUSIONS

This chapter reviews the principal findings of the UNESCO survey, in the light of the reconstruction and renewal process of Education in Iraq. The survey has indeed highlighted the common concerns of Iraqis from different backgrounds to the urgent need of revitalizing and renewing the education system in order to meet the social-economic and cultural requirements of the reconstruction process of their country. All consider that education is a key element for the promotion of national peace and harmony, and that it is vital to renew the rich ‘educational capital’ of Iraq, with its broadly developed network of institutions of secondary and higher education. There are ample human resources (teachers, educators, civil servants, support staff, civil society partners), which given the opportunity to upgrade themselves through appropriate learning facilities, and the provision of innovative materials, methodologies, pedagogy and curriculum reflecting the national cultural identity and the messages of tolerance, democracy and civic education, can contribute more effectively to this national endeavour.

During the discussions with stakeholders and people interviewed, expressed a strong commitment to revive the Iraqi traditions of providing quality education to its younger generation. They all emphasised the urgent need to prevent further degradation of the educational system, which has already suffered from the adverse effects of economic sanctions as well as the conflict leading to regime change. Moreover they wanted to seize the present window of opportunity to renew and modernize the system. The UNESCO Needs Assessment recognizes the importance of the process of discussion, policy dialogue and consensus-building as essential elements in the elaboration of the new vision for education in Iraq. The assessment also noted urgent need to strengthen the national capacity in priority areas of policy formulation, planning and management, to achieve this objective and translate it into concrete action. The overall education renewal should englobe, not only its managerial and financial dimensions, but also the learning environment and educational content. Issues relevant to improving education quality will be at the heart of this initiative (curriculum renewal, in-service training of teachers, pedagogical and learning materials). Updating of information and the establishment of a solid database on the current education will be an indispensable step for ensuring the proper management of the overall system and its needs, in order to determine the priorities and future policies. The Needs Assessment also enabled the national teams to consider education in its totality, with a holistic approach although the survey concentrated essentially on post-primary education.

Clearly the challenge now for the national decision makers and stakeholders is to prioritise the needs of the education system in terms of programmes the immediate, near and medium term future implementation within common socio-economic macro framework for reconstruction.

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7.1. Issues and needs

7.1.1. Establishing a National Framework for Education

The reconstruction of education at a time of national transition should build on a shared view on the appropriate educational policies and programmes for the future.87 All stakeholders should be involved in national consultations on these matters, - a process which can help create a sense of national cohesion. Most citizens would like their children and grandchildren to study in well-functioning institutions and gain nationally recognised qualifications that lead on to employment. There is thus a strong incentive to rebuild a national education framework and ensure its successful implementation. This framework should be sector-wide in scope, with attention not only to the various sub-sectors but to their inter-relationship. The location and size of secondary schools should relate to the output of children from the upper grades of primary school. Decisions on expanding existing secondary schools or establishing new ones must be based on school mapping that covers the two sub-sectors, taking especial account of gender issues. Access to education at ‘Preparatory’ level, whether general schooling, vocational education or teacher training, should relate to the outputs of the ‘Intermediate’ level of education. The strengthening of education faculties at universities will be critical to the modernisation of the various educational institutions at secondary level, in terms of pedagogy as well as supporting the renewal of curricula and textbooks. A national framework is thus required, which sets out the role of each sub-sector within the overall context of educational and societal renewal. The framework must further cover the principles of educational governance, and the role of education in promoting social and economic renewal, as well as human rights and national unity, together with respect for diversity. In order to provide the necessary leadership for this process, it will be helpful if senior managers in the Education Ministry and Ministry of Higher Education and Scientific Research, as well as institutions of higher education, have the opportunity of participating in technical seminars, study visits and other means to upgrade their skills and acquaint them with international experiences and best practises relevant to education renewal. National consensus building and policy dialogue is important at this stage. The creation of national commissions and fora to discuss and formulate the education vision and policy, would be conducive to mobilizing the required support for the renewal and reconstruction. This process will also have to take into consideration legislation and administrative practises on which to build the renewed education system with relying on the coordination of the multiplicity of private and other education initiatives.

7.1.2. Decentralisation of Decision-Making

Effective field offices are vital in the delivery of educational services. The structure of the educational system has some elements of decentralisation, through the Directorate General for Education at the governorate level. In many respects, however, the system has been heavily bureaucratic and centralised.

87 In the past, educational policies were influenced by the philosophy of the former regime. Examples included special quotas for admission of students to universities and selection of students for postgraduate studies. There is a need to establish arrangements that are equitable, favour educational quality, and meet the needs of national development.

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It will be important to determine the most effective and efficient structure for decision-making, including any appropriate devolution to the governorate and district level, given the large number of decisions that will have to be taken in the process of reconstruction. It will be necessary to train field staff in the processes of educational planning and management, management of information systems, including the principles of school mapping.88 The communication facilities between the ministries and local office, centres and institutes have suffered considerably due to logistics and security problems. This issue has to be addressed. The process of decentralisation will be especially important in the field of higher education, where the pursuit of academic excellence as well as more academic freedom may require more decision-making by individual universities and technical institutes, within the framework laid down by the Ministry of Higher Education.89

7.1.3. Capacity-building for Education Planning and Management

Planning and organisation of reconstruction will place an immense demand on the planning and managerial staff of the education ministries. The widespread damage and deterioration of infrastructure, as well as severe shortages of furniture, equipment and materials hamper considerably the execution of daily tasks. There are massive needs in terms of teacher training and the renewal of curriculum and textbooks. The concerted efforts to meet the immediate needs in order to ensure the completion of the school year and continuity in the education services have enabled the national authorities to overcome some the main obstacles, but these are only stop-gap measures. Serious consideration will have to be given to ensuring sustainability of the system and channelling of the resources into prioritised areas within a programme framework. The national staff are willing to contribute to this reconstruction effort but will require the modern techniques and skills to do so. There will be difficult problems of prioritisation, in terms of rehabilitation of infrastructure, provision of equipment and materials, curriculum renewal and teacher training. To successfully plan and manage these operations, key officials in the education planning and statistics departments of both ministries will need exposure to modern techniques of educational planning and management. There will be a need for constant readjustment of the short and medium term plans for the rehabilitation and reconstruction of the education sector, according to trends in enrolment, unforeseen changes in the implementation rate of different investment projects, and so on. Education planning and management requires sound and updated education statistics. An Educational Management Information System (EMIS) will be needed, covering the primary and secondary schools, and linked to EMIS systems covering other sub-sectors,

88 UNESCO conducted a School Mapping Project in northern Iraq in 2001 to provide detailed school statistics and other relevant data needed to determine the optimal pattern for expansion of education facilities. Statisticians and educational planners were trained in data collection and analysis. Data collected included the number and location of schools, students, teachers and staff members and the physical condition of the schools including the availability of facilities such as electricity, water, sanitation, together with needs for rehabilitation and/or reconstruction. 89 Under the Oil for Food Programme, UNESCO assisted higher education institutions in northern Iraq to enhance their research orientation and capacity. Thematic discussions and interaction with international specialists on relevant topics were encouraged. Round-table discussions on areas such as identifying research problems, developing research frameworks and fleshing out research methodologies were common. Funds were also provided for the rehabilitation of research laboratories and basic research materials.

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notably vocational, teacher training, non-formal, university and technical education. The management of the procurement services and the delivery systems of books to schools will also have to be programmed in a way that materials and textbook production and operational chains are optimized.

7.1.4. Renewal of Outdated Curricula and Textbooks

The survey team noted a consensus among educators that Iraqi curricula at all levels were outdated. In many instances, they had not been substantially changed during the last decade or more. School curricula were considered to be ‘overcrowded’ and burdened with too many subjects. Mismatch was found between requirements of the labour market and skills taught in vocational schools. There was a need to review the approach to pedagogy in the curriculum of teacher training institutes. And updating was especially urgent in higher education, where there was regular formal updating but often little change in the substance of the various courses.90 Curricula in higher education need to be oriented towards international economic trends as well as scientific development, and international support in this endeavour would be very important. More emphasis will be needed on practical work in laboratories and workshops as well as in the application of theoretical studies in field settings and the workplace.91 A new generation of textbooks will be required, in line with the renewal of curriculum and of pedagogy. Meanwhile, the existing textbooks need urgent revision so that students can have reliable and unbiased materials on which to base their study.92 The renewal of vocational and technical education will require attention to the demands of the labour market. This will affect the areas of study to be offered in the various institutions as well as requiring updating of the content of the curricula.93

7.1.5. Need for a Comprehensive Programme of Teacher Education

Teachers play a critical role in the learning achievements of students in Iraq. At the national level there is no acute shortage of teachers in terms of absolute numbers, as indicated by the student-teacher ratio. Most secondary school teachers have the basic qualification of a degree, although there is a need to upgrade the qualifications of the general secondary school teachers, vocational and teacher training staff that fall below this level.

90 The CPA started the first move to revise the curriculum by creating the Temporary Advisory Committee on Curricular Reform in higher education to develop a plan for a comprehensive review, suggest policies, and identify potential avenues for international support. The same process was envisaged for secondary education. 91 In recent years, UNESCO supported field-based training activities for students in the 3 universities in northern Iraq aimed at enhancing students’ knowledge and skills in the practical component of their respective fields of study such as physics, biology, geology, agriculture, administration and economics. These projects helped students apply the concepts and theories learned in the classroom.

92 UNESCO supported the revision and printing of all mathematics and science textbooks. 93

A Labour Market Survey was conducted in Suleimaniyah from November 2001 to August 2002, under the auspices of UNESCO. Aimed at obtaining information on different occupational groups in the labour market, the findings were used to rationalize vocational education training. The results of the survey showed, inter alia, that 52% of the labour force worked in agriculture; that 75% of those surveyed had completed only primary education or less; and that 85% did not have the qualifications appropriate to their work. There was a discrepancy between the demands of the labour market and the programmes provided by educational institutions particularly vocational and technical education. The study recommended the review and restructuring of the vocational and technical education curricula.

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Institutions of higher education, however, face a serious problem in terms of teacher qualifications, since many of their staff only hold a bachelor’s degree, whereas a master’s degree or preferably a doctorate is the norm. The apparently favourable national student-teacher ratio, hide internal discrepancies, imbalances and shortages of qualified teachers in particular subject areas. At secondary level, there is a shortage of teachers in the fields of mathematics, science and English language. At university level, there is a shortage of well-qualified staff in the sciences and engineering. The survey showed that only a small proportion of secondary teachers received in-service training during the previous five years. Much of this was related to specific subjects. Only a limited number received training in pedagogy, much of which remains teacher- and subject-centred. A major initiative is needed to introduce more active learning methods, and encourage critical and creative thinking. Educators are acutely conscious that they have been cut off from international developments in the field of education and in their own specialist fields in recent years, - to the extent of not having access to foreign publications as well as restrictions on studies abroad. Teachers interviewed regretted the lack of contact with the changes and development taking place in the pedagogical and education fields. Urgent action to restore the connections with the relevant professional networks would assist considerably in improving staff motivation as well as their skills Staff development plans for higher education are vital, to ensure quality teaching competitive with that in other countries. International exchange schemes will be essential. A special ‘mobility fund’ may be introduced, to enable academics to link with joint research programmes in other parts of the world.

7.1.6. Raising Teachers’ Morale and Remuneration Packages

Teachers’ salaries have been an issue during the last 15 years, as monthly take home pay has fallen in value from $ 500 - $ 1,000 to some $ 5 - $ 40. The decision to pay secondary teachers $65 per month and university professors, including administrators, a monthly salary of $160 - $ 300, was a welcome first step in this regard. The salary range is still viewed as inadequate, however, and has only partially stemmed the exodus from the teaching profession, particularly of experienced and talented teachers who can easily be absorbed in other occupations, and –especially in the case of university teachers, may find employment abroad. Pending an increase in salary, steps may be taken to raise teacher morale through public recognition, access to in-service training and ICTs, and attention to their welfare needs.

7.1.7. ICTs in schooling and higher education

The introduction of ICTs was limited during the period of economic sanctions. The recent destruction and looting has compounded the problem and a highlights the need for a systematic approach to assessing the requirements in this area. The introduction of ICTs in secondary schools has to be weight carefully with the capacity of the system utilize them effectively and maintain them. The optimal use of modern technologies has to be seriously

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considered both for managing the education system as well as a working and learning tool for students. The renewal of higher education will rely heavily on ICTs, which will provide access to current developments in the various academic fields. ICT equipment and connectivity is essential to support the rebirth of the culture of research in institutions of higher education, and the associated quality improvement in undergraduate and postgraduate education.94 Printed learning packages still prevail as the modality of distance learning at the Open College of Education. There is a need to upgrade this system and other in-service teacher education towards the use of TV networks and e-learning.

7.1.8. Supply of Books, Equipment and Teaching-Learning Materials

An acute shortage of books and reading materials was found in all sub-sectors. For some years, several students have had to share each secondary school textbook. This situation was exacerbated by the destruction of many school and college libraries and the looting of books and reference materials, including library furniture and equipment. At the time of the survey, the total number of books in general secondary schools, for all subjects combined, barely exceeded the number of students In the universities, the number of volumes in their libraries is now well below international standards. Even before the war, education quality was already constrained by the lack of equipment and facilities needed for practical subjects like science. The modest supplies of computers, audio-visual equipment, workshop tools and science equipment were priority targets of looters. Laboratory equipment is vital in secondary and higher education, so that science lessons have a practical component, while at higher education level there is the additional consideration that education quality is enhanced by a culture of research. Workshop equipment is likewise vital for vocational and technical education. Equipment for this purpose is a high priority, and will help teachers to update their specialist knowledge.

7.1.9. Limited space for academic activity

The destruction and looting following the conflict has had a serious impact on the educational infrastructure, which was already insufficient before the war due to inadequate maintenance and repair. As reported by survey respondents, lack of maintenance and recent incidents meant that 47% of secondary school buildings were partially damaged, 23% badly damaged, and 10% completely unsafe. Vocational schools were in a similar situation with 45% partially damaged, 28% badly damaged, and 11% unsafe. Teacher training institutes were in almost as critical a state with 37% partially damaged, 21% badly damaged, and 15% unsafe. Likewise extensive damage was found in two thirds of the universities and technical institutes. Given this widespread deterioration and damage, combined with shortages of space that had for some time led to extensive use of multiple shifts, it is clear that rehabilitation and reconstruction of space for teaching-learning is an 94 Under the Oil for Food Programme, UNESCO procured computers for both secondary and higher education in northern Iraq. By the end of 2002, secondary schools and institutions of higher education had received computers valued at $213,318 and $1,512,247 respectively. After the conflict in March/April 2003, UNESCO procured additional computers for secondary and higher education in these governorates valued at $5,005,996 and $1,924,562 respectively. Training courses were provided to enhance the level of computer literacy of the staff. The project aimed at an average of 20 computers in every secondary school.

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immediate and long term priority. Double shift arrangements have a negative effect on the achievement of curriculum goals due to the shortened contact hours between students and teachers.95

7.1.9.1. Need for systematic planning to enhance access to secondary and higher education

Steps will be needed to raise levels of participation in schooling, which – in terms of the Gross Enrolment Ratio, mean that barely a half of boys and a third of girls in the age group 12-17 are enrolled in secondary education (grades 7-12), with very small proportions of the age group enrolled in the upper secondary ‘Preparatory’ level (grades 10-12). Issues of quality are relevant here, as are measures to bring schooling closer to students’ homes, -especially important in the case of girls. This will require school mapping exercises, which will help prioritise the priority locations for investment in infrastructure renewal, as well as specific measures such as provision of school buses, especially to girls’ schools.96 Similar concerns apply to higher education. Although the rapid extension of higher education to new governorates in recent years has raised some questions regarding quality, the aim of extending educational opportunity is a valid one.

7.1.9.2. De-Baathification measures

The de-Baathification measures immediately after the conflict led to the removal or suspension of a considerable number of education officials and university professors from their posts. These measures97 led in general to a feeling of insecurity among the faculty members and contributed to the shortage of qualified staff in universities and technical institutes. Interviews conducted by the needs assessment team indicated that this policy was triggering a brain drain from universities, as experienced professors have left the country. 7.2. Constraints

The process of educational change and renewal is not easy in any society. In Iraq, in particular with its atmosphere of political uncertainty in the post conflict situation, education reform will have little meaning if it is not built on national consensus. A first

95 The condition of buildings in northern Iraq was illustrative of the deterioration during the 1990s. Under the Oil for Food Programme, UNESCO completed the rehabilitation of 88 primary and 41 secondary school buildings, and constructed 11 schools, while other agencies likewise rehabilitated and constructed primary and secondary school buildings. Two significant construction projects were brought to the design stage: (1) the Education Resource Centre in Suleimaniyah Governorate, intended to house the production of teaching aids for secondary education and an audio-visual and photography laboratory; (2) the Vocational Education Complex, which would bring together the existing vocational schools in one compound for easier networking and rational utilization of workshop facilities. In higher education, UNESCO renovated 13 academic buildings, 6 dormitories and 1 staff house as well as constructing 8 buildings. In addition, 61 construction projects were on-going when the war broke out in March 2003, including the project of transferring the University of Suleimaniyah to another location outside the city to reduce overcrowding. 96Under the Oil for Food Programme, UNESCO hired buses to transport secondary students in the governorates of Erbil and Dahuk to their respective school sites, including rural-based students transported to their school in the town and urban-based students whose schools were located at the outskirt of the city. In 2000-2001, 7,310 students were the beneficiaries of this project, rising to 14,779 in 2001-2002. In the Governorate of Suleimaniyah, education officials decided to request UNESCO to procure buses rather than hire them to transport students. When the Programme was interrupted because of the war, 90 buses valued at $3.3 million were being distributed. Vehicles were also procured for the education offices in northern Iraq. They were used in secondary education for the supervision of educational programmes as well as for the transportation of educational materials to school sites. In higher education, they were used for the transportation of students and staff during field trips under the field-based programmes. By the end of 2002, vehicles valued at $1,255,000 had been supplied for secondary schooling and $4,959,522 worth of vehicles for higher education.

97 Reversed in April 2004.

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step is to lay the foundations for such reform through strengthening capacity for planning and management of the system, building a modern information base, and building expertise in curriculum and textbook development and teacher training. At the same time, the process of national policy development should be encouraged, involving representatives of all key stakeholders. Security problems make it difficult for students and teachers alike to go to schools and attend to classes regularly; as well as hampering the organisation of workshops and seminars for in-service teacher training, curriculum renewal and so on. This remains a major problem in the rehabilitation of the education sector. Lack of resources and uncertainty regarding the availability of national and international funding for education is a critical constraint. Large sums are needed just to pay teacher salaries, making it difficult for the authorities to sustain the recurring cost of education activities. These impacts on the availability of funds to rebuild, upgrade and extend the dilapidated and damaged educational infrastructure, to provide the needed equipment and educational materials, and support curriculum renewal and in-service teacher training. To the extent possible, therefore, external assistance should be committed over the medium term rather than on a short-term basis.

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8. RECOMMENDATIONS

This chapter presents recommendations formulated by the persons interviewed with the view to the renewal of the education sector in Iraq built on quality. Strategies are proposed for the renewal of the education ministries and the sub-sectors of general secondary education, vocational education, teacher training and higher education.

8.1. Capacity building for education policy formulation, planning and management

8.1.1. Policy Review and Formulation

Educational policy at the national level will need to be renewed in the light of the countries socio-economic and cultural vision for the future and strategic guidelines for the management of education programmes will need to be elaborated. The review process should involve all national stakeholders so that the new vision, policy and strategy are fully appropriated by all those concerned. For this purpose the national authorities could setup wide-based commissions or fora to review and formulate the national educational policy and its priorities. The policy review and formulation will have to cover areas such as:

• Consultations and consensus-building on the national framework for education • Ensuring access to education, including equitable access for girls and children

from poorer and rural families • Teachers’ professional development and welfare • Curriculum and textbook renewal, textbook production and distribution • Community and stakeholder support in the management and development of

educational institutions • Labour market requirements • Prioritisation of capital investment in rehabilitation and construction of

infrastructure and in procurement of educational equipment • Criteria for student admissions, scholarships, national examinations • Status and management of educational institutions, including charters for

universities. Attention will have to be paid to the participation of all stakeholders in the policy review and formulation process and to building national capacity for selecting and prioritising the needs. A holistic approach will have to be adopted to deal with the country as a whole with its diverse population groups, their respective interests and aspirations, and to translate these into a coherent national vision and programme.

8.1.2. Structural Analysis and Re-organization

The organizational structure is the framework within which decisions in education are made, implemented, monitored and evaluated, and influences the level of rationality, efficiency and effectiveness of decision-making in education. A comprehensive structural analysis and review of organisational design in Iraq is needed, to lay the foundations for

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the renewal of the education system and its functioning. In order to enable the ministries concerned to carry out this task, they could make use of methodologies such as Mission-Function-Tasks Analysis. Specifically, this is done by:

• Organization of a group of experts (for each ministry) with terms of reference to undertake a comprehensive review of the current organization of the MOE or MHESR, problems encountered, supported by capacity-building for the task.

• Preparing a framework for re-structuring educational administration and management, including indicators of rationality, efficiency and effectiveness in core management tasks, such as management of the teaching force, infrastructure renewal, procurement and distribution of education materials and equipment, etc.

• Examining specific units of the existing structure and determining their levels of rationality, efficiency and effectiveness.

• Developing suggestions for re-organization of specific units and the structure as a whole, and decision-making on these proposals.

• Pilot-testing, where appropriate, and introduction of reforms.

8.1.3. Training in Strategic Planning for Key MOE/MHESR Officials

Given the huge task of educational reconstruction, in-service training for strategic planners in both the MOE and the MHESR was identified as a priority area. These planners will guide the development, implementation, monitoring and evaluation of national plans sector-wide and in the respective sub-sectors. They have to balance the interests of the different levels and types of education, as well as diverse user groups, and optimise resource allocation in terms of access, education quality, and providing specialist human resources for social and economic development. Resource mobilisation is a key skill, as is effective coordination of reconstruction efforts.

In this context, it is imperative to develop a programme of capacity building for senior ministry personnel, together with intensive training for the cadre of specialist planners, including those at governorate level. In higher education, senior managers of universities and technical institutes should be included. UNESCO, through its International Institute for Education Planning (IIEP) and regional services, can train high-level officials as well as senior planners. Some staff should be trained as trainers, to undertake in-service training within the country.

8.1.4. Developing and Installing an Education Management Information System (EMIS)

The practice in Iraq has been to collect school data every year, through the school census organised by the Statistics Department. In addition, data was collected by other directorates in the Ministry of Education, to meet their specific needs. The development of a computerised EMIS will enable all departments to have a common reference point for planning and decision-making. The EMIS should generate indicators that measure educational access, education quality and management effectiveness. In the longer term it should link into an ‘information highway’ that connects the ministries with the education directorates in the 18 governorates and, if possible, at local level.

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The various sub-sectors of education covered by the Education Ministry need EMIS programmes to meet their specific need but with common features. Likewise EMIS programmes are needed for university education and for technical education, under the auspices of by the Ministry of Higher Education and Scientific Research. These various elements should be designed for compatibility, to facilitate a sector-wide approach to educational planning and management.

Establishment of an EMIS ideally requires:

• Specification of educational indicators that cover the whole spectrum of education at the national, regional, district and school levels

• Development of an EMIS framework using a platform that permits a sector-wide approach and decentralised access

• Development of data collection tools and processes that meet the needs of decision-makers at all levels

• Human resource development for EMIS at the national, governorate and institutional level.

8.2. Renewal and improving quality of secondary education

Renewal of secondary education is imperative given the strong demand for education and the urgent need to provide the required skills for reconstructing the country and the economy. The quality of education has been adversely affected by the years of economic sanctions and the conflict, leading to outdated curriculum and textbooks, weakened teacher education and training, scarcity of teaching-learning materials and equipment. Access to education has been weakened by social and economic factors, as well as by damage to infrastructure.

Renewal of secondary education requires measures to modernise the content and methodology of the teaching-learning process, increase access and participation, and strengthen the organization and management of the sub-sector.

8.2.1. Renewal of Curricula and Textbooks

The secondary education curriculum has changed little since the 1980s. A process of curriculum review and renewal is essential, to update the subject matter content, modernise the teaching learning methods to be used, and to ensure that curricula prepare students for their roles as citizens in a democratic state. A process of staff development is needed, in the fields of curriculum and textbook development, pedagogy and subject teaching methodology, so that Iraqi experts are exposed to current international standards and approaches. This should lead into the development of a national curriculum framework, focused on broad goals and specific educational outcomes, involving a wide range of stakeholders. The process of mapping out curriculum for the various key subject areas will follow, again in consultation with key stakeholders. The process of curriculum renewal will need to harmonise with the development of a society with respect for human rights and democratic processes, and with national unity founded in a respect for the rich cultural heritage of the nation. It must provide students with the life skills they need to cope with an era of rapid social change and with the competencies needed to gain employment and contribute to the nation’s social and economic development.

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The process of curriculum renewal will in turn lead to the development of a new generation of textbooks. This process is time-consuming, in that new materials and methodologies need to be tested in the schools, revised and tested further. Textbooks have to be written and introduced in the schools on a sequential basis, so that students have continuity of approach as they progress through the system. The production and introduction of a new generation of textbooks is thus something to begin as soon as possible, even though it will take several years to complete. Meanwhile, the process of revising existing textbooks must continue. At secondary level, textbooks are an essential tool for students. Moreover, the ongoing revisions constitute a way of helping teachers update their lessons, prior to extensive in-service training. Each year’s printing of existing textbooks may usefully incorporate revisions of some elements so as to update content, improve methodology, remove elements that promote negative images of others, and offer positive modelling of gender-sensitive behaviours, tolerance and concern for others, peaceful conflict resolution and environmental responsibility, among other objectives. Specific activities for the renewal of textbooks, teacher’s guides and other teaching-learning materials include:

• Review of the present textbooks and teaching-learning materials, including an analysis of how they are used and of associated practical activities undertaken (or not undertaken) in the schools, and teacher feedback on problems encountered

• Development of a framework for meeting the new curriculum objectives, in terms of subject matter and methodology, for each year of study

• Development of a framework for the review and development of textbooks, teacher’s guides and other materials

• Revision or complete rewriting of textbooks • Pilot testing, feedback and revision • Preparation and testing of teacher’s guides • Expert review of content and methodology, prior to printing.

8.2.2. Upgrading Teacher Skills

Qualified and well-trained teachers are central to quality education. There is an urgent need to train trainers who can conduct large-scale in-service training for the teaching force as a whole. The barriers to international communications and exchange of experience in recent years mean that many trainers as well as teachers lack the skills of active pedagogy and updated subject matter knowledge. Students who simply learn notes or the contents of a textbook by heart are not well-prepared for a world of modern technology where change is of the essence, nor for the challenges of active citizenship, which requires the skills of creative and participative problem-solving at local and national level. Training of teacher trainers should lead on to a multi-year programme of intensive nation-wide in-service training for the 76,000 or so teachers in general secondary education. The training should not be ad hoc but should be structured in a way that leads to progressive improvement in the capacities and knowledge of the teachers. If possible, the in-service

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training modules should lead to some form of cumulative certification. This certification process may also include the results of classroom observation and review of teachers’ own records how they have applied the training on a regular basis. Expressed training needs include subject areas such as sciences, mathematics, and English language, including interactive teaching methods, classroom management, and guidance and counselling. In this context, open and distance learning should constitute an important tool in training and retraining of teachers, including those in the rural and remote areas. Resources are urgently needed to strengthen the Open College of Education, to upgrade the qualifications and expertise of practising teachers. In addition to the programme of in-service training of teachers, consideration may be given in the longer term to developing a ‘teachers’ professionalization plan’ covering the career path of a teacher including recruitment, ongoing professional development, transfers, promotions, and retirement. The concept of compulsory periodic in-service training may be explored. Furthermore, the plan should include incentives to make the teaching profession more attractive.

8.2.3. Improvement of Educational Supervision

Educational supervision was identified by the directors of education interviewed as a weak link in Iraq’s secondary education system. Worldwide, there is a problem balancing the tasks of administrative supervision and professional training. If these tasks are to be combined, education supervisors need to be closely involved in the process of in-service training of teachers, and to receive training as trainers themselves, so that they can support the teachers in the classroom. Renewal thus requires:

• Specification of the managerial and administrative tasks of the education supervisors, and training for these tasks

• Clear delineation of the advisory and mentoring role of the education supervisors • Possibly, deployment of full time mobile trainers and of in-school mentors to

complement the supervisors’ advisory and mentoring role • Development of an updated classroom evaluation system • Training of all educational supervisors in classroom monitoring and teacher

guidance • Training supervisors in the principles of school mapping, to optimise educational

access and quality of education in the geographic area for which they have responsibility.

8.2.4. Provision of Equipment and Other Education Materials

Secondary education is in dire need of equipment and materials. Top on the list are the expressed equipment needs such as computers, UPS, printers, scanners, overhead projector, slide projectors, TV sets, VCR and photocopying machines. This is over and above the provision of equipment for laboratories and other specialised purposes. The total number of items mentioned in the questionnaire responses to the UNESCO survey was as follows:

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• Computers 26,506 • UPS 21,775 • Printers 15,627 • Scanners 16,575 • Overhead projector 18,498 • Slide Projectors 7,744 • TV sets 7,142 • VCR 6,582 • Photocopiers 4,384

These estimates include some double-counting where schools share the same premises. Existing stocks of equipment are small, often obsolete and in poor condition. Since the extent of school sharing is not clear, and needs depend on enrolment, grade (year) of schooling, etc, it is not possible to make precise assessments of needs. For planning purposes, it is best therefore to assume that a minimum of 10 computers is needed for each of the estimated 3,000 school buildings. There seems to be a fairly widespread use of audiovisual aids notably overhead projectors; and stated needs in this respect can be reviewed with senior Iraqi educators, taking note of the way the aids are used by teachers at different levels of secondary education. In addition to the above-mentioned equipment, it is necessary to provide standard sets of equipment and materials for rooms used as laboratories or for other special purposes. The number of science rooms in a school and the equipment required depends on the level of studies and the numbers of students in science or ‘literary’ streams at the upper secondary level, but most of the schools definitely need new equipment. Most schools need language laboratory equipment and equipment for physical education/gymnastics. Most schools need books and equipment for a school library. For planning purposes, a first step would be to procure the following for educational purposes (assuming that the schools can find rooms where the equipment can be safely used and stored), pending a more detailed investigation: Computers and supporting equipment: 30,000 (followed by 30,000 more the next year) Slide projectors: 3,000 Overhead projectors: 3,000 TV & VCR: 3,000 Heavy-duty photocopiers: 6,000 (for reproduction of educational materials).

8.2.5. Provision of School Furniture

School desks and office furniture are required for effective functioning of a school. In recent years, it was common to see students sitting on the floor during class hours because of lack of school desks, and teachers standing throughout the class session because of the absence of a teacher’s chair and desk in the classroom. This situation must be remedied. The furniture required to relocate students enrolled in the estimated 1,000 school buildings classified as unsafe (10%) and badly damaged (23%) would include, - in rounded figures, some 1,000 chairs, desks and cabinets for head-teachers, 12,000 teacher chairs and desks for classrooms and similar seating for staff rooms, 12,000 blackboards and cupboards, and

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360,000 school desks and seats.98 Some additional school furniture will be required for the about 2,000 school buildings that were partially damaged or in good condition. These needs would have to be verified on the spot.

8.2.6. Improving Access: School Mapping to Identify Catchment Areas and Needs.

At present, many students have less than satisfactory education because of the widespread use of the multiple shift system. Likewise, many students are accommodated in schools that are in need of rehabilitation or reconstruction. Some have been relocated because their school was destroyed or is unsafe. A long term capital investment plan is needed so that buildings can be repaired, replaced, or expanded, and new buildings constructed, in a way that best improves access to education and the quality of the school environment. In the short term, hard decisions have to be made about how to spend the limited funds available for infrastructural improvement. In these circumstances, it is important to train education planners at governorate level in the principles of school mapping, so that optimal decisions may be made regarding infrastructure development. As part of this exercise, steps should be taken to identify the factors leading to the lesser participation of girls in the various levels and types of secondary education (other than teacher training), having regard to the different conditions in rural and urban areas, and other relevant parameters.

8.2.7. Provision for Student Transportation

A high proportion of students live reasonably close to their secondary school or means of transport to reach it. However, in some areas, lack of access to public transportation and security issues may prevent children from attending classes. This is an especial problem for girls, if they have to walk a long distance to reach the school or a means of transport. School mapping analyses will help show up the needs in this respect. Especial attention should be given to the 28% of schools that reported their location as being in rural areas. Ideally, each of these schools should get one bus, unless they are adequately served by other forms of transport. In some cases, school clusters can be served by 1 or 2 buses.

8.2.8. Rehabilitation and/or Reconstruction of Damaged School Buildings

High priority for the renewal of general secondary education is the rehabilitation and/or reconstruction of its educational infrastructure, damaged during the events of March/April 2003 as well as by the lack of funds for maintenance during the years of economic sanctions. Mention should be made here also of the need for demolition and reconstruction of the Ministry building, which is critical for effective management of the sector. The survey of general secondary education indicates the following needs for rehabilitation and/or reconstruction of premises serving general secondary schools at present:

98 Assuming an average of about 12 classrooms per building, with each room seating about 30 students.

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• School Buildings o Demolition and reconstruction of about 300 school buildings considered as

unsafe o Reconstruction/rehabilitation of about 700 school buildings considered as

badly damaged o Rehabilitation of the remaining about 2,000 school buildings.

• Specialised Rooms o Construction of specialist science rooms for physics, chemistry and

biology (one room for each) in about 2,400 school premises serving general secondary schools; rehabilitation/updating of these laboratories in buildings which already have them (about 600).

o Construction/ rehabilitation of about 3,000 computer laboratories o Construction of about 3,000 language laboratory rooms o Construction of about 2,500 library rooms; rehabilitation/updating of about

500 rooms) o Construction of about 3,000 gymnasia

• Provision of Utilities

o Installation/rehabilitation of potable water supply and sanitation (needed for most of the estimated 3,000 school premises, due to lack of connection to water supply and sewage disposal, or deterioration of water pipes, taps, latrines etc).

o Provision of standby generators to the estimated 3,000 schools; rehabilitation of electrical fittings in a high proportion of the schools.

Additionally, the existing premises need to be supplemented by construction of new school buildings in the medium term future so that multiple shifts can be discontinued. As noted earlier, decision-making on whether to extend existing schools or establish new ones should take account of the findings of school mapping exercises in each catchment area.

8.3. Renewal of Vocational Schooling

Vocational education in Iraq has been in decline for over a decade, with a steady fall in student enrolment. This is an indication of a serious problem. Education officials interviewed for the present study suggested that vocational education has been badly affected by a mismatch between the courses offered and the needs of the labour market, as well as often outdated curricula, ineffective teaching methodologies and obsolete equipment. The same factors were noted in the labour market survey conducted by UNESCO in Sulaymaniyah governorate in 2001.

In this context, it is important that a special review is made of current vocational education programmes, - their mode of delivery and content, and how to make them more demand driven. Several steps can be taken in the interim. These include:

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• developing closer linkages with workplaces • improving the physical infrastructure; • provision of teaching learning materials • in-service training of vocational teachers • conducting a labour market survey • review of the compensation package for teachers.

8.3.1. Developing Links with the Economy and Labour Market

Vocational education is often supply driven, based on the traditional areas of study, rather than current employment opportunities, as stated by the persons interviewed. There is a need to conduct labour market surveys, and tracer studies of employment of ex-trainees, in order to determine what vocational skills are accepted or needed by the market. Based on these surveys, the range of courses offered in different vocational schools can be adjusted to meet current and future needs, including the development of new courses in line with new areas of employment. The current curriculum may need to be adjusted to match the skills and knowledge required for immediate needs of the labour market as well as for newer skills opening up with the modernization and opening up of the economy. Such labour market surveys are needed at regular intervals. Schools should keep records of the employment obtained by their graduates, and try to keep in touch with their careers, as another source of information about the needs of the market. In this context, it is important that teachers and vocational education administrators cultivate closer ties with employers who may hire their students after training. This should be done through regular formal consultations, through providing students with work experience in industries or offices, and through seeking input from the workplace during curriculum review. Each vocational school should designate senior staff members responsible for liaison with employers regarding the demands of the labour market, and employ placement officers responsible for organising work experience/internships as well as assisting graduates to find employment.

8.3.2. Renewal of Curriculum, Textbooks and Assessment Procedures

A major training programme is needed, to update leading vocational education specialists in respect of curriculum and textbook development. Key officials and trainers of trainers need exposure to current approaches to vocational education, in terms of content and pedagogy. A two-pronged approach will be needed in which existing textbooks are updated for immediate use, while a new generation of curricula and textbooks/manuals are conceptualised and developed. Representative stakeholders from the world of work should serve as advisers and as a reference group in the process of curriculum renewal. Faculty of universities and technical institutes responsible for training of vocational school teachers need to be closely involved in this process, and to have access to international best practice in order to guide their work and their contribution to curriculum renewal. Vocational students need to develop lifelong learning skills to be able to cope with the pace of change in technology and the work environment. This will have profound implications for the content of their studies, which need to provide a broad foundation of core competencies including ‘learning to learn’.

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Staff concerned with preparation of vocational education examinations and assessments, including practical skill tests, will need training on assessment procedures appropriate to the new curricula and their objectives.

8.3.3. In-service Training of Vocational Teachers and Head-teachers

Vocational teachers have been cut off for many years from the developments within their professions, whether the content of their specialisations, modifications of the equipment used, or teaching methodologies. They will need in-service training to prepare them to use revised textbooks and later to implement new approaches to curriculum and pedagogy. Suggested plans of action to implement this strategy are as follows:

• In-service training for the majority of vocational teachers in subject specializations, teaching methodologies, and use and maintenance of workshop equipment

• In-service training for the 231 head-teachers of vocational schools on modern teaching methodologies and assessment, as well as how to prepare development plans for their schools and build good working relations with employers in their field and geographic area

• Upgrading the almost 400 (8% of the total teaching force) vocational teachers who do not hold a university degree, where appropriate

• Training of senior teachers and vocational education supervisors in providing on-the-job training of vocational school teachers at classroom level

• Development of indicators of quality teaching in vocational education for use by education supervisors during classroom observation

• International study visits for ministry officials, university and technical institute specialists concerned with the education and in-service training of vocational school teachers, and for selected head-teachers and staff of vocational schools, with the capacity to serve as trainers for other teachers.

8.3.4. Remuneration and Distribution of Vocational Teachers

The critical decline in teachers’ salaries has been a severe problem during the period of sanctions, as noted earlier. The situation of vocational school teachers is especially problematic. If remuneration is poor, the more capable vocational teachers may be attracted to work in industry and commerce. This problem could become acute if there is a revival in the level of economic activity. This is a difficult area of policy, but an important one, and measures should be taken to improve the status and morale of vocational teachers, so as to increase their loyalty and commitment to the profession.

Attention is needed to the geographic distribution of vocational school teachers. At present, there is over-staffing in some schools while others are understaffed in the same specializations. The Ministry should undertake a thorough audit of vocational teachers and develop a redistribution strategy to ensure equity and efficiency.

It is possible that after a market survey and restructuring of vocational education courses and curricula, some vocational teachers might become redundant. If possible, these teachers should be retrained in ways that build on their existing expertise.

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8.3.5. Provision of Textbooks, Tools, Equipment and Furniture

Vocational schools were special targets for looters, following the conflict, as the workshop and commercial equipment could easily be sold to local businesses. Vocational schools are estimated to have lost over two-thirds of their equipment. The survey also showed an acute shortage of textbooks. The textbook-student ratio was found to be about 1: 5, whereas for vocational education it is preferable for each student to have a copy of each textbook or manual for his or her own use. Complete sets of textbooks and of modern workshop tools, equipment and furniture, together with computer laboratories and audio-visual aids are needed for the following vocational specialities. The numbers given are those of schools which offer the named specialisation. If some pairs of schools share the same premises and offer the same courses, then the number of sets of materials required will be less (until new premises are built).

• Industrial 131 sets • Commercial 34 sets • Agricultural 9 sets • Household Science 2 sets • Vocational (general) 55 sets.

Without these workshop tools and teaching materials, it is not possible for vocational education to meet the requisite standards. Replacing what was lost will take time and money. It is, therefore, possible that in some locations, enrolment in certain courses may have to be deferred until the equipment has been replaced. The procurement of replacement equipment will have the effect of introducing new technology in the various specializations. Teachers will need training on the use of new equipment as it becomes available. Furniture will be needed for schools affected by damage and looting, as well as – in the medium term, for other vocational schools. The estimated needs for the 64 buildings in unsafe and badly damaged categories are for nearly 800 classrooms, each requiring a teacher’s desk and table, blackboard and cupboard, similar seating for the staff room, and some 10,000 school desks; together with about 64 principal’s chairs, desks and cabinets.99

8.3.6. Improving the Physical Infrastructure

Deterioration of buildings during the years of sanctions, combined with recent damage, means that about four-fifths (84%) of buildings used for vocational schools need repairs or complete reconstruction. Vocational education cannot be undertaken without the needed classrooms, workshop rooms, laboratories and administrative facilities, so action in this regard is urgently needed. An estimated 18 buildings need to be demolished, and 46 need extensive reconstruction, while 74 need rehabilitation and the remaining 26 need basic maintenance.

99Assuming about 12 classrooms per school. building.

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Very few of the school buildings had specialised rooms for practical activities, -many of the buildings were not designed as vocational schools. Hence it is fair to assume that all the estimated 164 buildings need new facilities such as a computer laboratory, language laboratory, library and gymnasium. It is not possible to estimate without further study how many buildings require construction or rehabilitation of specialised workshops, commerce rooms, etc.

Urgent action is needed to provide, improve or rehabilitate the water supply and sanitation arrangements for the estimated 164 buildings used by vocational schools, about half of which lacked access to running water, and only 15% of which reported having functional latrines. Action will be needed to construct new buildings so that the use of multiple shifts can be discontinued, giving students more time for their practical work. Decision-making in this regard should take note of the school mapping exercises conducted in each location, so that students completing the Intermediate cycle have access to a range of vocational options. It should also take note of labour market opportunities in the area and in the various fields of specialisation.

8.4. Renewal of Teacher Training

At the time of this survey, the teacher training institutes were found to have 52,891 students, while university colleges of education and teachers colleges had an enrolment of some 59,248 students. Teachers for secondary schools are prepared in the education colleges, whereas the other institutions mainly prepare teachers for primary schools. This section reviews the situation of the 136 teacher training institutes, which provide 5-year courses for students who have completed the Intermediate cycle and 2-year courses for students completing the Preparatory cycle. These institutes fall under the responsibility of the Ministry of Education, like the 14 Fine Arts Institutes described in chapter 5 above.100 Teachers trained by the teacher training institutes will play an important role in preparing the next generation to contribute to the development of a peaceful and prosperous society. To accomplish this goal, there needs to be a renewal of curriculum and pedagogy in the institutes and refresher training for the teacher trainers, as well as replenishment of furniture, equipment and libraries, and rehabilitation/reconstruction of infrastructure.

8.4.1. Review and Development of Teacher Training Curriculum and Textbooks

The curriculum for pre-service teacher training has not been significantly changed for many years, and renewal of this curriculum is a high priority for education reform. The present emphasis on subject matter knowledge must be complemented by more emphasis on pedagogy and teaching practice. UNESCO’s experience in northern Iraq indicates that teacher trainers are keen to learn more about child-centred active learning methods. A first step is to provide opportunities for Ministry personnel and senior teacher training staff, as well as curriculum specialists from the universities, to undertake study visits to countries

100Circumstances did not permit the UNESCO team to study the work of the Fine Arts Institutes, but these institutes are included in the survey data since some of their graduates enter the teaching profession.

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where active learning methods are in use, for classroom visits to schools and visits to institutions providing teacher education. Especial attention should be given to the time allocated for supervised teaching practice.

Consideration may be given to some form of collaboration between teacher education institutions abroad and corresponding institutions in Iraq. Within Iraq, it is important to build a critical mass of educators who understand the modern approach to pedagogy, and who can support the process of change. Seminars and workshops for key stakeholders may be envisaged for this purpose. In-service training of head-teachers can be held to prepare them to accept newly trained teachers using modern approaches into their schools and to provide them with the necessary support. Outreach of teacher institute staff to support their ex-trainees through classroom visits may be introduced, which would also provide valuable feedback for improving the effectiveness of the institutes.

New textbooks will be needed which introduce trainee teachers in Iraq to child-centred education, positive approaches to classroom discipline, and other aspects of modern primary education. As a short-term measure it may be useful to translate some key texts for this purpose, if they are not already available in Arabic elsewhere in the region. Textbook writers will need to be trained, however, and exposed to international best practice. The draft textbooks should be trialled in the teacher institutes before finalisation, and should be subjected to peer review by Arabic-speaking specialists in modern pedagogy.

8.4.2. Provision of Books, Equipment and Furniture

Students in teacher training institutes are in dire need of books. In the UNESCO survey, only half of the institutes reported having books for their students. Other institutes reported that books are shared between several students. In order to alleviate this situation, a core set of textbooks should be procured and distributed to the teacher institutes that lack them, as a matter of urgency. At the same time, a plan should be developed for systematic procurement of needed textbooks and replenishment of libraries. Like other education institutions, the teacher institutes face shortages of equipment, teaching-learning materials and furniture, due to the effects of sanctions and recent events. Purchase of computers, office equipment, audio-visual aids, and equipment for laboratories, gymnasia, art etc should be planned on the basis that most of the 136 institutes will need these supplies. The number of buildings concerned is at least 100 (it is uncertain how many institutes share their premises with institutions with similar needs). Minimum requirements would include: Computers and related equipment: 100 sets (of 10 or 20

computers/institute) Slide and overhead projectors and TV/VCRs: 100 Heavy duty photocopiers: 200 Science equipment: 100 sets Equipment for art, physical education, etc: 100 sets. Library: 100 sets (books, equipment)

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Each institute also requires at least two minibuses, to support a focus on students’ classroom exposure and teaching experience in nearby schools, and staff support to these activities as well as providing in-service training and mentoring to their ex-students and other practising teachers. Transport facilities should be provided on the basis of plans of work submitted by the institutes concerned. Furniture will be required most urgently for the estimated 36 buildings that suffered severe damage. This will entail 36 sets of desk, table, cabinet for the institute principals, sets of teacher table, chair, blackboard, cupboard for each of about 432 classrooms, and about 30 desks for each classroom (about 13,000).101

8.4.3. Rehabilitation and Reconstruction of Teacher Institute Infrastructure and Utilities

The rehabilitation and reconstruction of infrastructure is vital, to provide an environment enabling quality teaching-learning processes. The UNESCO survey revealed that 15% of institutes were in buildings which respondents considered unsafe, while a further 21% were in buildings that were badly damaged. Using an estimate of 100 for the total number of premises gives a total of 15 buildings to be demolished and 21 requiring reconstruction, although this may be a slight underestimate.102 The remaining buildings require rehabilitation (37) or maintenance (27). Improvements in the supply of drinking water and in sanitation are needed in many of the institutes. Steps should also be taken to ensure that each of the estimated 100 buildings has a standby generator, to ensure that equipment, lighting and ventilation function even when power supplies are interrupted. 8.5. Renewal of Higher Education

The philosophy behind the need for the renewal of higher education in Iraq may be anchored on the vision for higher education of a recent global conference: “Without adequate higher education and research institutions providing a critical mass of skilled and educated people, no country can ensure genuine endogenous and sustainable development and, in particular, developing countries and least developed countries cannot reduce the gap separating them from the industrially developed ones. Sharing knowledge, international co-operation and new technologies can offer new opportunities to reduce this gap”103. It is important for Iraq to develop a perspective of this kind at this time, - the vision of producing a critical mass of skilled and educated Iraqis, in touch with modern developments, who can help the country move towards peace and prosperity in the years ahead. Participants at the stakeholders’ meeting on higher education, organised by UNESCO and the MHESR in late August 2003 in Baghdad, strongly emphasised their ambition to use 101Assumes an average of 12 classrooms per building and 30 students per classroom. 102The number of buildings lies between the estimate of 100 based on the assumption of sharing of premises with other teacher institutes through multiple shifts and the total number of institutes, 136 (applicable if all sharing of premises is with institutions other than teacher institutes). 103 World Declaration of Higher Education for the twenty-first century: vision and action, document of World Conference in Higher Education, 5-9 October 1998.

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the process of rehabilitation and reconstruction of higher education for renewal and reform of the system. Their aim was to establish a system that is up to the highest standards and able to compete internationally.

8.5.1. Capacity-building for Policy Formulation, Planning and Management

Higher education has to respond to the needs of a rapidly changing environment, taking account of demands for access, requirements for nation-building, competition for resources and resource constraints. In this context, policies are needed that will promote efficient, effective and rational use of the available resources. The MHESR should lead a process of policy review and formulation involving key stakeholders, to build consensus on a national policy for the future of higher education. The individual universities and institutes likewise need to develop a vision and strategic plan as a management tool, establishing their mission and objectives, identifying strengths and weaknesses in terms of management and educational quality, and setting development priorities. One of the main points of criticism within the academic community was that of extreme centralisation of the system. Following the strong demand for more academic autonomy and academic freedom, there will be a need for training of key officials as well as administrators within the academic institutions to define and prepare new planning and management procedures and regulations. New approaches will be needed in budget preparation and resource mobilisation, financial and personnel management, and the project cycle. Managers and administrators within academic institutions will need the capacity to work with international partners. Information and training sessions may be required to facilitate access to international and regional academic networks. Training might be offered in cooperation with international organisations and institutions such as UNESCO’s International Institute of Education Planning. A higher education management information system, or HEMIS, can play an essential role in the effective planning of the reconstruction and development of the higher education sector. Based on standardised indicators, it could also serve as a useful tool for quality assurance. (The HEMIS should be harmonised with the Education Ministry’s EMIS, so that the two Ministries use a similar platform and software for database management.)

8.5.2. Quality Improvement through the Design and Implementation of a Faculty Development and Exchange Programme

The data from the present assessment confirm the repeatedly emphasised demand for faculty development. The years of international isolation had a serious impact on possibilities for capacity building and research in Iraqi institutions of higher education. A major training programme is needed to upgrade and update the expertise of the staff of higher education institutions. The one-third of university staff (over 6,000) holding only a bachelor’s degree need the opportunity to extend their studies through seminars, conferences, short courses and as soon as possible through formal postgraduate studies. Where possible, foreign universities should be encouraged to assist in these initiatives, as far as possible through training on the spot in Iraq. These carefully tailored programmes could also involve some study visits at universities with a reputation for

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excellence in the fields most relevant to Iraq. The same applies to the 50% of faculty (1,435) in technical institutions who hold only a bachelor’s degree. Moreover, selected staff with master’s degrees need the opportunity to proceed to doctoral studies, preferably abroad, and with thesis topics related to the current priorities for the social and economic progress of Iraq. Selection for advanced training opportunities should be based on merit as well as the needs of particular faculties departments; and for this reason, selection panels will be needed that can apply objective criteria. The training programmes should be combined with research projects to build the motivation of the participants and generate income through linkages with the economy and other social sectors. Just as junior staff need the opportunity to upgrade their qualifications, senior staff need the opportunity to update themselves in their respective fields of specialisation, so that they can provide leadership in the process of curriculum reform. Fellowship and scholarship schemes for study visits and postgraduate studies are a priority area for international assistance. The creation of a ‘mobility fund’ for academic exchanges, within the MHESR and/or individual academic institutions would enable and accelerate the participation of Iraqi academics in a large variety of international activities (research networks, professional conferences, training for young scientists, etc) A supporting step is to restore access to the international community of scholars through access to journals, textbooks and monographs, in print and virtual form. The supply of technical equipment enabling access to electronically available academic literature would be an essential contribution to overcoming the shortage of these materials in university and institute libraries, whether caused by the years of sanctions or by war damage and looting. Access to foreign language and I.T. training will be helpful in this regard, as well as facilitating international communications. Professional development also entails a transformation of teaching methods. An interactive student-centred approach is needed which will shift the emphasis from teaching to learning, accentuating enquiry and cooperation, as well as class discussion. Staff will also need to provide support in the coming years to students facing a heavy load of unfamiliar practical laboratory work. Staff can inculcate values such as tolerance, human rights and active citizenship by example, as well as through exploration of these themes where they relate to the course of study. Engineering staff, for example, should be able to introduce students to the social and environmental impact of major engineering projects. The political and economic changes in Iraq have serious psychological and social impacts on staff and students. Workshops in skills such as conflict resolution and interpersonal life skills, might assist in healing the wounds within society and help staff and their students cope with psychosocial problems arising from the conflict, insecurity and the rapid pace of societal change. The faculty development process entails concern for staff morale and for staff retention. This requires the development and legitimisation of a package of faculty incentives such as: (a) a new salary structure commensurate with the professional level of a faculty member; (b) clear criteria and policies on recruitment, promotion, transfer and retirement; (c) opportunities for continuing professional development and in-service programme; and, (d) other non-monetary incentives such as health care and housing plans, amongst others.

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If adopted and implemented properly, this package of incentives may result in better delivery of quality higher education.

8.5.3. Renewal of Curricula, Teaching-Learning Materials and Teaching Methods

Higher education institutions have been cut off from international developments in the various academic fields for over a decade. Travel was restricted, and few journals were received. The process of curriculum renewal will begin as senior staff gain access to the international literature and return from study visits abroad. However, the MHESR can facilitate a speedier and more effective process of curriculum renewal by constituting study groups, panels, etc to review curricular options for different subject areas on an inter-institutional basis. These panels may also review the existing textbooks and other teaching-learning materials in current use, those in use in the region and those available internationally. Based on this, plans can be made where necessary for textbook revision or the writing of new textbooks with a modern perspective for the various types of course and years of studies. The new curricula must take into account innovative educational approaches such as invoking critical thinking and creativity. It is imperative to use new methods to go beyond knowledge of subject matter. New pedagogical and didactical approaches should be accessible and promoted in order to facilitate the acquisition of skills, competencies and abilities for communication, creativity and critical analysis including independent thinking and teamwork in multicultural contexts. The new curricula must take into account the gender dimension and the specific cultural, historic and economic context of the country. The curriculum must help students to become well-informed and deeply motivated citizens, who can think critically, analyze problems, look for solutions and apply these solutions within the perspective of social responsibility and national economic recovery. The value framework of human rights and civic responsibility should be reflected in the content and method of studies, as well as in the management of the universities and institutes (the ‘hidden’ curriculum). The establishment of a UNESCO Chair of Human Rights could facilitate the dissemination of international experiences in this field within the academic community in Iraq and contribute to the understanding of this subject in a historical perspective worldwide. Likewise, environmental studies are rather new entrants to higher education in Iraq. However, there are numerous environmental problems caused by neglect, military conflict, industrial pollution and, probably, agricultural practices. It is therefore urgent not only to introduce environmental studies as a subject into the programmes of universities and colleges but also to ensure an environmental and social dimension in the teaching of science, engineering and technology (and into research programmes in these areas.)

8.5.4. ICTs in Support of Higher Education

The new millennium is an era of information highways and the knowledge economy. Higher education in Iraq can take advantage of these developments. As just noted, the virtual library has great possibilities, as a contribution to overcoming the gaps confronting staff and students in Iraqi universities at this time. This includes use of the internet and of internationally procured CD-ROMs, to access the current state of knowledge. Students in many subject areas will need to use computers for technical activities within their fields of

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study, whether economics or engineering. Distance learning/e-learning and videoconferencing will enable scarce expertise to be widely shared, as will the use of audiovisual materials such as pre-recorded lectures and demonstrations. One initial project under this strategy should be to ensure the interconnection of the universities (academic intranet) and their access to the internet. Furthermore, it will be necessary to provide computer laboratories and tuition in basic computer skills for all staff and students in higher education institutions.

8.5.5. Provision of Books, Equipment and Furniture

The number of books that should be held by Iraqi institutions of higher education if they are to meet international standards of 100 per student would be 25 million for universities, and 6.6 million for the technical institutions. As against this, a total of less than a million volumes remain, so replenishment of libraries, supported by the equipment needed for their proper functioning, is a high priority. A first priority is of course the replenishment of textbooks, drawing in part on the resources of the region in Arabic language as well as texts in other international languages. There is an urgent need to revise and update key textbooks used in undergraduate courses. Access to virtual texts is important for modernising courses of postgraduate studies and for research. Support for the refurbishment and equipment of the specialist libraries at the Iraq Academy of Sciences in Baghdad would provide an in-country resource that can be consulted by Iraqi scholars and permit the resumption of publication of Iraqi journals. A sum of $825,000 was indicated in the survey as the initial requirement for this task. Responses to the survey indicated a need for computers for the universities (some 60,000, of which some 23,000 are needed urgently) and technical institutes (some 2000 computers needed urgently). Accessories such as software and CD-ROMs are needed, as well as hardware and related equipment such as heavy duty photocopiers for reproduction of teaching learning materials. Audiovisual aids and general office equipment are required by most institutions. Almost every college in the universities and departments in technical institutes require an updated package of equipment for their:

o Biology Laboratories o Physics Laboratories o Chemistry Laboratories o Language Laboratories o Workshops o Audio-visual Rooms.

Also required is many institutions, and most urgently in those that have been looted, are school desks, teacher chairs and tables, office furniture and library and other laboratory room furniture.

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8.5.6. Establishment of a Culture of Research

Research is always an integral part of a university, and impacts favourably on the quality of its teachers and teaching. The institutionalization of research and development requires a supportive environment, with the necessary reference materials, specialist equipment and associated materials, support staff and so on. At this stage in the nation’s history, resources will be needed for research and development work to support the process of social and economic renewal. Issues to be considered include:

• Deciding on research specialisation and coordination within and between academic institutions, based on special competencies and centres that are already present, in fields such as medical specialisations, environmental sustainability, satellite communication, ICTs etc

• Developing international exchanges of faculty and joint research activities with international partners (network development)

• Promoting innovation through establishment of science and technology parks • Capacity building for research administration, in the MHESR and universities. • Role of advisory councils (preferably with research budgets to administer) for the

different areas of study to help in the task of prioritisation and to ensure communications between institutions working in related areas.

8.5.7. Quality Assurance in Higher Education

The quality assurance element of the renewal strategy is aimed at ensuring an internationally accepted standard of teaching-learning in universities and technical institutes. Iraqi courses should be brought back in line with international standards. Measures to institutionalize quality assurance may include:

• Strengthening quality assurance activities of the MHESR • Strengthening international linkages at Ministry and university/institute level to

facilitate quality assurance for different fields of study • Developing indicators to measure the level of performance of universities and

technical institutes in terms of the quality of teaching-learning and student attainments.

8.5.8. Rehabilitation of Higher Education Infrastructure

Without an environment that motivates and encourages quality teaching-learning, the delivery of higher education programmes is imperilled. The renewal of infrastructure is thus critical to the aim of quality assurance. The study has classified needs in this area into 3 categories: rehabilitation and/or reconstruction of severely damaged buildings; rehabilitation of moderately damaged buildings, such as those which were vandalised and looted; and restoration of buildings that have suffered from lack of maintenance and repair over the period of economic sanctions. Prioritisation among these categories will depend on local circumstances. Small funding allocations are best used to rehabilitate buildings that are structurally sound. Large funding allocations should be used to deal with the buildings which have suffered more severe damage or need replacement. Especial attention should be given to students’ welfare, given the difficult times through which they have passes. Thus dormitories should be restored as a matter of priority, together with other student facilities. It was reported that some dormitory buildings were used by the

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military as barracks and may have incurred damage in the process. Particular must be paid to ensuring security for dormitory facilities for girls. Category 1: Rehabilitation and/or Reconstruction of University Buildings Some 61 universities and college buildings were reported to have been war damaged and/or burned. They need substantial investment for rehabilitation or reconstruction. This is in addition to the need for urgent action to make buildings safer such as repairing broken windows and doors, upgrading their utilities such as electricity supply, water and sewage systems, and the provision of appropriate lighting and ventilation. Amongst the technical institutions, a system of priority was devised by the Commission of Technical Education based on its assessment of the damage inflicted on the buildings of the different institutes. The priority list includes 19 school buildings declared as war damaged and/or burned, located in Baghdad (8), Najaf, Basrah and Tameen (2 each), Thi-Qar, Kerbala, Qadissiya and Babylon (1 each) Category 2: Buildings that have suffered moderate damage, notably through looting. Some 101 college buildings were stated to have been looted, and will need rehabilitation. The Commission on Technical Education has included 11 buildings in this category, located in Baghdad and Ninewa (3 each), and Wassit, Muthanna, Thi-Qar, Tameen, and Missan (1 each). Urgent action is needed to make the buildings safer such as repairing broken windows and doors, repairing or upgrading their utilities such as the electricity, water and sewage systems, as well as provision of appropriate lighting and ventilation. Category 3: Buildings needing maintenance and repair due to neglect The remaining college buildings not mentioned above were not affected by the war but may need extensive rehabilitation because of the many years of neglect. The Commission on Technical Education reported 17 buildings in this category. Urgent action is needed to make the buildings safe such as repairing broken windows and doors, repairing or upgrading their utilities such as electricity supply, water and sewage systems, as well as the provision of appropriate lighting and ventilation. Before any decision to rehabilitate and/or reconstruct a building, it is imperative to undertake a detailed technical survey in order to find out the actual condition of each building. This includes the assessment of other buildings on a particular campus or even outside the campus that serve as dormitories, administrative offices, etc. It is important to look into the status of libraries, dormitories and administration buildings, including those buildings that were not affected by war. 8.6. Phasing of the process of renewal

Some aspects of phasing have been covered in the paragraphs above. In the short term, the most urgent tasks are to provide safe classroom accommodation for students and teachers, provide an adequate supply of teaching-learning materials and in-service training for teachers. The needs assessment supports the medium term priorities identified by the Ministry of Education:

• Improving the quality of data for planning and management, including establishment of an EMIS.

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• Upgrading the management capacity of the Ministry, within a new organisational structure and professional development of education staff.

• Renewal and physical rehabilitation of educational infrastructure. • In-service training for teachers, focusing on instructional methods as well as

citizenship, democracy and nation building. • Ensuring closer linkages between technical and vocational education, higher

education, and the labour market with a view to responding more closely to the socio-economic needs for reconstruction.

• Building consensus on the future vision of education and its strategic policy framework.

• Initiating processes of curriculum and textbook reviews and reform.104 Regarding higher education specifically, particular attention, together with the priorities mentioned above, should be drawn faculty development programmes to upgrade the qualifications of the many staff that only hold a bachelor’s degree. It will be important to provide opportunities through seminars, study visits and communications facilities for faculty members to update their professional expertise, after years of isolation from the international community of scholars. The renewal of a culture of research, linked to the process of social and economic development, will enhance the quality of teaching as well as making a significant contribution to the future of the nation.

104 A. Alwan (2004) ‘Education in Iraq: current situation and new perspectives’, Ministry of Education, Baghdad.

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List of Tables

Table 2.1. Distribution of Population Aged 12-17 Years, by Governorate......................... 15

Table 2.2. Time Allocation (class periods) for Studies in the Intermediate Cycle ............. 18

Table 2.3. Time Allocation (class periods) for Studies in the Preparatory Cycle ............... 18

Table 3.1. Enrolment in different types of education at secondary level ............................ 21

Table 3.2. Gross Enrolment Ratio at Secondary Level (all types of institution), by Gender . ........................................................................................................................................ 22

Table 3.3. Number of teachers in secondary level institutions, by type of school and gender ........................................................................................................................................ 23

Table 3.4. General Secondary Schools by Cycle, Governorate and Gender....................... 24

Table 3.5. Use of Shifts by General Secondary Schools...................................................... 25

Table 3.6. Enrolment in general secondary education by grade and gender....................... 26

Table 3.7. Enrolment of Students in General Secondary Education, by Gender ................ 26

Table 3.8. Gross Enrolment Ratio for General Secondary Education, by Gender and Governorate ............................................................................................................................ 27

Table 3.9. Gross Enrolment Ratios at the Intermediate (grades 7-9) and Preparatory (grades 10-12) Levels of General Secondary Education, by Governorate.......................... 28

Table 3.10. General Secondary Education Students by Grade and Governorate .............. 29

Table 3.11. Teachers in General Secondary Education, by Type of School and Gender.. 31

Table 3.12. Student-teacher Ratio in General Secondary Education, by Governorate and Gender..................................................................................................................................... 32

Table 3.13. Highest Educational Attainments of Teachers in General Secondary Education ........................................................................................................................................ 33

Table 3.14. In-service Teacher Training Courses Attended by General Secondary Education Teachers, between January 1998 and August 2003............................................ 33

Table 3.15. In-service Courses Attended by General Secondary Education Head-Teachers, between January 1998 and August 2003, by Governorate................................................... 34

Table 3.16. Stock of textbooks reported by general secondary schools.............................. 36

Table 3.17. Number of Schools Reporting War-related Incidents, by Governorate........... 39

Table 3.18. Availability of Specialised Rooms by Type of School..................................... 40

Table 3.19. Condition of water supply and sanitation in schools, by governorate.............. 42

Table 3.20. Stocks and Expressed Additional Needs for Computers and Audio-Visual Equipment, by School Type .................................................................................................. 43

Table 4.1. Preparatory Vocational Schools, by Gender and Governorate........................... 46

Table 4.2. Preparatory Vocational Schools by Fields of Specialization.............................. 46

Table 4.3. Use of Shifts in Preparatory Vocational Schools ................................................ 47

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Table 4.4. Enrolment in Preparatory Vocational Schools, by Gender and Governorate.... 48

Table 4.5. Fields of Specialization of Students in Preparatory Vocational Schools, by Gender..................................................................................................................................... 48

Table 4.6. Gross Enrolment Ratio for Students attending Preparatory Vocational Schools, by Governorate....................................................................................................................... 49

Table 4.7. Enrolment in Preparatory Vocational Schools, by Grade and Gender ............. 50

Table 4.8. Preparatory Vocational Education Teachers by Gender, Governorate and Student-Teacher Ratio............................................................................................................ 51

Table 4.9. Student-teacher Ratio in Preparatory Vocational Schools, by Field of Specialisation.......................................................................................................................... 52

Table 4.10. Highest Educational Attainment of Preparatory Vocational School Teachers, by Governorate....................................................................................................................... 52

Table 4.11. In-service Training Courses Attended by Preparatory Vocational School Teachers from January 1998 to August 2003 ....................................................................... 53

Table 4.12. Stocks of Textbooks Reported by Preparatory Vocational Schools ................ 54

Table 4.13. Condition of Buildings in which Vocational Preparatory Schools are Housed .. ........................................................................................................................................ 56

Table 4.14. Reports of War Damage to Vocational Preparatory School Buildings............ 57

Table 4.15. Availability of Specialised Rooms in Vocational Preparatory Schools........... 58

Table 4.16. Condition of Water Supply and Sanitation Reported by Vocational Preparatory Schools, by Governorate........................................................................................................ 59

Table 4.17. Availability of Electricity Reported by Vocational Preparatory Schools, by Governorate ............................................................................................................................ 60

Table 5.1. Teacher Training Institutions and Fine Arts Institutes, by Type and Gender.... 63

Table 5.2. Teacher Training and Fine Arts Institutions, by Type and Governorate ........... 64

Table 5.3. Use of Shifts in Teacher Training Institutions and Fine Arts Institutes ............. 64

Table 5.4. Enrolment in Teacher Training Institutions and Fine Arts Institutes, by Type and Gender.............................................................................................................................. 65

Table 5.5 Enrolment in Teacher Training Institutions and Fine Arts Institutes, by Type, Gender and Governorate........................................................................................................ 66

Table 5.6. Results of General Examinations in Teacher Education Institutes (2000/2001)67

Table 5.7. Teacher Training and Fine Arts Staff by Type of Institution ............................. 67

Table 5.8. Highest Educational Qualification of Graduate Teachers at Teacher Training Institutions and Fine Arts Institutes, by Gender and Governorate....................................... 68

Table 5.9 Enrolment of Students at the Open College of Education, 2002/2003, by Subject of Study................................................................................................................................... 71

Table 5.10 Number of Teacher Training Institutions and Fine Arts Institutes Reporting War-related Incidents, by Governorate ................................................................................. 73

Table 5.11. Availability of Specialised Rooms for Use by Teacher Training Institutions and Fine Arts Institutes .......................................................................................................... 73

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Table 5.12. Water and Sanitation at Teacher Training Institutions and Fine Arts Institutes.. ........................................................................................................................................ 75

Table 6.1. Iraqi Universities, Location, Year of Foundation, Number of Colleges and Institutes/Centers per Governorate ........................................................................................ 78

Table 6.2. Number of students in Iraqi universities.............................................................. 85

Table 6.3. Percentage Distribution of Students by Fields of Study ..................................... 85

Table 6.4. Number of Faculty Members by University by Governorate............................. 88

Table 6.5. Highest Educational Qualification of Iraqi University Staff .............................. 89

Table 6.6. Research Centres in Iraqi Universities................................................................. 95

Table 6.7. Damage to University Infrastructure ................................................................. 100

Table 6.8. Technical Institutes in Iraq ................................................................................. 104

Table 6.9. Enrolment in Technical Institutes, by Governorate ......................................... 106

Table 6.10. Enrolment in Technical Colleges by Governorates ........................................ 107

Table 6.11. Enrolment by Field of Study and Gender....................................................... 108

Table 6.12. Failure Rate in Technical Institute Examinations (Centre/South), 1995/96 – 2000/01 ................................................................................................................................. 109

Table 6.13. Failure Rate in Technical College Examinations (Center/South) 1995/96 - 2000/01 ................................................................................................................................. 110

Table 6.14Academic Qualification of the Technical Institutes/Colleges Faculty............. 111

Table 6.15. Faculty Qualification in Technical Institutes in the Centre/South by Field.. 111

Table 6.16. Faculty Qualification in Technical Colleges in the Centre/South by Fields. 112

Table 6.18. Damage to Infrastructure of Technical Institutions......................................... 116

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Appendix

This appendix contains background data and statistics for the document IRAQ, EDUCATION IN TRANSITION, NEEDS AND CHALLENGES 2004. The statistics are generated on the basis of data collected by the Needs Assessment survey in August 2003, as well as some inputs from the concerned ministries and national partners. The questionnaire forms used in the data collection exercise are included as Annex 4 and Annex 5.

TABLE OF CONTENTS Annex 1: Statistical Data for the Secondary Education Level .............................................................2 Annex 2: Statistical Data for the University Level ............................................................................70 Annex 3: Statistical Data for the Technical Institute/Technical College Level...............................176 Annex 4: Secondary Education Questionnaire.................................................................................217 Annex 5: Higher Education Questionnaire ......................................................................................233

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Annex 1: Statistical Data for the Secondary Education Level ١ School Cycle Definition ............................................................................................. 4 2 Enrolment per governorate and Grade ....................................................................... 5

2.1 Intermediate (i) ................................................................................................... 5 2.2 Secondary (s, si, sv)............................................................................................ 6 2.3 Preparatory (pl, ps,ls) ......................................................................................... 7 2.4 General Secondary (i, s, si, sv, pl, ps, ls) ........................................................... 8 2.5 Preparatory Vocational (v, pi, pc, pa, pm) ......................................................... 9 2.6 Teacher Training (tt, tc) ................................................................................... 10 2.7 Fine Arts (fa) .................................................................................................... 10 2.8 Tourism (ti) ...................................................................................................... 11 2.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)......... 11

3 Number of Schools, Number of Teachers and Education per Governorate............. 12 3.1 Intermediate (i) ................................................................................................. 12 3.2 Secondary (s, si, sv).......................................................................................... 13 3.3 Preparatory (pl, ps, ls) ...................................................................................... 14 3.4 General Secondary (i, s, si, sv, pl, ps, ls) ......................................................... 15 3.5 Preparatory Vocational (v, pi, pc, pa, pm) ....................................................... 16 3.6 Teacher Training (tt, tc) ................................................................................... 17 3.7 Fine Arts (fa) .................................................................................................... 18 3.8 Tourism (ti) ...................................................................................................... 18 3.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)......... 19

4 Water & Sanitation................................................................................................... 20 4.1 Intermediate (i) ................................................................................................. 20 4.2 Secondary (s, si, sv).......................................................................................... 21 4.3 Preparatory (pl, ps, ls) ...................................................................................... 22 4.4 General Secondary (i, s, si, sv, pl, ps, ls) ......................................................... 23 4.5 Vocational (v, pi, pc, pa, pm)........................................................................... 24 4.6 Teacher Training Level (tt, tc, fa, ti) ................................................................ 25

5 Electricity Supply..................................................................................................... 26 5.1 Intermediate (i) ................................................................................................ 26 5.2 Secondary (s, si, sv).......................................................................................... 27 5.3 Preparatory (pl, ps, ls) ...................................................................................... 28 5.4 General Secondary (i, s, si, sv, pl, ps, ls) ......................................................... 29 5.5 Vocational (v, pi, pc, pa, pm)........................................................................... 30 5.6 Teacher Education (tt, fa, tc, ti)........................................................................ 31

6 Teachers Receiving In-service Training Since Jan 1998 Per Governorate.............. 32 6.1 Intermediate (i) ................................................................................................. 32 6.2 Secondary (s, si, sv).......................................................................................... 33 6.3 Preparatory (pl, ps, ls) ...................................................................................... 34 6.4 General Secondary (i, s, si, sv, pl, ps, ls) ......................................................... 35 6.5 Preparatory Vocational (v, pi, pc, pa, pm) ....................................................... 36 6.6 Teacher Training (tc)........................................................................................ 37 6.7 Teacher Training (tt) ........................................................................................ 38 6.8 Teacher Training (tt, tc) ................................................................................... 39 6.9 Fine Arts (fa) .................................................................................................... 40 6.10 Tourism (ti) ...................................................................................................... 40 6.11 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)......... 41

7 In-Service Training Received by Head Teachers at Secondary Level..................... 42 7.1 Preparatory (pl, ps, ls) ...................................................................................... 42

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8 Building Condition................................................................................................... 43 8.1 Intermediate (i) ................................................................................................. 43 8.2 Secondary (s, si, sv).......................................................................................... 43 8.3 Preparatory (pl, ps, ls) ...................................................................................... 44 8.4 General Secondary (i, s, si, sv, pl, ps, ls) ......................................................... 44 8.5 Vocational (pi, pc, v, pa, pm)........................................................................... 45 8.6 Teacher Education (tt, tc) ................................................................................. 45 8.7 Fine Arts (fa) .................................................................................................... 46 8.8 Tourism Institute (ti) ........................................................................................ 46 8.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)......... 46

9 War Damage............................................................................................................. 47 9.1 Intermediate (i) ................................................................................................. 47 9.2 Secondary (s, si, sv).......................................................................................... 47 9.3 Preparatory (pl, ps, ls) ...................................................................................... 48 9.4 General Secondary (i, s, si, sv, pl, ps, ls) ......................................................... 48 9.5 Vocational (pi, pc, v, pa, pm).......................................................................... 49 9.6 Teacher Education (tt, tc) ................................................................................. 49 9.7 Fine Arts (fa) .................................................................................................... 50 9.8 Tourism Institute (ti) ........................................................................................ 50 9.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)......... 50

10 School Shifts ........................................................................................................ 51 10.1 Intermediate (i) ................................................................................................. 51 10.2 Secondary (s, si, sv).......................................................................................... 51 10.3 Preparatory (pl, ps, ls) ...................................................................................... 52 10.4 Vocational (pi, pc, v, pa, pm).......................................................................... 52 10.5 Teacher Education (tt, fa, tc, ti)........................................................................ 53

11 Textbooks available.............................................................................................. 54 11.1 Intermediate (i) ................................................................................................. 54 11.2 Secondary (s, si, sv).......................................................................................... 55 11.3 Preparatory (pl, ps, ls) ...................................................................................... 56 11.4 Vocational (pi, pc, v, pa, pm).......................................................................... 57 11.5 Teacher Education (tt, fa, tc, ti)........................................................................ 58

12 School Location Urban/Rural............................................................................... 59 ١٢٫١ Intermediate (i) ................................................................................................. 59 12.2 Secondary (s, si, sv).......................................................................................... 59 12.3 Preparatory (pl, ps, ls) ...................................................................................... 60 12.4 Vocational (pi, pc, v, pa, pm).......................................................................... 60 12.5 Teacher Education (tt, fa, tc, ti)........................................................................ 61

13 Specialized classrooms......................................................................................... 62 13.1 Intermediate (i) ................................................................................................. 62 13.2 Secondary (s, si, sv).......................................................................................... 63 13.3 Preparatory (pl, ps, ls) ...................................................................................... 64 13.4 Vocational (pi, pc, v, pa, pm).......................................................................... 65 13.5 Teacher Education (tt, fa, tc, ti)........................................................................ 66

14 Condition of School Building .............................................................................. 67 14.1 Intermediate (i) ................................................................................................. 67 14.2 Secondary (s, si, sv).......................................................................................... 67 14.3 Preparatory (pl, ps, ls) ...................................................................................... 68 14.4 Vocational (pi, pc, v, pa, pm).......................................................................... 68 14.5 Teacher Education (tt, fa, tc, ti)........................................................................ 69

4

Secondary Education

1 School Cycle Definition

(i) Intermediate (s) Secondary (sv) Secondary Vocational (si) Secondary Islamic (pl) Preparatory Literary (ps) Preparatory Scientific (ls) Preparatory Literary-Scientific (pi) Preparatory Industrial (pc) Preparatory Commercial (v) Preparatory Vocational (pa) Preparatory Agricultural (pm) Preparatory Household Sciences (tt) Teacher Training Institute (5 years) (tc) Teachers Central Institute (2 years) (fa) Fine Arts Institute (ti) Tourism Institute

5

2 Enrolment per governorate and Grade

2.1 Intermediate (i)

Governorate

7 Male

7 Female

8 Male

8 Female

9 Male

9 Female

10Male

10 Female

11Male

11 Female

12Male

12 Female

TotalMale

TotalFemale

Total PercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 7,386 842 6,283 717 5,248 511 0 0 0 0 0 0 18,917 2,070 20,987 9.9% 18,917 2,070 0 002 Basrah 11,423 5,884 9,567 5,343 8,285 4,360 752 287 799 209 730 212 31,556 16,295 47,851 34.1% 29,275 15,587 2,281 70803 Muthanna 1,671 626 1,560 593 1,316 487 0 0 0 0 0 0 4,547 1,706 6,253 27.3% 4,547 1,706 0 004 Qadissiya 4,894 2,202 3,435 1,753 3,420 1,848 0 0 0 0 0 0 11,749 5,803 17,552 33.1% 11,749 5,803 0 005 Sulaymaniyah 11,888 7,554 8,623 5,993 6,287 6,466 31 25 48 8 37 6 26,914 20,052 46,966 42.7% 26,798 20,013 116 3906 Babylon 6,928 3,410 5,246 2,616 4,439 2,106 0 0 0 0 0 0 16,613 8,132 24,745 32.9% 16,613 8,132 0 007 Baghdad 50,659 24,244 39,554 19,226 32,263 15,932 992 590 934 559 776 410 125,178 60,961 186,139 32.8% 122,476 59,402 2,702 1,55908 Dahuk 6,381 4,511 5,095 4,073 3,700 3,335 14 0 0 0 0 0 15,190 11,919 27,109 44.0% 15,176 11,919 14 009 Thi-Qar 6,092 3,678 5,477 2,985 5,475 2,758 301 96 285 119 270 147 17,900 9,783 27,683 35.3% 17,044 9,421 856 36210 Diyala 9,296 3,427 7,086 2,797 5,387 2,173 282 0 231 0 266 0 22,548 8,397 30,945 27.1% 21,769 8,397 779 011 Erbil 8,649 3,816 7,173 3,432 6,021 2,891 0 0 0 0 0 0 21,843 10,139 31,982 31.7% 21,843 10,139 0 012 Kerbala 4,761 1,767 3,935 1,438 2,997 1,200 0 0 0 0 0 0 11,693 4,405 16,098 27.4% 11,693 4,405 0 013 Tameem 10,163 4,094 7,443 3,157 5,354 2,735 0 0 0 0 0 0 22,960 9,986 32,946 30.3% 22,960 9,986 0 014 Missan 2,789 942 2,486 841 2,006 688 0 0 0 0 0 0 7,281 2,471 9,752 25.3% 7,281 2,471 0 015 Ninewa 11,023 4,869 7,571 3,498 6,000 3,174 69 0 0 0 0 0 24,663 11,541 36,204 31.9% 24,594 11,541 69 016 Wassit 4,548 1,451 3,822 1,187 3,349 1,077 0 0 0 0 0 0 11,719 3,715 15,434 24.1% 11,719 3,715 0 017 Najaf 7,223 3,440 5,340 2,743 4,206 2,121 0 0 0 0 0 0 16,769 8,304 25,073 33.1% 16,769 8,304 0 018 Salah Al-Din 4,460 556 3,528 440 3,461 335 0 0 43 0 59 0 11,551 1,331 12,882 10.3% 11,449 1,331 102 0 Total 170,234 77,313 133,224 62,832 109,214 54,197 2,441 998 2,340 895 2,138 775 419,591 197,010 616,601 32.0% 412,672 194,342 6,919 2,668

6

2.2 Secondary (s, si, sv)

Governorate

7 Male

7 Female

8 Male

8 Female

9 Male

9 Female

10 Male

10 Female

11 Male

11 Female

12 Male

12 Female

TotalMale

TotalFemale

Total PercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 4,252 3,645 3,341 3,057 2,635 2,730 1,963 1,580 1,540 1,718 1,791 1,360 15,522 14,090 29,612 47.6% 10,228 9,432 5,294 4,65802 Basrah 6,483 4,459 6,351 3,534 5,996 2,953 3,530 2,127 2,707 1,525 3,228 1,518 28,295 16,116 44,411 36.3% 18,830 10,946 9,465 5,17003 Muthanna 997 812 1,286 622 1,301 620 391 210 529 209 580 234 5,084 2,707 7,791 34.7% 3,584 2,054 1,500 65304 Qadissiya 1,710 1,384 1,596 1,025 1,633 975 856 466 641 400 1,116 548 7,552 4,798 12,350 38.9% 4,939 3,384 2,613 1,41405 Sulaymaniyah 4,792 3,739 3,580 3,063 2,897 2,746 1,931 2,528 1,140 1,359 901 1,394 15,241 14,829 30,070 49.3% 11,269 9,548 3,972 5,28106 Babylon 4,330 1,859 3,989 1,468 4,040 1,277 2,524 1,049 2,306 911 2,899 876 20,088 7,440 27,528 27.0% 12,359 4,604 7,729 2,83607 Baghdad 19,322 22,917 15,721 20,222 13,478 16,994 8,392 13,655 7,237 10,783 7,615 11,518 71,765 96,089 167,854 57.2% 48,521 60,133 23,244 35,95608 Dahuk 4,165 1,795 2,814 1,429 1,994 1,026 1,107 632 772 406 658 354 11,510 5,642 17,152 32.9% 8,973 4,250 2,537 1,39209 Thi-Qar 4,282 2,376 4,595 2,037 5,231 1,859 2,435 1,335 2,498 1,018 3,109 1,268 22,150 9,893 32,043 30.9% 14,108 6,272 8,042 3,62110 Diyala 5,304 2,966 4,613 2,470 3,837 1,911 2,339 1,732 1,754 1,150 1,826 1,303 19,673 11,532 31,205 37.0% 13,754 7,347 5,919 4,18511 Erbil 4,775 4,199 3,907 3,403 3,407 3,070 1,878 2,149 1,247 1,566 1,204 1,914 16,418 16,301 32,719 49.8% 12,089 10,672 4,329 5,62912 Kerbala 2,315 1,624 3,007 1,396 2,210 1,274 1,036 734 906 453 1,801 580 11,275 6,061 17,336 35.0% 7,532 4,294 3,743 1,76713 Tameem 3,493 3,518 2,614 3,129 1,910 2,469 1,224 1,697 781 1,298 823 1,337 10,845 13,448 24,293 55.4% 8,017 9,116 2,828 4,33214 Missan 2,671 1,726 2,790 1,417 2,428 986 1,027 874 859 636 1,183 724 10,958 6,363 17,321 36.7% 7,889 4,129 3,069 2,23415 Ninewa 8,107 3,895 4,369 2,805 3,563 1,913 2,582 1,802 1,729 1,407 1,659 1,372 22,009 13,194 35,203 37.5% 16,039 8,613 5,970 4,58116 Wassit 2,642 2,221 2,644 1,740 2,667 1,657 1,304 1,135 1,139 765 1,506 896 11,902 8,414 20,316 41.4% 7,953 5,618 3,949 2,79617 Najaf 2,025 1,451 2,369 995 2,280 783 1,294 808 1,079 593 1,723 384 10,770 5,014 15,784 31.8% 6,674 3,229 4,096 1,78518 Salah Al-Din 7,236 3,584 7,038 3,055 7,440 2,716 3,931 1,435 3,569 1,177 3,385 1,279 32,599 13,246 45,845 28.9% 21,714 9,355 10,885 3,891 Total 88,901 68,170 76,624 56,867 68,947 47,959 39,744 35,948 32,433 27,374 37,007 28,859 343,656 265,177 608,833 43.6% 234,472 172,996 109,184 92,181

7

2.3 Preparatory (pl, ps, ls)

Governorate

7 Male

7 Female

8 Male

8 Female

9 Male

9 Female

10 Male

10 Female

11 Male

11 Female

12 Male

12 Female

TotalMale

TotalFemale

Total PercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 240 100 89 60 177 60 1,488 40 1,078 30 1,675 20 4,747 310 5,057 6.1% 506 220 4,241 9002 Basrah 486 227 412 146 647 128 1,482 1,986 1,447 1,817 2,148 2,106 6,622 6,410 13,032 49.2% 1,545 501 5,077 5,90903 Muthanna 1,590 0 145 0 115 0 399 141 390 154 626 167 3,265 462 3,727 12.4% 1,850 0 1,415 46204 Qadissiya 0 187 0 100 0 120 859 875 720 719 1,319 961 2,898 2,962 5,860 50.5% 0 407 2,898 2,55505 Sulaymaniyah 633 350 91 271 52 234 3,521 2,369 2,929 2,077 2,424 2,663 9,650 7,964 17,614 45.2% 776 855 8,874 7,10906 Babylon 1,170 1,573 755 1,215 669 1,076 1,342 1,087 1,281 1,020 1,438 1,018 6,655 6,989 13,644 51.2% 2,594 3,864 4,061 3,12507 Baghdad 1,225 685 802 535 722 489 10,566 6,561 8,888 6,044 12,067 6,604 34,270 20,918 55,188 37.9% 2,749 1,709 31,521 19,20908 Dahuk 0 0 0 0 0 0 1,620 956 1,168 913 1,679 1,300 4,467 3,169 7,636 41.5% 0 0 4,467 3,16909 Thi-Qar 203 226 176 104 190 115 1,757 1,236 1,559 1,223 2,411 1,409 6,296 4,313 10,609 40.7% 569 445 5,727 3,86810 Diyala 217 34 157 35 122 38 1,745 873 1,515 773 2,287 814 6,043 2,567 8,610 29.8% 496 107 5,547 2,46011 Erbil 1,257 1,997 1,051 1,978 1,048 1,736 4,095 2,031 2,951 1,848 3,813 2,358 14,215 11,948 26,163 45.7% 3,356 5,711 10,859 6,23712 Kerbala 0 0 0 0 0 0 788 375 823 434 1,260 545 2,871 1,354 4,225 32.0% 0 0 2,871 1,35413 Tameem 610 508 180 182 310 230 1,506 635 1,432 801 1,757 870 5,795 3,226 9,021 35.8% 1,100 920 4,695 2,30614 Missan 186 0 181 0 115 0 405 137 290 164 469 171 1,646 472 2,118 22.3% 482 0 1,164 47215 Ninewa 2,118 677 1,112 387 1,010 437 3,267 1,875 2,681 1,624 3,641 1,773 13,829 6,773 20,602 32.9% 4,240 1,501 9,589 5,27216 Wassit 794 518 465 267 585 303 962 279 883 187 1,235 275 4,924 1,829 6,753 27.1% 1,844 1,088 3,080 74117 Najaf 0 0 0 0 0 0 1,297 902 941 813 1,631 949 3,869 2,664 6,533 40.8% 0 0 3,869 2,66418 Salah Al-Din 54 29 50 28 48 31 433 2 389 26 493 27 1,467 143 1,610 8.9% 152 88 1,315 55 Total 10,783 7,111 5,666 5,308 5,810 4,997 37,532 22,360 31,365 20,667 42,373 24,030 133,529 84,473 218,002 38.7% 22,259 17,416 111,270 67,057

8

2.4 General Secondary (i, s, si, sv, pl, ps, ls)

Governorate

7 Male

7 Female

8 Male

8 Female

9 Male

9 Female

10 Male

10 Female

11 Male

11 Female

12 Male

12 Female

TotalMale

TotalFemale

Total PercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 11,878 4,587 9,713 3,834 8,060 3,301 3,451 1,620 2,618 1,748 3,466 1,380 39,186 16,470 55,656 29.6% 29,651 11,722 9,535 4,748 02 Basrah 18,392 10,570 16,330 9,023 14,928 7,441 5,764 4,400 4,953 3,551 6,106 3,836 66,473 38,821 105,294 36.9% 49,650 27,034 16,823 11,787 03 Muthanna 4,258 1,438 2,991 1,215 2,732 1,107 790 351 919 363 1,206 401 12,896 4,875 17,771 27.4% 9,981 3,760 2,915 1,115 04 Qadissiya 6,604 3,773 5,031 2,878 5,053 2,943 1,715 1,341 1,361 1,119 2,435 1,509 22,199 13,563 35,762 37.9% 16,688 9,594 5,511 3,969 05 Sulaymaniyah 17,313 11,643 12,294 9,327 9,236 9,446 5,483 4,922 4,117 3,444 3,362 4,063 51,805 42,845 94,650 45.3% 38,843 30,416 12,962 12,429 06 Babylon 12,428 6,842 9,990 5,299 9,148 4,459 3,866 2,136 3,587 1,931 4,337 1,894 43,356 22,561 65,917 34.2% 31,566 16,600 11,790 5,961 07 Baghdad 71,206 47,846 56,077 39,983 46,463 33,415 19,950 20,806 17,059 17,386 20,458 18,532 231,213 177,968 409,181 43.5% 173,746 121,244 57,467 56,724 08 Dahuk 10,546 6,306 7,909 5,502 5,694 4,361 2,741 1,588 1,940 1,319 2,337 1,654 31,167 20,730 51,897 39.9% 24,149 16,169 7,018 4,561 09 Thi-Qar 10,577 6,280 10,248 5,126 10,896 4,732 4,493 2,667 4,342 2,360 5,790 2,824 46,346 23,989 70,335 34.1% 31,721 16,138 14,625 7,851 10 Diyala 14,817 6,427 11,856 5,302 9,346 4,122 4,366 2,605 3,500 1,923 4,379 2,117 48,264 22,496 70,760 31.8% 36,019 15,851 12,245 6,645 11 Erbil 14,681 10,012 12,131 8,813 10,476 7,697 5,973 4,180 4,198 3,414 5,017 4,272 52,476 38,388 90,864 42.2% 37,288 26,522 15,188 11,866 12 Kerbala 7,076 3,391 6,942 2,834 5,207 2,474 1,824 1,109 1,729 887 3,061 1,125 25,839 11,820 37,659 31.4% 19,225 8,699 6,614 3,121 13 Tameem 14,266 8,120 10,237 6,468 7,574 5,434 2,730 2,332 2,213 2,099 2,580 2,207 39,600 26,660 66,260 40.2% 32,077 20,022 7,523 6,638 14 Missan 5,646 2,668 5,457 2,258 4,549 1,674 1,432 1,011 1,149 800 1,652 895 19,885 9,306 29,191 31.9% 15,652 6,600 4,233 2,706 15 Ninewa 21,248 9,441 13,052 6,690 10,573 5,524 5,918 3,677 4,410 3,031 5,300 3,145 60,501 31,508 92,009 34.2% 44,873 21,655 15,628 9,853 16 Wassit 7,984 4,190 6,931 3,194 6,601 3,037 2,266 1,414 2,022 952 2,741 1,171 28,545 13,958 42,503 32.8% 21,516 10,421 7,029 3,537 17 Najaf 9,248 4,891 7,709 3,738 6,486 2,904 2,591 1,710 2,020 1,406 3,354 1,333 31,408 15,982 47,390 33.7% 23,443 11,533 7,965 4,449 18 Salah Al-Din 11,750 4,169 10,616 3,523 10,949 3,082 4,364 1,437 4,001 1,203 3,937 1,306 45,617 14,720 60,337 24.4% 33,315 10,774 12,302 3,946 Total 269,918 152,594 215,514 125,007 183,971 107,153 79,717 59,306 66,138 48,936 81,518 53,664 896,776 546,660 1,443,436 37.9% 669,403 384,754 227,373 161,906

9

2.5 Preparatory Vocational (v, pi, pc, pa, pm)

Governorate

7 Male

7 Female

8 Male

8 Female

9Male

9 Female

10Male

10 Female

11Male

11 Female

12Male

12 Female

TotalMale

TotalFemale

TotalPercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 181 20 192 24 197 15 801 141 842 167 865 110 3,078 477 3,555 13.4% 570 59 2,508 41802 Basrah 327 90 296 91 368 100 2197 198 2217 166 2416 157 7,821 802 8,623 9.3% 991 281 6,830 52103 Muthanna 0 0 0 0 0 0 337 56 281 86 302 38 920 180 1,100 16.4% 0 0 920 18004 Qadissiya 344 0 281 0 340 0 57 112 83 76 105 152 1,210 340 1,550 21.9% 965 0 245 34005 Sulaymaniyah 0 0 0 0 0 0 502 286 389 302 458 296 1,349 884 2,233 39.6% 0 0 1,349 88406 Babylon 338 0 421 0 366 0 656 528 703 420 524 387 3,008 1,335 4,343 30.7% 1,125 0 1,883 1,33507 Baghdad 578 448 523 351 539 250 4478 2066 4396 1596 4279 1166 14,793 5,877 20,670 28.4% 1,640 1,049 13,153 4,82808 Dahuk 0 0 0 0 0 0 519 24 455 14 325 8 1,299 46 1,345 3.4% 0 0 1,299 4609 Thi-Qar 0 0 0 0 0 0 1149 59 1076 35 1206 68 3,431 162 3,593 4.5% 0 0 3,431 16210 Diyala 305 0 343 0 428 0 829 282 707 290 905 268 3,517 840 4,357 19.3% 1,076 0 2,441 84011 Erbil 179 52 110 36 101 23 404 241 277 246 204 83 1,275 681 1,956 34.8% 390 111 885 57012 Kerbala 0 0 0 0 0 0 531 92 570 93 722 52 1,823 237 2,060 11.5% 0 0 1,823 23713 Tameem 463 67 850 10 987 13 1397 119 1498 88 1566 111 6,761 408 7,169 5.7% 2,300 90 4,461 31814 Missan 267 0 164 0 219 0 360 203 282 105 323 120 1,615 428 2,043 20.9% 650 0 965 42815 Ninewa 0 0 0 0 0 0 655 124 558 55 640 38 1,853 217 2,070 10.5% 0 0 1,853 21716 Wassit 238 15 205 28 203 33 402 128 343 113 284 122 1,675 439 2,114 20.8% 646 76 1,029 36317 Najaf 170 0 209 0 264 0 662 48 773 52 809 40 2,887 140 3,027 4.6% 643 0 2,244 14018 Salah Al-Din 120 5 115 0 135 0 600 58 550 39 463 48 1,983 150 2,133 7.0% 370 5 1,613 145 Total 3510 697 3709 540 4147 434 16536 4765 16000 3943 16396 3264 60298 13643 73941 18.5% 11,366 1,671 24,392 5,739

10

2.6 Teacher Training (tt, tc)

Governorate

7 Male

7 Female

8 Male

8 Female

9 Male

9 Female

10Male

10 Female

11Male

11 Female

12Male

12 Female

Total Male

TotalFemale

TotalPercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 131 423 157 387 79 375 91 296 48 270 0 0 506 1,751 2,257 77.6% 367 1,185 139 56602 Basrah 86 451 129 710 43 653 60 659 87 456 0 0 405 2,929 3,334 87.9% 258 1,814 147 1,11503 Muthanna 51 121 51 121 67 112 59 109 120 164 0 0 348 627 975 64.3% 169 354 179 27304 Qadissiya 230 154 321 256 362 210 165 261 303 289 288 0 1,669 1,170 2,839 41.2% 913 620 756 55005 Sulaymaniyah 558 880 439 767 0 0 0 0 0 0 0 0 997 1,647 2,644 62.3% 997 1,647 0 006 Babylon 101 317 177 514 169 300 199 216 134 213 0 0 780 1,560 2,340 66.7% 447 1,131 333 42907 Baghdad 655 2,083 2,141 1,900 318 1,713 343 1,587 224 1,624 0 0 3,681 8,907 12,588 70.8% 3,114 5,696 567 3,21108 Dahuk 195 256 276 229 236 60 132 3 82 10 0 0 921 558 1,479 37.7% 707 545 214 1309 Thi-Qar 74 144 94 273 397 177 193 472 148 576 0 260 906 1,902 2,808 67.7% 565 594 341 1,30810 Diyala 62 400 136 690 177 495 211 521 198 353 0 0 784 2,459 3,243 75.8% 375 1,585 409 87411 Erbil 368 455 355 526 93 131 50 145 22 106 0 0 888 1,363 2,251 60.6% 816 1,112 72 25112 Kerbala 199 165 142 246 124 131 166 206 268 234 0 0 899 982 1,881 52.2% 465 542 434 44013 Tameem 160 250 110 230 0 95 0 127 10 137 10 0 290 839 1,129 74.3% 270 575 20 26414 Missan 75 129 80 180 50 196 75 240 115 341 0 0 395 1,086 1,481 73.3% 205 505 190 58115 Ninewa 14 197 22 154 17 104 22 86 65 137 0 0 140 678 818 82.9% 53 455 87 22316 Wassit 298 271 381 396 250 277 249 306 287 328 0 0 1,465 1,578 3,043 51.9% 929 944 536 63417 Najaf 189 279 239 296 184 244 171 222 186 187 0 0 969 1,228 2,197 55.9% 612 819 357 40918 Salah Al-Din 68 404 205 363 0 196 45 182 120 229 0 0 438 1,374 1,812 75.8% 273 963 165 411 Total 3,514 7,379 5,455 8,238 2,566 5,469 2,231 5,638 2,417 5,654 298 260 16,481 32,638 49,119 66.4% 11,535 21,086 10,252 19,345

2.7 Fine Arts (fa)

Governorate

7 Male

7 Female

8Male

8 Female

9Male

9 Female

10Male

10 Female

11Male

11 Female

12Male

12 Female

Total Male

TotalFemale

TotalPercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

02 Basrah 23 70 30 62 17 60 33 60 50 58 0 0 153 310 463 67.0% 70 192 83 11805 Sulaymaniyah 329 53 222 63 198 46 37 24 51 26 0 0 837 212 1,049 20.2% 749 162 88 5007 Baghdad 426 96 400 59 367 63 442 70 160 59 0 0 1,795 347 2,142 16.2% 1,193 218 602 12908 Dahuk 55 24 55 24 40 26 38 18 26 9 0 0 214 101 315 32.1% 150 74 64 2711 Erbil 105 66 60 42 43 13 49 20 38 20 0 0 295 161 456 35.3% 208 121 87 4013 Tameem 18 18 19 18 0 0 0 0 0 0 0 0 37 36 73 49.3% 37 36 0 015 Ninewa 127 64 128 84 129 46 134 37 73 54 0 0 591 285 876 32.5% 384 194 207 91

Total 1,083 391 914 352 794 254 733 229 398 226 0 0 3,922 1,452 5,374 27.0% 2,791 997 1,131 455

11

2.8 Tourism (ti)

Governorate

7 Male

7 Female

8Male

8 Female

9Male

9 Female

10Male

10 Female

11Male

11 Female

12Male

12 Female

Total Male

TotalFemale

TotalPercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

08 Dahuk 48 10 44 19 8 10 0 0 0 0 0 0 100 39 139 28.1% 100 39 0 0

2.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)

Governorate7

Male 7

Female 8

Male 8

Female9

Male 9

Female10

Male10

Female11

Male11

Female12

Male12

Female TotalMale

TotalFemale Total

PercentFemale

Male7, 8 & 9

Female7, 8 & 9

Male 10, 11 & 12

Female 10, 11 & 12

01 Anbar 12,190 5,030 10,062 4,245 8,336 3,691 4,343 2,057 3,508 2,185 4,331 1,490 42,770 18,698 61,468 30.4% 30,588 12,966 12,182 5,732 02 Basrah 18,828 11,181 16,785 9,886 15,356 8,254 8,054 5,317 7,307 4,231 8,522 3,993 74,852 42,862 117,714 36.4% 50,969 29,321 23,883 13,541 03 Muthanna 4,309 1,559 3,042 1,336 2,799 1,219 1,186 516 1,320 613 1,508 439 14,164 5,682 19,846 28.6% 10,150 4,114 4,014 1,568 04 Qadissiya 7,178 3,927 5,633 3,134 5,755 3,153 1,937 1,714 1,747 1,484 2,828 1,661 25,078 15,073 40,151 37.5% 18,566 10,214 6,512 4,859 05 Sulaymaniyah 18,200 12,576 12,955 10,157 9,434 9,492 6,022 5,232 4,557 3,772 3,820 4,359 54,988 45,588 100,576 45.3% 40,589 32,225 14,399 13,363 06 Babylon 12,867 7,159 10,588 5,813 9,683 4,759 4,721 2,880 4,424 2,564 4,861 2,281 47,144 25,456 72,600 35.1% 33,138 17,731 14,006 7,725 07 Baghdad 72,865 50,473 59,141 42,293 47,687 35,441 25,213 24,529 21,839 20,665 24,737 19,698 251,482 193,099 444,581 43.4% 179,693 128,207 71,789 64,892 08 Dahuk 10,844 6,596 8,284 5,774 5,978 4,457 3,430 1,633 2,503 1,352 2,662 1,662 33,701 21,474 55,175 38.9% 25,106 16,827 8,595 4,647 09 Thi-Qar 10,651 6,424 10,342 5,399 11,293 4,909 5,835 3,198 5,566 2,971 6,996 3,152 50,683 26,053 76,736 34.0% 32,286 16,732 18,397 9,321 10 Diyala 15,184 6,827 12,335 5,992 9,951 4,617 5,406 3,408 4,405 2,566 5,284 2,385 52,565 25,795 78,360 32.9% 37,470 17,436 15,095 8,359 11 Erbil 15,333 10,585 12,656 9,417 10,713 7,864 6,476 4,586 4,535 3,786 5,221 4,355 54,934 40,593 95,527 42.5% 38,702 27,866 16,232 12,727 12 Kerbala 7,275 3,556 7,084 3,080 5,331 2,605 2,521 1,407 2,567 1,214 3,783 1,177 28,561 13,039 41,600 31.3% 19,690 9,241 8,871 3,798 13 Tameem 14,907 8,455 11,216 6,726 8,561 5,542 4,127 2,578 3,721 2,324 4,156 2,318 46,688 27,943 74,631 37.4% 34,684 20,723 12,004 7,220 14 Missan 5,988 2,797 5,701 2,438 4,818 1,870 1,867 1,454 1,546 1,246 1,975 1,015 21,895 10,820 32,715 33.1% 16,507 7,105 5,388 3,715 15 Ninewa 21,389 9,702 13,202 6,928 10,719 5,674 6,729 3,924 5,106 3,277 5,940 3,183 63,085 32,688 95,773 34.1% 45,310 22,304 17,775 10,384 16 Wassit 8,520 4,476 7,517 3,618 7,054 3,347 2,917 1,848 2,652 1,393 3,025 1,293 31,685 15,975 47,660 33.5% 23,091 11,441 8,594 4,534 17 Najaf 9,607 5,170 8,157 4,034 6,934 3,148 3,424 1,980 2,979 1,645 4,163 1,373 35,264 17,350 52,614 33.0% 24,698 12,352 10,566 4,998 18 Salah Al-Din 11,938 4,578 10,936 3,886 11,084 3,278 5,009 1,677 4,671 1,471 4,400 1,354 48,038 16,244 64,282 25.3% 33,958 11,742 14,080 4,502 Total 278,073 161,071 225,636 134,156 191,486 113,320 99,217 69,938 84,953 58,759 98,212 57,188 977,577 594,432 1,572,009 37.8% 695,195 408,547 282,382 185,885

12

3 Number of Schools, Number of Teachers and Education per Governorate

3.1 Intermediate (i)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercent Female

01 Anbar 127 1423 0 0 1 0 897 407 2 0 11 20 2 0 913 427 1340 31.9% 02 Basrah 149 2945 1 0 2 2 882 2037 10 4 4 7 1 0 900 2050 2950 69.5% 03 Muthanna 34 289 0 0 0 0 105 183 1 1 3 5 0 0 109 189 298 63.4% 04 Qadissiya 54 1436 0 0 0 0 584 871 0 0 0 1 0 0 584 872 1456 59.9% 05 Sulaymaniyah 164 1605 0 0 1 0 772 828 4 3 18 12 2 1 797 844 1641 51.4% 06 Babylon 101 2371 0 0 6 1 1240 1150 2 1 19 9 1 1 1268 1162 2430 47.8% 07 Baghdad 400 8429 0 1 34 14 2213 5976 14 21 12 51 9 9 2282 6072 8354 72.7% 08 Dahuk 82 891 0 0 1 0 370 399 0 0 32 86 2 1 405 486 891 54.5% 09 Thi-Qar 118 1898 0 0 0 0 968 940 2 1 6 1 0 0 976 942 1918 49.1% 10 Diyala 148 2311 0 0 5 1 873 1433 2 2 0 0 0 0 880 1436 2316 62.0% 11 Erbil 103 1607 0 0 0 1 570 848 0 3 28 27 17 39 615 918 1533 59.9% 12 Kerbala 63 1203 0 0 2 0 512 704 1 1 0 0 0 0 515 705 1220 57.8% 13 Tameem 129 1581 1 0 0 0 752 785 5 1 25 21 4 0 787 807 1594 50.6% 14 Missan 34 528 0 0 0 0 241 271 1 0 1 3 0 1 243 275 518 53.1% 15 Ninewa 103 1648 0 0 0 2 570 1039 8 10 7 8 1 0 586 1059 1645 64.4% 16 Wassit 49 966 0 0 0 1 382 580 0 0 4 1 1 0 387 582 969 60.1% 17 Najaf 84 1579 0 0 0 1 598 970 2 1 3 2 0 1 603 975 1578 61.8% 18 Salah Al-Din 109 717 0 0 3 2 352 326 1 0 13 48 0 5 369 381 750 50.8% Total 2051 33427 2 1 55 25 12881 19747 55 49 186 302 40 58 13219 20182 33401 60.4%

13

3.2 Secondary (s, si, sv)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercent Female

01 Anbar 105 1972 0 0 4 1 816 1094 3 1 6 3 1 0 830 1099 1929 57.0% 02 Basrah 118 2779 0 0 0 3 1236 1648 2 3 2 1 2 0 1242 1655 2897 57.1% 03 Muthanna 24 283 0 0 0 0 90 191 0 1 0 1 0 0 90 193 283 68.2% 04 Qadissiya 37 947 0 0 1 0 453 494 1 0 0 0 0 0 455 494 949 52.1% 05 Sulaymaniyah 66 1229 0 0 0 1 499 754 0 0 3 1 0 0 502 756 1258 60.1% 06 Babylon 55 1681 1 0 6 5 783 862 2 3 0 2 3 4 795 876 1671 52.4% 07 Baghdad 276 8036 4 1 25 32 1857 5972 4 26 3 2 5 5 1898 6038 7936 76.1% 08 Dahuk 47 597 0 0 0 0 359 195 0 2 21 24 0 0 380 221 601 36.8% 09 Thi-Qar 87 1886 1 0 2 0 1027 757 1 1 38 37 0 0 1069 795 1864 42.7% 10 Diyala 94 2410 1 0 3 5 998 1273 1 3 0 0 1 0 1004 1281 2285 56.1% 11 Erbil 83 1636 0 0 2 3 573 887 0 0 12 13 2 3 589 906 1495 60.6% 12 Kerbala 41 1089 0 0 3 1 497 654 0 0 0 1 0 0 500 656 1156 56.7% 13 Tameem 74 1374 0 0 2 0 467 892 4 1 5 8 1 2 479 903 1382 65.3% 14 Missan 48 836 0 0 0 0 399 420 2 0 3 3 0 0 404 423 827 51.1% 15 Ninewa 110 1853 1 0 7 8 881 934 8 7 6 3 0 1 903 953 1856 51.3% 16 Wassit 59 1178 0 0 3 0 405 769 2 1 3 5 0 1 413 776 1189 65.3% 17 Najaf 37 874 0 0 4 1 315 441 0 0 1 0 1 0 321 442 763 57.9% 18 Salah Al-Din 155 2042 0 0 27 3 942 1052 0 1 8 1 1 0 978 1057 2035 51.9% Total 1516 32702 8 1 89 63 12597 19289 30 50 111 105 17 16 12852 19524 32376 60.3%

14

3.3 Preparatory (pl, ps, ls)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercent Female

01 Anbar 12 242 0 0 3 0 201 25 0 0 0 0 0 0 204 25 229 10.9% 02 Basrah 34 820 0 0 0 0 331 455 6 1 0 1 2 0 339 457 796 57.4% 03 Muthanna 7 100 0 0 0 0 68 32 1 0 0 0 0 0 69 32 101 31.7% 04 Qadissiya 15 513 0 0 1 0 197 314 1 1 0 0 0 0 199 315 514 61.3% 05 Sulaymaniyah 29 610 0 0 1 0 326 298 0 2 0 2 0 0 327 302 629 48.0% 06 Babylon 32 1215 0 0 4 4 480 722 0 2 0 0 0 0 484 728 1212 60.1% 07 Baghdad 97 2790 1 0 4 11 1299 1436 5 12 0 0 5 0 1314 1459 2773 52.6% 08 Dahuk 16 266 0 0 0 0 142 105 0 0 5 14 0 0 147 119 266 44.7% 09 Thi-Qar 25 652 0 0 1 0 329 321 0 0 0 0 0 0 330 321 651 49.3% 10 Diyala 20 528 0 0 2 0 414 211 1 0 0 0 0 0 417 211 628 33.6% 11 Erbil 51 1520 0 0 2 3 419 664 0 0 12 15 0 1 433 683 1116 61.2% 12 Kerbala 11 311 0 0 0 0 175 135 0 0 0 0 0 0 175 135 310 43.5% 13 Tameem 24 441 0 0 1 0 321 107 7 0 0 0 1 0 330 107 437 24.5% 14 Missan 5 95 0 0 0 0 56 39 1 0 0 0 0 0 57 39 96 40.6% 15 Ninewa 50 942 0 0 1 4 553 375 4 10 1 4 2 1 561 394 955 41.3% 16 Wassit 16 329 0 0 1 1 219 107 1 0 0 0 0 0 221 108 329 32.8% 17 Najaf 18 424 0 0 2 0 208 215 1 0 0 1 0 0 211 216 427 50.6% 18 Salah Al-Din 7 106 0 0 0 0 70 42 1 0 1 0 0 0 72 42 114 36.8% Total 469 11904 1 0 23 23 5808 5603 29 28 19 37 10 2 5890 5693 11583 49.1%

15

3.4 General Secondary (i, s, si, sv, pl, ps, ls)

Governorate Schoolnumber

Number of teachers including

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduateDiploma in Education

Male

Post graduate Diploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercentFemale

Total students

Student Teacher

ratio

01 Anbar 244 3637 0 0 8 1 1914 1526 5 1 17 23 3 0 1947 1551 3498 44.3% 55656 15.9 02 Basrah 301 6544 1 0 2 5 2449 4140 18 8 6 9 5 0 2481 4162 6643 62.7% 105294 15.9 03 Muthanna 65 672 0 0 0 0 263 406 2 2 3 6 0 0 268 414 682 60.7% 17771 26.1 04 Qadissiya 106 2896 0 0 2 0 1234 1679 2 1 0 1 0 0 1238 1681 2919 57.6% 35762 12.3 05 Sulaymaniyah 259 3444 0 0 2 1 1597 1880 4 5 21 15 2 1 1626 1902 3528 53.9% 94650 26.8 06 Babylon 188 5267 1 0 16 10 2503 2734 4 6 19 11 4 5 2547 2766 5313 52.1% 65917 12.4 07 Baghdad 773 19255 5 2 63 57 5369 13384 23 59 15 53 19 14 5494 13569 19063 71.2% 409181 21.5 08 Dahuk 145 1754 0 0 1 0 871 699 0 2 58 124 2 1 932 826 1758 47.0% 51897 29.5 09 Thi-Qar 230 4436 1 0 3 0 2324 2018 3 2 44 38 0 0 2375 2058 4433 46.4% 70335 15.9 10 Diyala 262 5249 1 0 10 6 2285 2917 4 5 0 0 1 0 2301 2928 5229 56.0% 70760 13.5 11 Erbil 237 4763 0 0 4 7 1562 2399 0 3 52 55 19 43 1637 2507 4144 60.5% 90864 21.9 12 Kerbala 115 2603 0 0 5 1 1184 1493 1 1 0 1 0 0 1190 1496 2686 55.7% 37659 14.0 13 Tameem 227 3396 1 0 3 0 1540 1784 16 2 30 29 6 2 1596 1817 3413 53.2% 66260 19.4 14 Missan 87 1459 0 0 0 0 696 730 4 0 4 6 0 1 704 737 1441 51.1% 29191 20.3 15 Ninewa 263 4443 1 0 8 14 2004 2348 20 27 14 15 3 2 2050 2406 4456 54.0% 92009 20.6 16 Wassit 124 2473 0 0 4 2 1006 1456 3 1 7 6 1 1 1021 1466 2487 58.9% 42503 17.1 17 Najaf 139 2877 0 0 6 2 1121 1626 3 1 4 3 1 1 1135 1633 2768 59.0% 47390 17.1 18 Salah Al-Din 271 2865 0 0 30 5 1364 1420 2 1 22 49 1 5 1419 1480 2899 51.1% 60337 20.8 Total 4036 78033 11 2 167 111 31286 44639 114 127 316 444 67 76 31961 45399 77360 58.7% 1443436 18.7

16

3.5 Preparatory Vocational (v, pi, pc, pa, pm)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercentFemale

01 Anbar 15 255 0 0 0 2 181 50 0 0 0 0 0 0 181 52 233 22.3% 02 Basrah 13 214 0 0 0 0 190 170 0 0 0 0 0 0 190 170 360 47.2% 03 Muthanna 5 31 0 0 0 0 23 8 0 0 0 0 0 0 23 8 31 25.8% 04 Qadissiya 7 258 0 0 0 0 124 134 0 0 0 0 0 0 124 134 258 51.9% 05 Sulaymaniyah 9 148 0 0 0 0 57 89 0 0 2 1 0 0 59 90 149 60.4% 06 Babylon 12 363 0 0 0 2 112 246 0 0 0 0 0 0 112 248 360 68.9% 07 Baghdad 61 1261 0 0 2 2 392 750 0 0 0 1 16 27 410 780 1190 65.5% 08 Dahuk 4 47 0 0 0 0 26 20 0 0 7 6 0 0 33 26 59 44.1% 09 Thi-Qar 10 410 0 0 0 0 130 75 16 26 118 92 0 0 264 193 457 42.2% 10 Diyala 13 273 0 0 0 0 211 194 0 0 1 1 0 0 212 195 407 47.9% 11 Erbil 10 232 0 0 0 1 81 101 0 0 3 0 34 3 118 105 223 47.1% 12 Kerbala 8 211 0 0 0 0 145 106 0 0 0 0 0 0 145 106 251 42.2% 13 Tameem 17 353 0 0 0 0 137 136 0 0 38 35 10 0 185 171 356 48.0% 14 Missan 7 167 0 0 0 0 109 52 0 0 0 1 0 0 109 53 162 32.7% 15 Ninewa 12 186 0 0 1 0 95 83 0 0 0 1 0 0 96 84 180 46.7% 16 Wassit 10 145 0 0 0 0 92 76 0 0 0 0 0 0 92 76 168 45.2% 17 Najaf 6 269 0 0 0 0 78 40 0 0 0 0 0 0 78 40 118 33.9% 18 Salah Al-Din 12 212 0 0 0 0 125 46 0 0 4 3 0 0 129 49 178 27.5% Total 231 5035 0 0 3 7 2308 2376 16 26 173 141 60 30 2560 2580 5140 50.2%

17

3.6 Teacher Training (tt, tc)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercentFemale

01 Anbar 8 178 1 0 8 9 25 130 0 0 0 0 1 0 35 139 174 79.9% 02 Basrah 12 194 1 0 16 27 62 101 1 0 2 0 0 0 82 128 210 61.0% 03 Muthanna 3 46 0 0 0 0 18 28 0 0 0 0 0 0 18 28 46 60.9% 04 Qadissiya 5 136 0 0 10 1 65 64 0 1 0 0 0 0 75 66 141 46.8% 05 Sulaymaniyah 3 109 0 0 3 2 67 36 0 0 0 0 0 0 70 38 108 35.2% 06 Babylon 6 114 0 0 1 6 37 63 0 0 0 0 0 0 38 69 107 64.5% 07 Baghdad 26 718 33 28 44 69 128 328 1 1 0 0 0 0 206 426 632 67.4% 08 Dahuk 5 109 1 0 3 0 42 50 0 0 3 7 1 0 50 57 107 53.3% 09 Thi-Qar 8 106 0 0 3 0 45 46 1 0 0 0 0 0 49 46 95 48.4% 10 Diyala 13 116 0 1 6 21 7 77 0 1 0 0 0 0 13 100 113 88.5% 11 Erbil 6 151 1 0 17 6 59 50 0 0 2 5 0 0 79 61 140 43.6% 12 Kerbala 4 61 2 0 5 0 44 10 0 0 0 0 0 0 51 10 61 16.4% 13 Tameem 4 98 0 3 15 3 50 46 0 0 0 0 0 0 65 52 117 44.4% 14 Missan 4 76 0 0 1 6 27 41 0 0 0 0 0 0 28 47 75 62.7% 15 Ninewa 3 128 18 6 42 23 13 25 0 0 0 0 0 0 73 54 127 42.5% 16 Wassit 11 127 0 0 4 1 50 73 0 0 0 0 0 0 54 74 128 57.8% 17 Najaf 4 100 0 0 11 0 48 53 0 1 0 0 0 0 59 54 113 47.8% 18 Salah Al-Din 9 138 2 0 10 5 10 101 0 0 0 0 0 0 22 106 128 82.8% Total 134 2705 59 38 199 179 797 1322 3 4 7 12 2 0 1067 1555 2622 59.3%

18

3.7 Fine Arts (fa)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercentFemale

02 Basrah 2 58 0 1 2 1 3 48 0 0 0 2 1 0 6 52 58 89.7% 05 Sulaymaniyah 2 42 0 0 0 0 8 4 0 0 0 0 0 0 8 4 12 33.3% 07 Baghdad 4 184 0 0 1 2 4 25 0 0 0 0 0 0 5 27 32 84.4% 08 Dahuk 1 39 0 0 0 0 13 6 0 0 14 6 0 0 27 12 39 30.8% 11 Erbil 2 65 0 0 0 0 19 12 0 0 23 9 0 0 42 21 63 33.3% 13 Tameem 1 7 0 0 0 0 1 0 0 0 0 0 5 1 6 1 7 14.3% 15 Ninewa 2 82 2 0 5 10 27 29 0 1 2 3 0 0 36 43 79 54.4% Total 14 477 2 1 8 13 75 124 0 1 39 20 6 1 130 160 290 55.2%

3.8 Tourism (ti)

GovernorateSchool number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercentFemale

08 Dahuk 1 11 0 0 0 0 0 4 0 0 0 7 0 0 0 11 11 100.0%

19

3.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)

Governorate School number

Number of teachersincluding

head teacher and the assistant head

Ph.D Teacher

Male

Ph.D TeacherFemale

Ma Teacher

Male

Ma TeacherFemale

Ba Teacher

Male

Ba TeacherFemale

Post graduate Diploma in Education

Male

Post graduateDiploma in Education

Female

TeachersInstitute

Male

TeachersInstituteFemale

TeachersInstitute(3 years)

Male

TeachersInstitute(3 years)Female

TotalMale

TotalFemale

TotalPercent Female

01 Anbar 267 4070 1 0 16 12 2120 1706 5 1 17 23 4 0 2163 1742 3905 44.6% 02 Basrah 328 7010 2 1 20 33 2704 4459 19 8 8 11 6 0 2759 4512 7271 62.1% 03 Muthanna 73 749 0 0 0 0 304 442 2 2 3 6 0 0 309 450 759 59.3% 04 Qadissiya 118 3290 0 0 12 1 1423 1877 2 2 0 1 0 0 1437 1881 3318 56.7% 05 Sulaymaniyah 273 3743 0 0 5 3 1729 2009 4 5 23 16 2 1 1763 2034 3797 53.6% 06 Babylon 206 5744 1 0 17 18 2652 3043 4 6 19 11 4 5 2697 3083 5780 53.3% 07 Baghdad 864 21418 38 30 110 130 5893 14487 24 60 15 54 35 41 6115 14802 20917 70.8% 08 Dahuk 156 1960 1 0 4 0 952 779 0 2 82 150 3 1 1042 932 1974 47.2% 09 Thi-Qar 248 4952 1 0 6 0 2499 2139 20 28 162 130 0 0 2688 2297 4985 46.1% 10 Diyala 288 5638 1 1 16 27 2503 3188 4 6 1 1 1 0 2526 3223 5749 56.1% 11 Erbil 255 5211 1 0 21 14 1721 2562 0 3 80 69 53 46 1876 2694 4570 58.9% 12 Kerbala 127 2875 2 0 10 1 1373 1609 1 1 0 1 0 0 1386 1612 2998 53.8% 13 Tameem 249 3854 1 3 18 3 1728 1966 16 2 68 64 21 3 1852 2041 3893 52.4% 14 Missan 98 1702 0 0 1 6 832 823 4 0 4 7 0 1 841 837 1678 49.9% 15 Ninewa 280 4839 21 6 56 47 2139 2485 20 28 16 19 3 2 2255 2587 4842 53.4% 16 Wassit 145 2745 0 0 8 3 1148 1605 3 1 7 6 1 1 1167 1616 2783 58.1% 17 Najaf 149 3246 0 0 17 2 1247 1719 3 2 4 3 1 1 1272 1727 2999 57.6% 18 Salah Al-Din 292 3215 2 0 40 10 1499 1567 2 1 26 52 1 5 1570 1635 3205 51.0% Total 4416 86261 72 41 377 310 34466 48465 133 158 535 624 135 107 35718 49705 85423 58.2%

20

4 Water & Sanitation

4.1 Intermediate (i)

Total

Schools

Access to running water

Access to other water

sources

Latrines connected to the sewage

network

Functional Latrines

Garbage disposal system is organized by

# % # % # % # % total

answers School

# % Municipality

# % Community# % Other

# % 1 Anbar 127 36 28.3% 35 27.6% 43 33.9% 7 5.5% 121 99 81.8% 21 17.4% 0.0% 1 0.8% 2 Basrah 149 11 7.4% 39 26.2% 25 16.8% 7 4.7% 141 126 89.4% 9 6.4% 3 2.1% 3 2.1% 3 Muthanna 32 1 3.1% 3 9.4% 0.0% 0.0% 32 32 100.0% 0.0% 0.0% 0.0% 4 Qadissiya 54 26 48.1% 8 14.8% 22 40.7% 7 13.0% 48 39 81.3% 7 14.6% 0.0% 2 4.2% 5 Sulaymaniyah 166 85 51.2% 53 31.9% 83 50.0% 51 30.7% 159 73 45.9% 71 44.7% 7 4.4% 8 5.0% 6 Babylon 101 53 52.5% 33 32.7% 53 52.5% 7 6.9% 101 96 95.0% 4 4.0% 1 1.0% 0.0% 7 Baghdad 401 196 48.9% 58 14.5% 205 51.1% 48 12.0% 352 269 76.4% 72 20.5% 1 0.3% 10 2.8% 8 Dahuk 82 54 65.9% 16 19.5% 61 74.4% 28 34.1% 82 42 51.2% 40 48.8% 0.0% 0.0% 9 Thi-Qar 118 18 15.3% 38 32.2% 16 13.6% 3 2.5% 84 75 89.3% 2 2.4% 0.0% 7 8.3%

10 Diyala 148 68 45.9% 63 42.6% 75 50.7% 16 10.8% 145 136 93.8% 8 5.5% 1 0.7% 0.0% 11 Erbil 103 61 59.2% 26 25.2% 65 63.1% 49 47.6% 100 32 32.0% 62 62.0% 2 2.0% 4 4.0% 12 Kerbala 63 30 47.6% 13 20.6% 32 50.8% 10 15.9% 61 41 67.2% 17 27.9% 0.0% 3 4.9% 13 Tameem 129 61 47.3% 37 28.7% 42 32.6% 7 5.4% 117 106 90.6% 5 4.3% 3 2.6% 3 2.6% 14 Missan 34 6 17.6% 14 41.2% 3 8.8% 0.0% 24 20 83.3% 4 16.7% 0.0% 0.0% 15 Ninewa 103 78 75.7% 10 9.7% 79 76.7% 43 41.7% 101 61 60.4% 38 37.6% 0.0% 2 2.0% 16 Wassit 49 20 40.8% 15 30.6% 8 16.3% 0.0% 45 44 97.8% 1 2.2% 0.0% 0.0% 17 Najaf 84 48 57.1% 14 16.7% 12 14.3% 1 1.2% 77 50 64.9% 21 27.3% 0.0% 6 7.8% 18 Salah Al-Din 109 30 27.5% 35 32.1% 30 27.5% 9 8.3% 81 68 84.0% 9 11.1% 0.0% 4 4.9% Total 2052 882 43.0% 510 24.9% 854 41.6% 293 14.3% 1871 1409 75.3% 391 20.9% 18 1.0% 53 2.8%

21

4.2 Secondary (s, si, sv)

Total

Schools Answers

Access to running water

Access to other water

sources

Latrines connected to the sewage

network

Functional Latrines

Garbage disposal system is organized by

# % # % # % # % total

answers School

# % Municipality

# % Community# % Other

# % 1 Anbar 105 50 47.6% 23 21.9% 48 45.7% 10 9.5% 97 82 84.5% 15 15.5% 0.0% 0.0% 2 Basrah 118 4 3.4% 34 28.8% 28 23.7% 8 6.8% 108 97 89.8% 9 8.3% 3 2.8% 1 0.9% 3 Muthanna 24 6 25.0% 5 20.8% 8 33.3% 1 4.2% 24 24 100.0% 0.0% 0.0% 0.0% 4 Qadissiya 37 14 37.8% 12 32.4% 7 18.9% 3 8.1% 32 28 87.5% 3 9.4% 0.0% 1 3.1% 5 Sulaymaniyah 66 35 53.0% 17 25.8% 43 65.2% 20 30.3% 64 26 40.6% 34 53.1% 7 10.9% 1 1.6% 6 Babylon 55 42 76.4% 5 9.1% 36 65.5% 8 14.5% 55 53 96.4% 2 3.6% 1 1.8% 0.0% 7 Baghdad 273 129 47.3% 51 18.7% 155 56.8% 37 13.6% 255 193 75.7% 52 20.4% 1 0.4% 5 2.0% 8 Dahuk 47 31 66.0% 5 10.6% 35 74.5% 20 42.6% 47 21 44.7% 26 55.3% 0.0% 0.0% 9 Thi-Qar 87 14 16.1% 36 41.4% 14 16.1% 3 3.4% 71 65 91.5% 5 7.0% 0.0% 1 1.4%

10 Diyala 94 43 45.7% 28 29.8% 59 62.8% 17 18.1% 93 92 98.9% 0.0% 1 1.1% 1 1.1% 11 Erbil 83 40 48.2% 20 24.1% 55 66.3% 25 30.1% 82 26 31.7% 54 65.9% 2 2.4% 1 1.2% 12 Kerbala 41 15 36.6% 10 24.4% 17 41.5% 6 14.6% 37 31 83.8% 6 16.2% 0.0% 0.0% 13 Tameem 74 43 58.1% 19 25.7% 41 55.4% 9 12.2% 68 55 80.9% 11 16.2% 3 4.4% 0.0% 14 Missan 48 11 22.9% 19 39.6% 6 12.5% 1 2.1% 35 32 91.4% 3 8.6% 0.0% 0.0% 15 Ninewa 110 64 58.2% 29 26.4% 67 60.9% 25 22.7% 104 76 73.1% 23 22.1% 0.0% 4 3.8% 16 Wassit 59 28 47.5% 15 25.4% 13 22.0% 2 3.4% 57 51 89.5% 5 8.8% 0.0% 1 1.8% 17 Najaf 37 21 56.8% 5 13.5% 8 21.6% 0.0% 37 24 64.9% 11 29.7% 0.0% 2 5.4% 18 Salah Al-Din 151 41 27.2% 55 36.4% 42 27.8% 13 8.6% 129 116 89.9% 9 7.0% 0.0% 4 3.1% Total 1509 631 41.8% 388 25.7% 682 45.2% 208 13.8% 1395 1092 78.3% 268 19.2% 18 1.3% 22 1.6%

22

4.3 Preparatory (pl, ps, ls)

Total

Schools

Access to running water

Access to other water

sources

Latrines connected to the sewage

network

Functional Latrines

Garbage disposal system is organized by

# % # % # % # % total

answers School

# % Municipality

# % Community# % Other

# % 1 Anbar 12 7 58.3% 1 8.3% 8 66.7% 0.0% 10 7 70.0% 3 30.0% 0.0% 0.0% 2 Basrah 34 2 5.9% 8 23.5% 12 35.3% 3 8.8% 33 29 87.9% 4 12.1% 0.0% 0.0% 3 Muthanna 7 1 14.3% 2 28.6% 2 28.6% 0.0% 7 7 100.0% 0.0% 0.0% 0.0% 4 Qadissiya 15 9 60.0% 2 13.3% 6 40.0% 1 6.7% 14 12 85.7% 2 14.3% 0.0% 0.0% 5 Sulaymaniyah 29 18 62.1% 6 20.7% 24 82.8% 18 62.1% 28 4 14.3% 24 85.7% 0.0% 0.0% 6 Babylon 32 21 65.6% 9 28.1% 20 62.5% 2 6.3% 30 28 93.3% 2 6.7% 0.0% 0.0% 7 Baghdad 97 53 54.6% 8 8.2% 66 68.0% 22 22.7% 90 63 70.0% 24 26.7% 0.0% 2 2.2% 8 Dahuk 16 14 87.5% 1 6.3% 12 75.0% 8 50.0% 15 2 13.3% 13 86.7% 0.0% 0.0% 9 Thi-Qar 25 6 24.0% 9 36.0% 11 44.0% 2 8.0% 23 23 100.0% 0.0% 0.0% 0.0%

10 Diyala 20 15 75.0% 2 10.0% 15 75.0% 2 10.0% 20 19 95.0% 1 5.0% 0.0% 0.0% 11 Erbil 51 33 64.7% 11 21.6% 39 76.5% 27 52.9% 50 7 14.0% 43 86.0% 0.0% 0.0% 12 Kerbala 11 5 45.5% 0.0% 8 72.7% 3 27.3% 11 10 90.9% 1 9.1% 0.0% 0.0% 13 Tameem 24 12 50.0% 7 29.2% 13 54.2% 1 4.2% 21 20 95.2% 1 4.8% 0.0% 0.0% 14 Missan 5 2 40.0% 2 40.0% 1 20.0% 0.0% 5 4 80.0% 1 20.0% 0.0% 0.0% 15 Ninewa 50 39 78.0% 7 14.0% 37 74.0% 14 28.0% 48 33 68.8% 14 29.2% 1 2.1% 0.0% 16 Wassit 16 10 62.5% 4 25.0% 3 18.8% 1 6.3% 15 12 80.0% 3 20.0% 0.0% 0.0% 17 Najaf 18 14 77.8% 2 11.1% 2 11.1% 0.0% 18 7 38.9% 9 50.0% 2 11.1% 0.0% 18 Salah Al-Din 7 3 42.9% 0.0% 0.0% 0.0% 5 4 80.0% 1 20.0% 0.0% 0.0% Total 469 264 56.3% 81 17.3% 279 59.5% 104 22.2% 443 291 65.7% 146 33.0% 3 0.7% 2 0.5%

23

4.4 General Secondary (i, s, si, sv, pl, ps, ls)

Total

Schools Access to

running water

Access to other water

sources

Latrines connected to the sewage

network

Functional Latrines

Garbage disposal system is organized by

# % # % # % # % total

answers School

# % Municipality

# % Community# % Other

# % 1 Anbar 244 93 38.1% 59 24.2% 99 40.6% 17 7.0% 228 188 82.5% 39 17.1% 0 0.0% 1 0.4% 2 Basrah 301 17 5.6% 81 26.9% 65 21.6% 18 6.0% 282 252 89.4% 22 7.8% 6 2.1% 4 1.4% 3 Muthanna 63 8 12.7% 10 15.9% 10 15.9% 1 1.6% 63 63 100.0% 0 0.0% 0 0.0% 0 0.0% 4 Qadissiya 106 49 46.2% 22 20.8% 35 33.0% 11 10.4% 94 79 84.0% 12 12.8% 0 0.0% 3 3.2% 5 Sulaymaniyah 261 138 52.9% 76 29.1% 150 57.5% 89 34.1% 251 103 41.0% 129 51.4% 14 5.6% 9 3.6% 6 Babylon 188 116 61.7% 47 25.0% 109 58.0% 17 9.0% 186 177 95.2% 8 4.3% 2 1.1% 0 0.0% 7 Baghdad 771 378 49.0% 117 15.2% 426 55.3% 107 13.9% 697 525 75.3% 148 21.2% 2 0.3% 17 2.4% 8 Dahuk 145 99 68.3% 22 15.2% 108 74.5% 56 38.6% 144 65 45.1% 79 54.9% 0 0.0% 0 0.0% 9 Thi-Qar 230 38 16.5% 83 36.1% 41 17.8% 8 3.5% 178 163 91.6% 7 3.9% 0 0.0% 8 4.5%

10 Diyala 262 126 48.1% 93 35.5% 149 56.9% 35 13.4% 258 247 95.7% 9 3.5% 2 0.8% 1 0.4% 11 Erbil 237 134 56.5% 57 24.1% 159 67.1% 101 42.6% 232 65 28.0% 159 68.5% 4 1.7% 5 2.2% 12 Kerbala 115 50 43.5% 23 20.0% 57 49.6% 19 16.5% 109 82 75.2% 24 22.0% 0 0.0% 3 2.8% 13 Tameem 227 116 51.1% 63 27.8% 96 42.3% 17 7.5% 206 181 87.9% 17 8.3% 6 2.9% 3 1.5% 14 Missan 87 19 21.8% 35 40.2% 10 11.5% 1 1.1% 64 56 87.5% 8 12.5% 0 0.0% 0 0.0% 15 Ninewa 263 181 68.8% 46 17.5% 183 69.6% 82 31.2% 253 170 67.2% 75 29.6% 1 0.4% 6 2.4% 16 Wassit 124 58 46.8% 34 27.4% 24 19.4% 3 2.4% 117 107 91.5% 9 7.7% 0 0.0% 1 0.9% 17 Najaf 139 83 59.7% 21 15.1% 22 15.8% 1 0.7% 132 81 61.4% 41 31.1% 2 1.5% 8 6.1% 18 Salah Al-Din 267 74 27.7% 90 33.7% 72 27.0% 22 8.2% 215 188 87.4% 19 8.8% 0 0.0% 8 3.7% Total 4030 1777 44.1% 979 24.3% 1815 45.0% 605 15.0% 3709 2792 75.3% 805 21.7% 39 1.1% 77 2.1%

24

4.5 Vocational (v, pi, pc, pa, pm)

Total Schools

Access to running water

Access to other water

sources

Latrines connected to the sewage

network

Functional Latrines

Garbage disposal system is organized by

# % # % # % # % total

answers School

# % Municipality

# % Community# % Other

# % 1 Anbar 15 10 66.7% 4 26.7% 6 40.0% 2 13.3% 15 8 53.3% 7 46.7% 0.0% 0.0% 2 Basrah 13 3 23.1% 4 30.8% 7 53.8% 2 15.4% 11 10 90.9% 1 9.1% 0.0% 0.0% 3 Muthanna 5 1 20.0% 0.0% 4 80.0% 2 40.0% 5 5 100.0% 0.0% 0.0% 0.0% 4 Qadissiya 7 3 42.9% 1 14.3% 1 14.3% 1 14.3% 7 7 100.0% 0.0% 0.0% 0.0% 5 Sulaymaniyah 9 8 88.9% 0.0% 8 88.9% 4 44.4% 9 2 22.2% 7 77.8% 0.0% 0.0% 6 Babylon 12 11 91.7% 1 8.3% 10 83.3% 0.0% 12 11 91.7% 0.0% 0.0% 0.0% 7 Baghdad 61 34 55.7% 14 23.0% 41 67.2% 9 14.8% 59 38 64.4% 19 32.2% 1 1.7% 0.0% 8 Dahuk 4 3 75.0% 1 25.0% 4 100.0% 1 25.0% 4 1 25.0% 3 75.0% 0.0% 0.0% 9 Thi-Qar 10 4 40.0% 3 30.0% 1 10.0% 0.0% 10 10 100.0% 0.0% 0.0% 0.0%

10 Diyala 13 8 61.5% 2 15.4% 6 46.2% 1 7.7% 13 7 53.8% 6 46.2% 0.0% 1 7.7% 11 Erbil 10 5 50.0% 3 30.0% 7 70.0% 4 40.0% 10 2 20.0% 7 70.0% 1 10.0% 1 10.0% 12 Kerbala 8 3 37.5% 2 25.0% 2 25.0% 0.0% 7 7 100.0% 0.0% 0.0% 0.0% 13 Tameem 17 8 47.1% 2 11.8% 13 76.5% 5 29.4% 15 4 26.7% 11 73.3% 0.0% 0.0% 14 Missan 7 1 14.3% 3 42.9% 0.0% 0.0% 6 6 100.0% 0.0% 0.0% 0.0% 15 Ninewa 12 9 75.0% 0.0% 9 75.0% 3 25.0% 11 8 72.7% 3 27.3% 0.0% 0.0% 16 Wassit 10 3 30.0% 5 50.0% 3 30.0% 1 10.0% 9 8 88.9% 1 11.1% 0.0% 0.0% 17 Najaf 6 6 100.0% 0.0% 4 66.7% 0.0% 6 3 50.0% 3 50.0% 0.0% 0.0% 18 Salah Al-Din 12 3 25.0% 6 50.0% 2 16.7% 0.0% 10 8 80.0% 1 10.0% 0.0% 1 10.0% Total 231 123 53.2% 51 22.1% 128 55.4% 35 15.2% 219 145 66.2% 69 31.5% 2 0.9% 3 1.4%

25

4.6 Teacher Training Level (tt, tc, fa, ti)

Total

Schools

Access to running water

Access to other water

sources

Latrines connected to the sewage

network

Functional Latrines

Garbage disposal system is organized by

# % # % # % # % total

answers School

# % Municipality

# % Community# % Other

# % 1 Anbar 8 4 50.0% 2 25.0% 5 62.5% 1 12.5% 7 4 57.1% 3 42.9% 0.0% 0.0% 2 Basrah 14 0.0% 2 14.3% 1 7.1% 0.0% 10 10 100.0% 0.0% 0.0% 0.0% 3 Muthanna 3 0.0% 0.0% 1 33.3% 1 33.3% 3 3 100.0% 0.0% 0.0% 0.0% 4 Qadissiya 5 1 20.0% 2 40.0% 1 20.0% 0.0% 4 4 100.0% 0.0% 0.0% 0.0% 5 Sulaymaniyah 5 3 60.0% 2 40.0% 5 100.0% 3 60.0% 5 0.0% 5 100.0% 0.0% 0.0% 6 Babylon 6 5 83.3% 0.0% 4 66.7% 2 33.3% 4 4 100.0% 0.0% 0.0% 0.0% 7 Baghdad 30 16 53.3% 3 10.0% 22 73.3% 6 20.0% 24 18 75.0% 6 25.0% 0.0% 0.0% 8 Dahuk 7 7 100.0% 0.0% 5 71.4% 3 42.9% 7 2 28.6% 5 71.4% 0.0% 0.0% 9 Thi-Qar 8 3 37.5% 2 25.0% 3 37.5% 0.0% 7 5 71.4% 2 28.6% 0.0% 0.0%

10 Diyala 13 7 53.8% 2 15.4% 7 53.8% 1 7.7% 10 9 90.0% 1 10.0% 0.0% 0.0% 11 Erbil 8 5 62.5% 3 37.5% 3 37.5% 0.0% 8 2 25.0% 6 75.0% 0.0% 0.0% 12 Kerbala 4 3 75.0% 1 25.0% 2 50.0% 1 25.0% 4 2 50.0% 2 50.0% 0.0% 0.0% 13 Tameem 5 4 80.0% 1 20.0% 4 80.0% 2 40.0% 4 4 100.0% 0.0% 0.0% 0.0% 14 Missan 4 2 50.0% 2 50.0% 1 25.0% 1 25.0% 3 1 33.3% 2 66.7% 0.0% 0.0% 15 Ninewa 5 5 100.0% 0.0% 5 100.0% 3 60.0% 5 3 60.0% 2 40.0% 0.0% 0.0% 16 Wassit 12 7 58.3% 0.0% 1 8.3% 0.0% 9 8 88.9% 1 11.1% 0.0% 0.0% 17 Najaf 5 0.0% 4 80.0% 0.0% 0.0% 4 3 75.0% 1 25.0% 0.0% 0.0% 18 Salah Al-Din 9 2 22.2% 2 22.2% 5 55.6% 2 22.2% 7 5 71.4% 1 14.3% 0.0% 1 14.3% Total 151 74 49.0% 28 18.5% 75 49.7% 26 17.2% 125 87 69.6% 37 29.6% 0 0.0% 1 0.8%

26

5 Electricity Supply

5.1 Intermediate (i)

Electricity Source Electricity Available in classrooms

Total

answers

Power Grid

# % Generator

# % Both

# % Other

# % total

answers Always

# % Intermittent

# % Never

# % 1 Anbar 127 120 94.5% 0.0% 2 1.6% 0.0% 121 7 5.8% 93 76.9% 21 17.4% 2 Basrah 149 144 96.6% 0.0% 1 0.7% 0.0% 143 8 5.6% 73 51.0% 62 43.4% 3 Muthanna 32 32 100.0% 0.0% 0.0% 0.0% 32 0.0% 26 81.3% 6 18.8% 4 Qadissiya 54 49 90.7% 0.0% 0.0% 0.0% 49 1 2.0% 35 71.4% 13 26.5% 5 Sulaymaniyah 166 112 67.5% 3 1.8% 5 3.0% 21 #### 153 40 26.1% 75 49.0% 38 24.8% 6 Babylon 101 99 98.0% 0.0% 0.0% 0.0% 101 3 3.0% 79 78.2% 19 18.8% 7 Baghdad 401 358 89.3% 2 0.5% 0.0% 3 0.7% 359 38 10.6% 231 64.3% 90 25.1% 8 Dahuk 82 66 80.5% 0.0% 6 7.3% 1 1.2% 81 5 6.2% 54 66.7% 22 27.2% 9 Thi-Qar 118 84 71.2% 0.0% 0.0% 0.0% 75 12 16.0% 26 34.7% 37 49.3%

10 Diyala 148 148 100.0% 0.0% 0.0% 0.0% 143 2 1.4% 96 67.1% 45 31.5% 11 Erbil 103 77 74.8% 0.0% 4 3.9% 10 9.7% 97 17 17.5% 60 61.9% 20 20.6% 12 Kerbala 63 61 96.8% 0.0% 2 3.2% 0.0% 61 2 3.3% 42 68.9% 17 27.9% 13 Tameem 129 113 87.6% 0.0% 3 2.3% 1 0.8% 112 19 17.0% 66 58.9% 27 24.1% 14 Missan 34 25 73.5% 0.0% 0.0% 0.0% 24 0.0% 14 58.3% 10 41.7% 15 Ninewa 103 99 96.1% 0.0% 4 3.9% 0.0% 97 4 4.1% 82 84.5% 11 11.3% 16 Wassit 49 48 98.0% 0.0% 0.0% 0.0% 46 2 4.3% 33 71.7% 11 23.9% 17 Najaf 84 80 95.2% 0.0% 0.0% 0.0% 80 0.0% 62 77.5% 18 22.5% 18 Salah Al-Din 109 83 76.1% 0.0% 2 1.8% 1 0.9% 86 6 7.0% 57 66.3% 23 26.7% Total 2052 1798 87.6% 5 0.2% 29 1.4% 37 1.8% 1860 166 8.9% 1204 64.7% 490 26.3%

27

5.2 Secondary (s, si, sv)

Electricity Source Electricity Available in classrooms

Total

answers

Power Grid

# % Generator

# % Both

# % Other

# % total

answers Always

# % Intermittent

# % Never

# % 1 Anbar 97 97 100.0% 0.0% 0.0% 0.0% 94 6 6.4% 78 83.0% 10 10.6% 2 Basrah 114 113 99.1% 0.0% 1 0.9% 0.0% 113 7 6.2% 60 53.1% 46 40.7% 3 Muthanna 24 23 95.8% 0.0% 1 4.2% 0.0% 24 1 4.2% 20 83.3% 3 12.5% 4 Qadissiya 34 33 97.1% 0.0% 1 2.9% 0.0% 33 1 3.0% 24 72.7% 8 24.2% 5 Sulaymaniyah 65 58 89.2% 0.0% 2 3.1% 5 7.7% 62 16 25.8% 41 66.1% 5 8.1% 6 Babylon 55 51 92.7% 0.0% 4 7.3% 0.0% 54 9 16.7% 36 66.7% 9 16.7% 7 Baghdad 262 260 99.2% 1 0.4% 1 0.4% 0.0% 261 23 8.8% 196 75.1% 42 16.1% 8 Dahuk 47 42 89.4% 0.0% 3 6.4% 2 4.3% 46 1 2.2% 37 80.4% 8 17.4% 9 Thi-Qar 68 68 100.0% 0.0% 0.0% 0.0% 68 6 8.8% 21 30.9% 41 60.3%

10 Diyala 92 92 100.0% 0.0% 0.0% 0.0% 91 1 1.1% 69 75.8% 21 23.1% 11 Erbil 79 72 91.1% 0.0% 1 1.3% 6 7.6% 83 14 16.9% 52 62.7% 17 20.5% 12 Kerbala 38 38 100.0% 0.0% 0.0% 0.0% 37 2 5.4% 31 83.8% 4 10.8% 13 Tameem 72 70 97.2% 2 2.8% 0.0% 0.0% 74 9 12.2% 43 58.1% 22 29.7% 14 Missan 33 33 100.0% 0.0% 0.0% 0.0% 33 0.0% 19 57.6% 14 42.4% 15 Ninewa 108 105 97.2% 1 0.9% 2 1.9% 0.0% 101 9 8.9% 80 79.2% 12 11.9% 16 Wassit 56 55 98.2% 0.0% 1 1.8% 0.0% 57 2 3.5% 47 82.5% 8 14.0% 17 Najaf 36 35 97.2% 0.0% 1 2.8% 0.0% 37 2 5.4% 32 86.5% 3 8.1% 18 Salah Al-Din 134 131 97.8% 1 0.7% 1 0.7% 1 0.7% 130 6 4.6% 92 70.8% 32 24.6% Total 1414 1376 97.3% 5 0.4% 19 1.3% 14 1.0% 1398 115 8.2% 978 70.0% 305 21.8%

28

5.3 Preparatory (pl, ps, ls)

Electricity Source Electricity Available in classrooms

Total

answers

Power Grid

# % Generator

# % Both

# % Other

# % total

answers Always

# % Intermittent

# % Never

# % 1 Anbar 11 11 100.0% 0.0% 0.0% 0.0% 11 1 9.1% 9 81.8% 1 9.1% 2 Basrah 33 33 100.0% 0.0% 0.0% 0.0% 32 1 3.1% 22 68.8% 9 28.1% 3 Muthanna 7 7 100.0% 0.0% 0.0% 0.0% 7 0.0% 5 71.4% 2 28.6% 4 Qadissiya 14 14 100.0% 0.0% 0.0% 0.0% 14 0.0% 13 92.9% 1 7.1% 5 Sulaymaniyah 29 29 100.0% 0.0% 0.0% 0.0% 26 8 30.8% 18 69.2% 0.0% 6 Babylon 32 31 96.9% 1 3.1% 0.0% 0.0% 32 0.0% 28 87.5% 4 12.5% 7 Baghdad 94 91 96.8% 3 3.2% 0.0% 0.0% 91 11 12.1% 61 67.0% 19 20.9% 8 Dahuk 16 12 75.0% 0.0% 4 25.0% 0.0% 16 1 6.3% 13 81.3% 2 12.5% 9 Thi-Qar 24 24 100.0% 0.0% 0.0% 0.0% 24 2 8.3% 10 41.7% 12 50.0%

10 Diyala 20 20 100.0% 0.0% 0.0% 0.0% 20 0.0% 15 75.0% 5 25.0% 11 Erbil 51 46 90.2% 0.0% 1 2.0% 4 7.8% 49 11 22.4% 34 69.4% 4 8.2% 12 Kerbala 11 11 100.0% 0.0% 0.0% 0.0% 10 0.0% 10 100.0% 0.0% 13 Tameem 22 22 100.0% 0.0% 0.0% 0.0% 21 4 19.0% 12 57.1% 5 23.8% 14 Missan 5 5 100.0% 0.0% 0.0% 0.0% 5 0.0% 3 60.0% 2 40.0% 15 Ninewa 50 49 98.0% 0.0% 1 2.0% 0.0% 47 3 6.4% 39 83.0% 5 10.6% 16 Wassit 16 16 100.0% 0.0% 0.0% 0.0% 16 0.0% 12 75.0% 4 25.0% 17 Najaf 18 18 100.0% 0.0% 0.0% 0.0% 18 1 5.6% 14 77.8% 3 16.7% 18 Salah Al-Din 5 5 100.0% 0.0% 0.0% 0.0% 5 0.0% 3 60.0% 2 40.0% Total 458 444 96.9% 4 0.9% 6 1.3% 4 0.9% 444 43 9.7% 321 72.3% 80 18.0%

29

5.4 General Secondary (i, s, si, sv, pl, ps, ls)

Electricity Source Electricity Available in classrooms

Total

answers

Power Grid

# % Generator

# % Both

# % Other

# % total

answers Always

# % Intermittent

# % Never

# % 1 Anbar 235 228 97.0% 0 0.0% 2 0.9% 0 0.0% 226 14 6.2% 180 79.6% 32 14.2% 2 Basrah 296 290 98.0% 0 0.0% 2 0.7% 0 0.0% 288 16 5.6% 155 53.8% 117 40.6% 3 Muthanna 63 62 98.4% 0 0.0% 1 1.6% 0 0.0% 63 1 1.6% 51 81.0% 11 17.5% 4 Qadissiya 102 96 94.1% 0 0.0% 1 1.0% 0 0.0% 96 2 2.1% 72 75.0% 22 22.9% 5 Sulaymaniyah 260 199 76.5% 3 1.2% 7 2.7% 26 10.0% 241 64 26.6% 134 55.6% 43 17.8% 6 Babylon 188 181 96.3% 1 0.5% 4 2.1% 0 0.0% 187 12 6.4% 143 76.5% 32 17.1% 7 Baghdad 757 709 93.7% 6 0.8% 1 0.1% 3 0.4% 711 72 10.1% 488 68.6% 151 21.2% 8 Dahuk 145 120 82.8% 0 0.0% 13 9.0% 3 2.1% 143 7 4.9% 104 72.7% 32 22.4% 9 Thi-Qar 210 176 83.8% 0 0.0% 0 0.0% 0 0.0% 167 20 12.0% 57 34.1% 90 53.9%

10 Diyala 260 260 100.0% 0 0.0% 0 0.0% 0 0.0% 254 3 1.2% 180 70.9% 71 28.0% 11 Erbil 233 195 83.7% 0 0.0% 6 2.6% 20 8.6% 229 42 18.3% 146 63.8% 41 17.9% 12 Kerbala 112 110 98.2% 0 0.0% 2 1.8% 0 0.0% 108 4 3.7% 83 76.9% 21 19.4% 13 Tameem 223 205 91.9% 2 0.9% 3 1.3% 1 0.4% 207 32 15.5% 121 58.5% 54 26.1% 14 Missan 72 63 87.5% 0 0.0% 0 0.0% 0 0.0% 62 0 0.0% 36 58.1% 26 41.9% 15 Ninewa 261 253 96.9% 1 0.4% 7 2.7% 0 0.0% 245 16 6.5% 201 82.0% 28 11.4% 16 Wassit 121 119 98.3% 0 0.0% 1 0.8% 0 0.0% 119 4 3.4% 92 77.3% 23 19.3% 17 Najaf 138 133 96.4% 0 0.0% 1 0.7% 0 0.0% 135 3 2.2% 108 80.0% 24 17.8% 18 Salah Al-Din 248 219 88.3% 1 0.4% 3 1.2% 2 0.8% 221 12 5.4% 0.0% 57 25.8% Total 3924 3618 92.2% 14 0.4% 54 1.4% 55 1.4% 3702 324 8.8% 2351 63.5% 875 23.6%

30

5.5 Vocational (v, pi, pc, pa, pm)

Electricity Source Electricity Available in classrooms

Total

answers Power Grid # %

Generator # %

Both # %

Other # %

Total answers

Always # %

Intermittent # %

Never %

1 Anbar 15 15 100.0% 0.0% 0.0% 0.0% 15 1 6.7% 13 86.7% 1 6.7% 2 Basrah 10 9 90.0% 0.0% 1 10.0% 0.0% 11 1 9.1% 7 63.6% 3 27.3% 3 Muthanna 5 3 60.0% 0.0% 2 40.0% 0.0% 5 2 40.0% 2 40.0% 1 20.0% 4 Qadissiya 7 7 100.0% 0.0% 0.0% 0.0% 7 0.0% 6 85.7% 1 14.3% 5 Sulaymaniyah 9 8 88.9% 1 11.1% 0.0% 0.0% 9 4 44.4% 5 55.6% 0.0% 6 Babylon 12 8 66.7% 0.0% 4 33.3% 0.0% 12 5 41.7% 5 41.7% 2 16.7% 7 Baghdad 59 59 100.0% 0.0% 0.0% 0.0% 59 9 15.3% 37 62.7% 13 22.0% 8 Dahuk 4 3 75.0% 0.0% 1 25.0% 0.0% 4 3 75.0% 1 25.0% 0.0% 9 Thi-Qar 10 9 90.0% 0.0% 1 10.0% 0.0% 10 0.0% 3 30.0% 7 70.0%

10 Diyala 13 13 100.0% 0.0% 0.0% 0.0% 13 2 15.4% 9 69.2% 2 15.4% 11 Erbil 10 9 90.0% 0.0% 1 10.0% 0.0% 10 5 50.0% 5 50.0% 0.0% 12 Kerbala 8 8 100.0% 0.0% 0.0% 0.0% 8 0.0% 7 87.5% 1 12.5% 13 Tameem 15 15 100.0% 0.0% 0.0% 0.0% 15 4 26.7% 9 60.0% 2 13.3% 14 Missan 6 6 100.0% 0.0% 0.0% 0.0% 6 0.0% 2 33.3% 4 66.7% 15 Ninewa 11 11 100.0% 0.0% 0.0% 0.0% 11 2 18.2% 8 72.7% 1 9.1% 16 Wassit 10 9 90.0% 0.0% 1 10.0% 0.0% 10 0.0% 8 80.0% 2 20.0% 17 Najaf 6 5 83.3% 0.0% 1 16.7% 0.0% 6 0.0% 6 100.0% 0.0% 18 Salah Al-Din 11 11 100.0% 0.0% 0.0% 0.0% 11 0.0% 8 72.7% 3 27.3% Total 221 208 94.1% 1 0.5% 12 5.4% 0 0.0% 222 38 17.1% 141 63.5% 43 19.4%

31

5.6 Teacher Education (tt, fa, tc, ti)

Electricity Source Electricity Available in classrooms

Total

answers

Power Grid

# % Generator

# % Both

# % Other

# % total

answers Always

# % Intermittent

# % Never

# % 1 Anbar 8 8 100.0% 0.0% 0.0% 0.0% 8 1 12.5% 6 75.0% 1 12.5% 2 Basrah 10 10 100.0% 0.0% 0.0% 0.0% 11 0.0% 8 72.7% 3 27.3% 3 Muthanna 3 3 100.0% 0.0% 0.0% 0.0% 3 0.0% 3 100.0% 0.0% 4 Qadissiya 3 3 100.0% 0.0% 0.0% 0.0% 3 0.0% 3 100.0% 0.0% 5 Sulaymaniyah 5 4 80.0% 0.0% 1 20.0% 0.0% 4 2 50.0% 2 50.0% 0.0% 6 Babylon 6 6 100.0% 0.0% 0.0% 0.0% 4 0.0% 4 100.0% 0.0% 7 Baghdad 26 26 100.0% 0.0% 0.0% 0.0% 25 1 4.0% 22 88.0% 2 8.0% 8 Dahuk 7 3 42.9% 0.0% 2 28.6% 2 28.6% 7 1 14.3% 6 85.7% 0.0% 9 Thi-Qar 7 6 85.7% 0.0% 1 14.3% 0.0% 7 0.0% 3 42.9% 4 57.1%

10 Diyala 10 10 100.0% 0.0% 0.0% 0.0% 10 0.0% 8 80.0% 2 20.0% 11 Erbil 7 4 57.1% 0.0% 2 28.6% 1 14.3% 7 1 14.3% 2 28.6% 4 57.1% 12 Kerbala 4 4 100.0% 0.0% 0.0% 0.0% 4 0.0% 4 100.0% 0.0% 13 Tameem 5 5 100.0% 0.0% 0.0% 0.0% 5 1 20.0% 4 80.0% 0.0% 14 Missan 3 3 100.0% 0.0% 0.0% 0.0% 3 0.0% 2 66.7% 1 33.3% 15 Ninewa 5 5 100.0% 0.0% 0.0% 0.0% 5 0.0% 5 100.0% 0.0% 16 Wassit 9 8 88.9% 0.0% 1 11.1% 0.0% 8 0.0% 8 100.0% 0.0% 17 Najaf 4 3 75.0% 0.0% 1 25.0% 0.0% 4 0.0% 4 100.0% 0.0% 18 Salah Al-Din 8 8 100.0% 0.0% 0.0% 0.0% 8 0.0% 7 87.5% 1 12.5% Total 130 119 91.5% 0 0.0% 8 6.2% 3 2.3% 126 7 1.2 101 80.2% 18 14.3%

32

6 Teachers Receiving In-service Training Since Jan 1998 Per Governorate

6.1 Intermediate (i)

Governorate

Science Male

ScienceFemale

SocialscienceMale

SocialscienceFemale

Language/humanities

Male

Language/humanities

Female

Other Male

Other Female

School management

Male

School management

Female

TotalMale

Total Female

Total PercentFemale

01 Anbar 18 23 5 1 18 17 32 13 38 12 111 66 177 37.3% 02 Basrah 114 255 16 27 62 215 18 52 31 25 241 574 815 70.4% 03 Muthanna 19 33 4 8 11 24 4 6 9 4 47 75 122 61.5% 04 Qadissiya 99 125 29 38 60 139 31 70 19 13 238 385 623 61.8% 05 Sulaymaniyah 120 118 89 60 264 174 102 57 78 28 653 437 1090 40.1% 06 Babylon 210 184 22 21 87 112 25 48 47 24 391 389 780 49.9% 07 Baghdad 296 875 42 168 211 671 105 274 145 159 799 2147 2946 72.9% 08 Dahuk 30 53 29 32 68 72 31 11 61 36 219 204 423 48.2% 09 Thi-Qar 156 169 27 26 105 137 43 31 36 27 367 390 757 51.5% 10 Diyala 169 293 16 24 88 156 19 50 64 35 356 558 914 61.1% 11 Erbil 76 169 72 98 138 190 25 24 74 38 385 519 904 57.4% 12 Kerbala 55 88 3 1 20 69 8 33 15 15 101 206 307 67.1% 13 Tameem 146 171 57 65 116 127 47 53 65 13 431 429 860 49.9% 14 Missan 44 49 4 0 11 18 7 4 15 1 81 72 153 47.1% 15 Ninewa 127 319 8 30 63 135 22 41 63 26 283 551 834 66.1% 16 Wassit 14 29 1 7 8 22 10 21 14 5 47 84 131 64.1% 17 Najaf 126 220 6 29 42 77 9 36 31 14 214 376 590 63.7% 18 Salah Al-Din 29 51 6 3 18 23 13 10 40 8 106 95 201 47.3% Total 1848 3224 436 638 1390 2378 551 834 845 483 5070 7557 12627 59.8%

33

6.2 Secondary (s, si, sv)

Governorate Science

Male ScienceFemale

SocialscienceMale

SocialscienceFemale

Language/humanities

Male

Language/humanities

Female

Other Male

Other Female

School management

Male

School management

Female

TotalMale

Total Female

Total PercentFemale

01 Anbar 16 44 6 8 15 36 34 57 19 37 90 182 272 66.9% 02 Basrah 152 168 15 31 64 135 31 29 27 12 289 375 664 56.5% 03 Muthanna 8 36 0 2 8 12 6 3 6 3 28 56 84 66.7% 04 Qadissiya 71 82 24 7 27 76 10 6 6 11 138 182 320 56.9% 05 Sulaymaniyah 81 135 55 66 106 207 45 47 27 19 314 474 788 60.2% 06 Babylon 137 197 23 15 69 91 37 24 11 9 277 336 613 54.8% 07 Baghdad 275 892 47 132 184 649 84 274 74 182 664 2129 2793 76.2% 08 Dahuk 27 21 26 12 62 26 21 9 46 16 182 84 266 31.6% 09 Thi-Qar 147 94 23 18 89 75 16 22 33 7 308 216 524 41.2% 10 Diyala 171 283 36 31 91 155 66 40 45 23 409 532 941 56.5% 11 Erbil 115 168 81 101 160 215 34 68 51 45 441 597 1038 57.5% 12 Kerbala 42 71 2 11 33 43 23 28 19 3 119 156 275 56.7% 13 Tameem 69 183 23 42 60 102 31 75 26 16 209 418 627 66.7% 14 Missan 52 104 4 14 29 47 7 10 8 5 100 180 280 64.3% 15 Ninewa 155 244 14 16 75 110 42 82 57 27 343 479 822 58.3% 16 Wassit 17 31 0 7 11 39 19 19 13 12 60 108 168 64.3% 17 Najaf 85 68 12 6 17 24 6 17 8 8 128 123 251 49.0% 18 Salah Al-Din 86 148 8 24 49 76 27 41 78 36 248 325 573 56.7% Total 1706 2969 399 543 1149 2118 539 851 554 471 4347 6952 11299 61.5%

34

6.3 Preparatory (pl, ps, ls)

Governorate Science

Male ScienceFemale

SocialscienceMale

SocialscienceFemale

Language/humanities

Male

Language/humanities

Female

Other Male

Other Female

School management

Male

School management

Female

TotalMale

Total Female

Total PercentFemale

01 Anbar 2 0 0 0 4 0 4 0 3 2 13 2 15 13.3% 02 Basrah 102 83 0 8 47 42 4 12 12 10 165 155 320 48.4% 03 Muthanna 17 3 5 2 6 2 0 0 3 1 31 8 39 20.5% 04 Qadissiya 29 67 4 10 30 40 8 20 3 6 74 143 217 65.9% 05 Sulaymaniyah 76 55 32 25 87 68 21 19 11 10 227 177 404 43.8% 06 Babylon 95 124 15 18 44 56 32 15 9 8 195 221 416 53.1% 07 Baghdad 404 292 33 28 172 156 48 94 39 39 696 609 1305 46.7% 08 Dahuk 18 15 13 7 22 18 6 4 19 8 78 52 130 40.0% 09 Thi-Qar 56 56 5 3 23 33 3 19 5 8 92 119 211 56.4% 10 Diyala 91 36 13 4 45 20 8 5 16 5 173 70 243 28.8% 11 Erbil 101 112 35 66 107 132 10 11 40 33 293 354 647 54.7% 12 Kerbala 29 27 7 3 22 10 18 23 3 2 79 65 144 45.1% 13 Tameem 68 28 21 15 57 17 18 4 12 1 176 65 241 27.0% 14 Missan 15 10 4 0 9 5 0 3 2 1 30 19 49 38.8% 15 Ninewa 157 110 11 5 81 42 15 24 31 16 295 197 492 40.0% 16 Wassit 10 8 2 0 5 3 2 1 2 2 21 14 35 40.0% 17 Najaf 78 56 7 5 24 9 5 3 8 5 122 78 200 39.0% 18 Salah Al-Din 5 5 0 0 0 2 4 3 3 0 12 10 22 45.5% Total 1353 1087 207 199 785 655 206 260 221 157 2772 2358 5130 46.0%

35

6.4 General Secondary (i, s, si, sv, pl, ps, ls)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

Total Male

Total Female Total

PercentFemale

01 Anbar 36 67 11 9 37 53 70 70 60 51 214 250 464 53.9% 02 Basrah 368 506 31 66 173 392 53 93 70 47 695 1104 1799 61.4% 03 Muthanna 44 72 9 12 25 38 10 9 18 8 106 139 245 56.7% 04 Qadissiya 199 274 57 55 117 255 49 96 28 30 450 710 1160 61.2% 05 Sulaymaniyah 277 308 176 151 457 449 168 123 116 57 1194 1088 2282 47.7% 06 Babylon 442 505 60 54 200 259 94 87 67 41 863 946 1809 52.3% 07 Baghdad 975 2059 122 328 567 1476 237 642 258 380 2159 4885 7044 69.3% 08 Dahuk 75 89 68 51 152 116 58 24 126 60 479 340 819 41.5% 09 Thi-Qar 359 319 55 47 217 245 62 72 74 42 767 725 1492 48.6% 10 Diyala 431 612 65 59 224 331 93 95 125 63 938 1160 2098 55.3% 11 Erbil 292 449 188 265 405 537 69 103 165 116 1119 1470 2589 56.8% 12 Kerbala 126 186 12 15 75 122 49 84 37 20 299 427 726 58.8% 13 Tameem 283 382 101 122 233 246 96 132 103 30 816 912 1728 52.8% 14 Missan 111 163 12 14 49 70 14 17 25 7 211 271 482 56.2% 15 Ninewa 439 673 33 51 219 287 79 147 151 69 921 1227 2148 57.1% 16 Wassit 41 68 3 14 24 64 31 41 29 19 128 206 334 61.7% 17 Najaf 289 344 25 40 83 110 20 56 47 27 464 577 1041 55.4% 18 Salah Al-Din 120 204 14 27 67 101 44 54 121 44 366 430 796 54.0% Total 4907 7280 1042 1380 3324 5151 1296 1945 1620 1111 12189 16867 29056 58.0%

36

6.5 Preparatory Vocational (v, pi, pc, pa, pm)

Governorate Science

Male ScienceFemale

SocialscienceMale

SocialscienceFemale

Language/humanities

Male

Language/humanities

Female

Other Male

Other Female

School management

Male

School management

Female

TotalMale

Total Female

Total PercentFemale

01 Anbar 1 1 0 0 0 0 0 1 3 3 4 5 9 55.6%

02 Basrah 0 0 0 0 1 0 5 0 2 1 8 1 9 11.1%

03 Muthanna 0 0 0 0 0 1 0 0 3 1 3 2 5 40.0%

04 Qadissiya 0 0 0 0 0 3 0 2 4 1 4 6 10 60.0%

05 Sulaymaniyah 16 12 0 0 6 15 7 35 7 3 36 65 101 64.4%

06 Babylon 6 9 0 3 0 9 6 11 4 4 16 36 52 69.2%

07 Baghdad 4 10 0 0 5 4 10 30 23 14 42 58 100 58.0%

08 Dahuk 0 0 0 0 1 2 13 6 5 3 19 11 30 36.7%

09 Thi-Qar 1 1 0 0 2 2 5 0 2 1 10 4 14 28.6%

10 Diyala 2 9 0 1 14 9 8 7 5 2 29 28 57 49.1%

11 Erbil 12 6 0 0 13 8 45 47 16 2 86 63 149 42.3%

12 Kerbala 9 1 0 0 6 8 8 8 6 1 29 18 47 38.3%

13 Tameem 0 1 0 0 4 2 3 12 2 4 9 19 28 67.9%

14 Missan 0 0 0 0 0 0 0 0 2 0 2 0 2 0.0%

15 Ninewa 0 0 0 0 4 6 13 10 8 2 25 18 43 41.9%

16 Wassit 4 0 0 3 2 3 3 0 3 1 12 7 19 36.8%

17 Najaf 0 0 0 0 5 0 2 1 0 0 7 1 8 12.5%

18 Salah Al-Din 1 0 0 0 0 1 0 2 11 0 12 3 15 20.0%

Total 56 50 0 7 63 73 128 172 106 43 353 345 698 49.4%

37

6.6 Teacher Training (tc)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

TotalMale

Total Female Total

PercentFemale

01 Anbar 02 Basrah 03 Muthanna 04 Qadissiya 05 Sulaymaniyah 4 12 5 10 11 4 6 3 3 2 29 31 60 51.7% 06 Babylon 0 0 0 0 0 0 0 0 0 0 0 0 0 07 Baghdad 0 0 0 0 0 0 0 0 0 0 0 0 0 08 Dahuk 0 0 0 0 0 0 8 0 0 0 8 0 8 0.0% 09 Thi-Qar 0 0 0 10 Diyala 0 0 0 0 0 0 0 0 0 1 0 1 1 100.0% 11 Erbil 3 5 16 2 27 10 0 0 0 0 46 17 63 27.0% 12 Kerbala 0 0 0 13 Tameem 1 1 2 5 3 3 0 1 3 2 9 12 21 57.1% 14 Missan 0 0 0 0 0 0 0 0 0 0 0 0 0 15 Ninewa 0 0 0 16 Wassit 0 0 0 17 Najaf 0 0 0 18 Salah Al-Din 0 0 0 Total 8 18 23 17 41 17 14 4 6 5 92 61 153 39.9%

38

6.7 Teacher Training (tt)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

TotalMale

Total Female Total

PercentFemale

01 Anbar 0 1 0 1 1 1 2 4 1 1 4 8 12 66.7% 02 Basrah 6 3 0 0 0 1 2 2 1 2 9 8 17 47.1% 03 Muthanna 1 1 0 2 3 3 1 0 0 1 5 7 12 58.3% 04 Qadissiya 2 7 2 0 4 6 4 3 0 0 12 16 28 57.1% 05 Sulaymaniyah 0 0 0 06 Babylon 3 2 0 0 0 4 0 2 1 2 4 10 14 71.4% 07 Baghdad 8 27 2 7 15 33 4 9 3 6 32 82 114 71.9% 08 Dahuk 0 4 1 4 2 4 2 15 4 3 9 30 39 76.9% 09 Thi-Qar 3 11 3 3 5 13 0 3 0 0 11 30 41 73.2% 10 Diyala 0 2 0 0 0 5 0 5 1 3 1 15 16 93.8% 11 Erbil 6 6 7 7 10 12 0 1 1 4 24 30 54 55.6% 12 Kerbala 4 0 0 0 6 0 1 0 3 0 14 0 14 0.0% 13 Tameem 2 3 0 0 4 4 0 5 1 1 7 13 20 65.0% 14 Missan 0 6 0 0 3 6 0 0 0 1 3 13 16 81.3% 15 Ninewa 2 2 0 0 6 3 0 0 1 1 9 6 15 40.0% 16 Wassit 3 2 0 0 1 2 3 2 0 5 7 11 18 61.1% 17 Najaf 6 6 0 3 5 6 0 6 0 1 11 22 33 66.7% 18 Salah Al-Din 0 8 0 0 1 5 0 9 0 2 1 24 25 96.0% Total 46 91 15 27 66 108 19 66 17 33 163 325 488 66.6%

39

6.8 Teacher Training (tt, tc)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

TotalMale

Total Female Total

PercentFemale

01 Anbar 0 1 0 1 1 1 2 4 1 1 4 8 12 66.7% 02 Basrah 6 3 0 0 0 1 2 2 1 2 9 8 17 47.1% 03 Muthanna 1 1 0 2 3 3 1 0 0 1 5 7 12 58.3% 04 Qadissiya 2 7 2 0 4 6 4 3 0 0 12 16 28 57.1% 05 Sulaymaniyah 4 12 5 10 11 4 6 3 3 2 29 31 60 51.7% 06 Babylon 3 2 0 0 0 4 0 2 1 2 4 10 14 71.4% 07 Baghdad 8 27 2 7 15 33 4 9 3 6 32 82 114 71.9% 08 Dahuk 0 4 1 4 2 4 10 15 4 3 17 30 47 63.8% 09 Thi-Qar 3 11 3 3 5 13 0 3 0 0 11 30 41 73.2% 10 Diyala 0 2 0 0 0 5 0 5 1 4 1 16 17 94.1% 11 Erbil 9 11 23 9 37 22 0 1 1 4 70 47 117 40.2% 12 Kerbala 4 0 0 0 6 0 1 0 3 0 14 0 14 0.0% 13 Tameem 3 4 2 5 7 7 0 6 4 3 16 25 41 61.0% 14 Missan 0 6 0 0 3 6 0 0 0 1 3 13 16 81.3% 15 Ninewa 2 2 0 0 6 3 0 0 1 1 9 6 15 40.0% 16 Wassit 3 2 0 0 1 2 3 2 0 5 7 11 18 61.1% 17 Najaf 6 6 0 3 5 6 0 6 0 1 11 22 33 66.7% 18 Salah Al-Din 0 8 0 0 1 5 0 9 0 2 1 24 25 96.0% Total 54 109 38 44 107 125 33 70 23 38 255 386 641 60.2%

40

6.9 Fine Arts (fa)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

TotalMale

Total Female Total

PercentFemale

01 Anbar 0 0 0 02 Basrah 0 0 0 03 Muthanna 0 0 0 04 Qadissiya 0 0 0 05 Sulaymaniyah 0 0 0 0 2 0 0 0 1 0 3 0 3 0.0% 06 Babylon 0 0 0 07 Baghdad 0 0 0 0 0 0 3 1 0 1 3 2 5 40.0% 08 Dahuk 0 0 0 09 Thi-Qar 0 0 0 10 Diyala 0 0 0 11 Erbil 1 0 2 0 8 2 0 0 1 0 12 2 14 14.3% 12 Kerbala 0 0 0 13 Tameem 0 0 0 0 0 0 4 1 1 0 5 1 6 16.7% 14 Missan 0 0 0 15 Ninewa 0 1 0 0 0 2 0 0 0 0 0 3 3 100.0% 16 Wassit 0 0 0 17 Najaf 0 0 0 18 Salah Al-Din 0 0 0 Total 1 1 2 0 10 4 7 2 3 1 23 8 31 25.8%

6.10 Tourism (ti)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

TotalMale

Total Female Total

PercentFemale

08 Dahuk 0 0 0 0 0 0 0 0 2 0 2 0 2 0.0%

41

6.11 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)

Governorate Science Male

ScienceFemale

Social scienceMale

Social scienceFemale

Language/humanitiesMale

Language/humanitiesFemale

Other Male

Other Female

School managementMale

School managementFemale

Total Male

Total Female Total

PercentFemale

01 Anbar 37 69 11 10 38 54 72 75 64 55 222 263 485 54.2%

02 Basrah 374 509 31 66 174 393 60 95 73 50 712 1113 1825 61.0%

03 Muthanna 45 73 9 14 28 42 11 9 21 10 114 148 262 56.5%

04 Qadissiya 201 281 59 55 121 264 53 101 32 31 466 732 1198 61.1%

05 Sulaymaniyah 297 332 181 161 476 468 181 161 127 62 1262 1184 2446 48.4%

06 Babylon 451 516 60 57 200 272 100 100 72 47 883 992 1875 52.9%

07 Baghdad 987 2096 124 335 587 1513 254 682 284 401 2236 5027 7263 69.2%

08 Dahuk 75 93 69 55 155 122 81 45 137 66 517 381 898 42.4%

09 Thi-Qar 363 331 58 50 224 260 67 75 76 43 788 759 1547 49.1%

10 Diyala 433 623 65 60 238 345 101 107 131 69 968 1204 2172 55.4%

11 Erbil 314 466 213 274 463 569 114 151 183 122 1287 1582 2869 55.1%

12 Kerbala 139 187 12 15 87 130 58 92 46 21 342 445 787 56.5%

13 Tameem 286 387 103 127 244 255 103 151 110 37 846 957 1803 53.1%

14 Missan 111 169 12 14 52 76 14 17 27 8 216 284 500 56.8%

15 Ninewa 441 676 33 51 229 298 92 157 160 72 955 1254 2209 56.8%

16 Wassit 48 70 3 17 27 69 37 43 32 25 147 224 371 60.4%

17 Najaf 295 350 25 43 93 116 22 63 47 28 482 600 1082 55.5%

18 Salah Al-Din 121 212 14 27 68 107 44 65 132 46 379 457 836 54.7%

Total 5018 7440 1082 1431 3504 5353 1464 2189 1754 1193 12822 17606 30428 57.9%

42

7 In-Service Training Received by Head Teachers at Secondary Level

Governorate Intermediate

(i) Secondary(s, si, sv)

7.1 Preparatory(pl, ps, ls)

General Secondary(i, s, si, sv, pl, ps, ls)

Preparatory Vocational

(v, pi, pc, pa, pm),

TeacherTraining

(tc)

TeacherTraining

(tt) tt+tc

Fine Arts(fa)

Tourism(ti)

All Secondary

Level

01 Anbar 69 65 5 139 6 4 4 149 02 Basrah 41 26 11 78 5 2 2 85 03 Muthanna 29 21 6 56 4 2 2 62 04 Qadissiya 32 18 10 60 5 2 2 2 67 05 Sulaymaniyah 86 47 24 157 9 3 3 171 06 Babylon 59 27 19 105 11 3 1 4 3 120 07 Baghdad 302 226 75 603 47 16 4 20 1 673 08 Dahuk 67 41 13 121 4 3 3 1 130 09 Thi-Qar 65 47 15 127 3 1 1 131 10 Diyala 116 77 18 211 7 7 1 8 226 11 Erbil 79 58 41 178 9 3 3 6 1 194 12 Kerbala 15 15 5 35 2 1 1 38 13 Tameem 82 44 16 142 8 2 1 3 153 14 Missan 14 19 2 35 1 1 1 37 15 Ninewa 90 91 45 226 12 1 1 1 241 16 Wassit 23 27 8 58 5 7 7 70 17 Najaf 39 19 12 70 0 70 18 Salah Al-Din 74 121 6 201 11 4 2 6 218 Total 1282 989 331 2602 149 59 15 74 8 1 2835

43

8 Building Condition

8.1 Intermediate (i)

Total number of answers

Good Partially damaged/

Deteriorated

Damaged/ deteriorated

Unsafe

Governorate # % # % # % # % 1 Anbar 126 22 17.5% 72 57.1% 19 15.1% 13 10.3% 2 Basrah 145 27 18.6% 63 43.4% 37 25.5% 18 12.4% 3 Muthanna 34 2 5.9% 8 23.5% 22 64.7% 2 5.9% 4 Qadissiya 48 8 16.7% 26 54.2% 11 22.9% 3 6.3% 5 Sulaymaniyah 161 45 28.0% 50 31.1% 43 26.7% 23 14.3% 6 Babylon 100 18 18.0% 45 45.0% 28 28.0% 9 9.0% 7 Baghdad 369 57 15.4% 177 48.0% 111 30.1% 24 6.5% 8 Dahuk 82 26 31.7% 27 32.9% 22 26.8% 7 8.5% 9 Thi-Qar 118 7 5.9% 46 39.0% 32 27.1% 33 28.0% 10 Diyala 148 16 10.8% 83 56.1% 44 29.7% 5 3.4% 11 Erbil 89 34 38.2% 26 29.2% 17 19.1% 12 13.5% 12 Kerbala 61 13 21.3% 39 63.9% 8 13.1% 1 1.6% 13 Tameem 118 21 17.8% 65 55.1% 24 20.3% 8 6.8% 14 Missan 26 2 7.7% 15 57.7% 8 30.8% 1 3.8% 15 Ninewa 99 34 34.3% 45 45.5% 12 12.1% 8 8.1% 16 Wassit 46 9 19.6% 15 32.6% 16 34.8% 6 13.0% 17 Najaf 83 8 9.6% 44 53.0% 24 28.9% 7 8.4% 18 Salah Al-Din 92 12 13.0% 34 37.0% 25 27.2% 21 22.8% Total 1945 361 18.6% 880 45.2% 503 25.9% 201 10.3%

8.2 Secondary (s, si, sv)

Total number of answers Good

Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe Governorate # % # % # % # % 1 Anbar 103 32 31.1% 43 41.7% 24 23.3% 4 3.9% 2 Basrah 117 12 10.3% 62 53.0% 31 26.5% 12 10.3% 3 Muthanna 24 1 4.2% 16 66.7% 7 29.2% 0.0% 4 Qadissiya 30 6 20.0% 18 60.0% 6 20.0% 0.0% 5 Sulaymaniyah 66 25 37.9% 29 43.9% 7 10.6% 5 7.6% 6 Babylon 54 13 24.1% 27 50.0% 11 20.4% 3 5.6% 7 Baghdad 259 52 20.1% 119 45.9% 60 23.2% 28 10.8% 8 Dahuk 47 15 31.9% 17 36.2% 9 19.1% 6 12.8% 9 Thi-Qar 86 6 7.0% 33 38.4% 26 30.2% 21 24.4% 10 Diyala 93 11 11.8% 55 59.1% 21 22.6% 6 6.5% 11 Erbil 74 31 41.9% 22 29.7% 9 12.2% 12 16.2% 12 Kerbala 41 5 12.2% 32 78.0% 3 7.3% 1 2.4% 13 Tameem 72 12 16.7% 34 47.2% 19 26.4% 7 9.7% 14 Missan 39 9 23.1% 20 51.3% 7 17.9% 3 7.7% 15 Ninewa 109 26 23.9% 50 45.9% 18 16.5% 15 13.8% 16 Wassit 55 9 16.4% 24 43.6% 16 29.1% 6 10.9% 17 Najaf 37 3 8.1% 30 81.1% 4 10.8% 0.0% 18 Salah Al-Din 140 28 20.0% 59 42.1% 32 22.9% 21 15.0% Total 1446 296 20.5 690 47.7 310 21.4% 150 10.4%

44

8.3 Preparatory (pl, ps, ls)

Total number of answers Good

Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe Governorate # % # % # % # %

1 Anbar 11 5 45.5% 5 45.5% 1 9.1% 0.0% 2 Basrah 34 6 17.6% 19 55.9% 5 14.7% 4 11.8% 3 Muthanna 6 1 16.7% 3 50.0% 2 33.3% 0.0% 4 Qadissiya 13 7 53.8% 6 46.2% 0.0% 0.0% 5 Sulaymaniyah 29 13 44.8% 10 34.5% 5 17.2% 1 3.4% 6 Babylon 32 5 15.6% 20 62.5% 5 15.6% 2 6.3% 7 Baghdad 95 23 24.2% 45 47.4% 23 24.2% 4 4.2% 8 Dahuk 16 6 37.5% 8 50.0% 2 12.5% 0.0% 9 Thi-Qar 25 0.0% 18 72.0% 5 20.0% 2 8.0% 10 Diyala 20 2 10.0% 12 60.0% 4 20.0% 2 10.0% 11 Erbil 46 29 63.0% 12 26.1% 0.0% 5 10.9% 12 Kerbala 11 5 45.5% 6 54.5% 0.0% 0.0% 13 Tameem 22 9 40.9% 10 45.5% 2 9.1% 1 4.5% 14 Missan 5 1 20.0% 2 40.0% 2 40.0% 0.0% 15 Ninewa 49 12 24.5% 29 59.2% 2 4.1% 6 12.2% 16 Wassit 16 2 12.5% 10 62.5% 4 25.0% 0.0% 17 Najaf 18 0.0% 16 88.9% 1 5.6% 1 5.6% 18 Salah Al-Din 7 0.0% 2 28.6% 4 57.1% 1 14.3% Total 455 126 27.7% 233 51.2% 67 14.7% 29 6.4%

8.4 General Secondary (i, s, si, sv, pl, ps, ls)

Total number of answers Good

Partially damaged/ Deteriorated

Damaged/ deteriorated Unsafe

Governorate # % # % # % # % 1 Anbar 240 59 24.6% 120 50.0% 44 18.3% 17 7.1% 2 Basrah 296 45 15.2% 144 48.6% 73 24.7% 34 11.5% 3 Muthanna 64 4 6.3% 27 42.2% 31 48.4% 2 3.1% 4 Qadissiya 91 21 23.1% 50 54.9% 17 18.7% 3 3.3% 5 Sulaymaniyah 256 83 32.4% 89 34.8% 55 21.5% 29 11.3% 6 Babylon 186 36 19.4% 92 49.5% 44 23.7% 14 7.5% 7 Baghdad 723 132 18.3% 341 47.2% 194 26.8% 56 7.7% 8 Dahuk 145 47 32.4% 52 35.9% 33 22.8% 13 9.0% 9 Thi-Qar 229 13 5.7% 97 42.4% 63 27.5% 56 24.5% 10 Diyala 261 29 11.1% 150 57.5% 69 26.4% 13 5.0% 11 Erbil 209 94 45.0% 60 28.7% 26 12.4% 29 13.9% 12 Kerbala 113 23 20.4% 77 68.1% 11 9.7% 2 1.8% 13 Tameem 212 42 19.8% 109 51.4% 45 21.2% 16 7.5% 14 Missan 70 12 17.1% 37 52.9% 17 24.3% 4 5.7% 15 Ninewa 257 72 28.0% 124 48.2% 32 12.5% 29 11.3% 16 Wassit 117 20 17.1% 49 41.9% 36 30.8% 12 10.3% 17 Najaf 138 11 8.0% 90 65.2% 29 21.0% 8 5.8% 18 Salah Al-Din 239 40 16.7% 95 39.7% 61 25.5% 43 18.0% Total 3846 783 20.4% 1803 46.9% 880 22.9% 380 9.9%

45

8.5 Vocational (pi, pc, v, pa, pm)

Total number of answers Good

Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe Governorate # % # % # % # %

1 Anbar 15 6 40.0% 7 46.7% 2 13.3% 0.0% 2 Basrah 12 3 25.0% 5 41.7% 0.0% 4 33.3% 3 Muthanna 5 1 20.0% 3 60.0% 0.0% 1 20.0% 4 Qadissiya 7 2 28.6% 2 28.6% 3 42.9% 0.0% 5 Sulaymaniyah 9 2 22.2% 4 44.4% 3 33.3% 0.0% 6 Babylon 11 4 36.4% 3 27.3% 2 18.2% 2 18.2% 7 Baghdad 59 4 6.8% 25 42.4% 22 37.3% 8 13.6% 8 Dahuk 4 1 25.0% 2 50.0% 1 25.0% 0.0% 9 Thi-Qar 10 0.0% 4 40.0% 5 50.0% 1 10.0% 10 Diyala 13 3 23.1% 5 38.5% 3 23.1% 2 15.4% 11 Erbil 9 4 44.4% 2 22.2% 2 22.2% 1 11.1% 12 Kerbala 8 0.0% 7 87.5% 1 12.5% 0.0% 13 Tameem 15 2 13.3% 8 53.3% 3 20.0% 2 13.3% 14 Missan 6 0.0% 2 33.3% 4 66.7% 0.0% 15 Ninewa 12 1 8.3% 8 66.7% 3 25.0% 0.0% 16 Wassit 10 1 10.0% 5 50.0% 2 20.0% 2 20.0% 17 Najaf 6 1 16.7% 5 83.3% 0.0% 0.0% 18 Salah Al-Din 11 0.0% 2 18.2% 7 63.6% 2 18.2% Total 222 35 15.8% 99 44.6% 63 28.4% 25 11.3%

8.6 Teacher Education (tt, tc)

Total number of answers Good

Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe Governorate # % # % # % # % 1 Anbar 8 1 12.5% 3 37.5% 3 37.5% 1 12.5% 2 Basrah 11 2 18.2% 4 36.4% 4 36.4% 1 9.1% 3 Muthanna 3 0.0% 1 33.3% 1 33.3% 1 33.3% 4 Qadissiya 2 0.0% 2 100.0% 0.0% 0.0% 5 Sulaymaniyah 3 1 33.3% 2 66.7% 0.0% 0.0% 6 Babylon 6 3 50.0% 2 33.3% 1 16.7% 0.0% 7 Baghdad 24 9 37.5% 11 45.8% 3 12.5% 1 4.2% 8 Dahuk 5 1 20.0% 1 20.0% 1 20.0% 2 40.0% 9 Thi-Qar 7 0.0% 6 85.7% 1 14.3% 0.0%

10 Diyala 9 0.0% 6 66.7% 0.0% 3 33.3% 11 Erbil 3 1 33.3% 0.0% 2 66.7% 0.0% 12 Kerbala 4 0.0% 4 100.0% 0.0% 0.0% 13 Tameem 4 0.0% 3 75.0% 1 25.0% 0.0% 14 Missan 4 1 25.0% 2 50.0% 1 25.0% 0.0% 15 Ninewa 3 3 100.0% 0.0% 0.0% 0.0% 16 Wassit 8 0.0% 5 62.5% 1 12.5% 2 25.0% 17 Najaf 4 0.0% 4 100.0% 0.0% 0.0% 18 Salah Al-Din 8 3 37.5% 3 37.5% 2 25.0% 0.0%

Total 116 25 21.6% 59 50.9 21 18.1% 11 9.5%

46

8.7 Fine Arts (fa)

Total number of answers Good

Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe Governorate # % # % # % # % 1 Anbar 2 Basrah 2 0.0% 2 100.0% 0.0% 0.0% 3 Muthanna 4 Qadissiya 5 Sulaymaniyah 2 1 50.0% 1 50.0% 0.0% 0.0% 6 Babylon 7 Baghdad 3 0.0% 2 66.7% 0.0% 1 33.3% 8 Dahuk 1 0.0% 0.0% 1 100.0% 0.0% 9 Thi-Qar

10 Diyala 11 Erbil 2 0.0% 0.0% 0.0% 2 100.0% 12 Kerbala 13 Tameem 1 1 100.0% 0.0% 0.0% 0.0% 14 Missan 15 Ninewa 2 0.0% 2 100.0% 0.0% 0.0% 16 Wassit 17 Najaf 18 Salah Al-Din

Total 13 2 15.4% 7 53.8 1 7.7% 3 23.1%

8.8 Tourism Institute (ti)

Total number of answers

Good Partially damaged/

Deteriorated

Damaged/ deteriorated

Unsafe

Governorate # % # % # % # % 8 Dahuk 1 0 0.0% 0 0.0% 1 100.0% 0.0%

8.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)

Total number of answers

Good Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe

Governorate # % # % # % # % 1 Anbar 263 66 25.1% 130 49.4% 49 18.6% 18 6.8% 2 Basrah 321 50 15.6% 155 48.3% 77 24.0% 39 12.1% 3 Muthanna 72 5 6.9% 31 43.1% 32 44.4% 4 5.6% 4 Qadissiya 100 23 23.0% 54 54.0% 20 20.0% 3 3.0% 5 Sulaymaniyah 270 87 32.2% 96 35.6% 58 21.5% 29 10.7% 6 Babylon 203 43 21.2% 97 47.8% 47 23.2% 16 7.9% 7 Baghdad 809 145 17.9% 379 46.8% 219 27.1% 66 8.2% 8 Dahuk 156 49 31.4% 55 35.3% 37 23.7% 15 9.6% 9 Thi-Qar 246 13 5.3% 107 43.5% 69 28.0% 57 23.2%

10 Diyala 283 32 11.3% 161 56.9% 72 25.4% 18 6.4% 11 Erbil 223 99 44.4% 62 27.8% 30 13.5% 32 14.3% 12 Kerbala 125 23 18.4% 88 70.4% 12 9.6% 2 1.6% 13 Tameem 232 45 19.4% 120 51.7% 49 21.1% 18 7.8% 14 Missan 80 13 16.3% 41 51.3% 22 27.5% 4 5.0% 15 Ninewa 274 76 27.7% 134 48.9% 35 12.8% 29 10.6% 16 Wassit 135 21 15.6% 59 43.7% 39 28.9% 16 11.9% 17 Najaf 148 12 8.1% 99 66.9% 29 19.6% 8 5.4% 18 Salah Al-Din 258 43 16.7% 100 38.8% 70 27.1% 45 17.4%

Total 4198 845 20.1% 1968 46.9% 966 23.0% 419 10.0%

47

9 War Damage

9.1 Intermediate (i)

Number of

schools

Effected by War

Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 127 37 29.1% 10 7.9% 22 17.3% 3 2.4% 8 6.3% 02 Basrah 149 91 61.1% 60 40.3% 67 45.0% 20 13.4% 18 12.1% 03 Muthanna 34 30 88.2% 9 26.5% 25 73.5% 5 14.7% 1 2.9% 04 Qadissiya 54 24 44.4% 7 13.0% 20 37.0% 3 5.6% 2 3.7% 05 Sulaymaniyah 166 8 4.8% 2 1.2% 6 3.6% 1 0.6% 0.0% 06 Babylon 101 28 27.7% 4 4.0% 22 21.8% 3 3.0% 3 3.0% 07 Baghdad 401 259 64.6% 93 23.2% 181 45.1% 15 3.7% 90 22.4% 08 Dahuk 82 2 2.4% 0.0% 2 2.4% 0.0% 0.0% 09 Thi-Qar 118 49 41.5% 13 11.0% 33 28.0% 3 2.5% 13 11.0% 10 Diyala 148 74 50.0% 11 7.4% 70 47.3% 7 4.7% 2 1.4% 11 Erbil 103 1 1.0% 0.0% 0.0% 0.0% 0.0% 12 Kerbala 63 38 60.3% 14 22.2% 23 36.5% 4 6.3% 6 9.5% 13 Tameem 129 54 41.9% 9 7.0% 52 40.3% 7 5.4% 2 1.6% 14 Missan 34 23 67.6% 2 5.9% 22 64.7% 6 17.6% 0.0% 15 Ninewa 103 48 46.6% 16 15.5% 37 35.9% 10 9.7% 5 4.9% 16 Wassit 49 26 53.1% 16 32.7% 19 38.8% 1 2.0% 5 10.2% 17 Najaf 84 48 57.1% 15 17.9% 41 48.8% 6 7.1% 3 3.6% 18 Salah Al-Din 109 47 43.1% 9 8.3% 33 30.3% 3 2.8% 13 11.9% Total 2054 887 43.2% 290 14.1% 675 32.9% 97 4.7% 171 8.3%

9.2 Secondary (s, si, sv)

Number of

schools

Effected by War

Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 105 34 32.4% 9 8.6% 25 23.8% 5 4.8% 6 5.7% 02 Basrah 118 85 72.0% 64 54.2% 64 54.2% 19 16.1% 6 5.1% 03 Muthanna 24 24 100.0% 6 25.0% 22 91.7% 4 16.7% 0.0% 04 Qadissiya 37 15 40.5% 2 5.4% 13 35.1% 1 2.7% 2 5.4% 05 Sulaymaniyah 66 5 7.6% 3 4.5% 4 6.1% 0.0% 1 1.5% 06 Babylon 55 24 43.6% 7 12.7% 20 36.4% 3 5.5% 6 10.9% 07 Baghdad 277 194 70.0% 78 28.2% 134 48.4% 13 4.7% 58 20.9% 08 Dahuk 47 4 8.5% 0.0% 5 10.6% 0.0% 0.0% 09 Thi-Qar 87 43 49.4% 13 14.9% 38 43.7% 7 8.0% 13 14.9% 10 Diyala 94 48 51.1% 4 4.3% 47 50.0% 3 3.2% 2 2.1% 11 Erbil 83 3 3.6% 2 2.4% 1 1.2% 0.0% 0.0% 12 Kerbala 41 32 78.0% 11 26.8% 28 68.3% 5 12.2% 5 12.2% 13 Tameem 74 44 59.5% 9 12.2% 40 54.1% 8 10.8% 3 4.1% 14 Missan 48 30 62.5% 3 6.3% 30 62.5% 1 2.1% 2 4.2% 15 Ninewa 110 61 55.5% 16 14.5% 59 53.6% 3 2.7% 9 8.2% 16 Wassit 59 34 57.6% 18 30.5% 26 44.1% 5 8.5% 5 8.5% 17 Najaf 37 24 64.9% 5 13.5% 22 59.5% 1 2.7% 1 2.7% 18 Salah Al-Din 155 89 57.4% 20 12.9% 59 38.1% 11 7.1% 23 14.8% Total 1517 793 52.3% 270 17.8% 637 42.0% 89 5.9% 142 9.4%

48

9.3 Preparatory (pl, ps, ls)

Number of

schools

Effected by War

Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 12 2 16.7% 0.0% 2 16.7% 0.0% 1 8.3% 02 Basrah 34 24 70.6% 20 58.8% 19 55.9% 8 23.5% 6 17.6% 03 Muthanna 7 7 100.0% 1 14.3% 7 100.0% 2 28.6% 0.0% 04 Qadissiya 15 6 40.0% 1 6.7% 5 33.3% 1 6.7% 0.0% 05 Sulaymaniyah 29 0.0% 0.0% 0.0% 0.0% 0.0% 06 Babylon 32 14 43.8% 9 28.1% 12 37.5% 0.0% 0.0% 07 Baghdad 97 67 69.1% 28 28.9% 44 45.4% 10 10.3% 26 26.8% 08 Dahuk 16 0.0% 0.0% 0.0% 0.0% 0.0% 09 Thi-Qar 25 15 60.0% 9 36.0% 8 32.0% 2 8.0% 6 24.0% 10 Diyala 20 16 80.0% 2 10.0% 15 75.0% 0.0% 1 5.0% 11 Erbil 51 1 2.0% 0.0% 0.0% 0.0% 0.0% 12 Kerbala 11 6 54.5% 0.0% 6 54.5% 0.0% 1 9.1% 13 Tameem 24 11 45.8% 0.0% 10 41.7% 1 4.2% 2 8.3% 14 Missan 5 5 100.0% 2 40.0% 5 100.0% 0.0% 0.0% 15 Ninewa 50 24 48.0% 7 14.0% 20 40.0% 5 10.0% 3 6.0% 16 Wassit 16 13 81.3% 6 37.5% 12 75.0% 1 6.3% 4 25.0% 17 Najaf 18 11 61.1% 4 22.2% 10 55.6% 0.0% 0.0% 18 Salah Al-Din 7 4 57.1% 0.0% 3 42.9% 0.0% 1 14.3% Total 469 226 48.2% 89 19.0% 178 38.0% 30 6.4% 51 10.9%

9.4 General Secondary (i, s, si, sv, pl, ps, ls)

Number of

schools

Effected by War

Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 244 2 0.8% 0.0% 2 0.8% 0.0% 1 0.4% 02 Basrah 301 24 8.0% 20 6.6% 19 6.3% 8 2.7% 6 2.0% 03 Muthanna 65 7 10.8% 1 1.5% 7 10.8% 2 3.1% 0.0% 04 Qadissiya 106 6 5.7% 1 0.9% 5 4.7% 1 0.9% 0.0% 05 Sulaymaniyah 261 0.0% 0.0% 0.0% 0.0% 0.0% 06 Babylon 188 14 7.4% 9 4.8% 12 6.4% 0.0% 0.0% 07 Baghdad 775 67 8.6% 28 3.6% 44 5.7% 10 1.3% 26 3.4% 08 Dahuk 145 0.0% 0.0% 0.0% 0.0% 0.0% 09 Thi-Qar 230 15 6.5% 9 3.9% 8 3.5% 2 0.9% 6 2.6% 10 Diyala 262 16 6.1% 2 0.8% 15 5.7% 0.0% 1 0.4% 11 Erbil 237 1 0.4% 0.0% 0.0% 0.0% 0.0% 12 Kerbala 115 6 5.2% 0.0% 6 5.2% 0.0% 1 0.9% 13 Tameem 227 11 4.8% 0.0% 10 4.4% 1 0.4% 2 0.9% 14 Missan 87 5 5.7% 2 2.3% 5 5.7% 0.0% 0.0% 15 Ninewa 263 24 9.1% 7 2.7% 20 7.6% 5 1.9% 3 1.1% 16 Wassit 124 13 10.5% 6 4.8% 12 9.7% 1 0.8% 4 3.2% 17 Najaf 139 11 7.9% 4 2.9% 10 7.2% 0.0% 0.0% 18 Salah Al-Din 271 4 1.5% 0.0% 3 1.1% 0.0% 1 0.4% Total 4040 226 5.6% 89 2.2% 178 4.4% 30 0.7% 51 1.3%

49

9.5 Vocational (pi, pc, v, pa, pm)

Number of

schools War damage

Yes Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 15 3 20.0% 0.0% 4 26.7% 0.0% 0.0% 02 Basrah 13 11 84.6% 7 53.8% 11 84.6% 5 38.5% 3 23.1% 03 Muthanna 5 5 100.0% 5 100.0% 3 60.0% 1 20.0% 0.0% 04 Qadissiya 7 6 85.7% 1 14.3% 5 71.4% 1 14.3% 2 28.6% 05 Sulaymaniyah 9 0.0% 0.0% 0.0% 0.0% 0.0% 06 Babylon 12 8 66.7% 6 50.0% 6 50.0% 1 8.3% 3 25.0% 07 Baghdad 61 47 77.0% 14 23.0% 40 65.6% 5 8.2% 9 14.8% 08 Dahuk 4 0.0% 0.0% 0.0% 0.0% 0.0% 09 Thi-Qar 10 5 50.0% 5 50.0% 5 50.0% 2 20.0% 4 40.0% 10 Diyala 13 7 53.8% 1 7.7% 6 46.2% 0.0% 2 15.4% 11 Erbil 10 0.0% 0.0% 0.0% 0.0% 0.0% 12 Kerbala 8 7 87.5% 4 50.0% 7 87.5% 1 12.5% 1 12.5% 13 Tameem 17 13 76.5% 1 5.9% 13 76.5% 6 35.3% 1 5.9% 14 Missan 7 6 85.7% 0.0% 6 85.7% 1 14.3% 0.0% 15 Ninewa 12 10 83.3% 2 16.7% 10 83.3% 2 16.7% 0.0% 16 Wassit 10 10 100.0% 7 70.0% 8 80.0% 1 10.0% 0.0% 17 Najaf 6 5 83.3% 4 66.7% 5 83.3% 0.0% 1 16.7% 18 Salah Al-Din 12 9 75.0% 1 8.3% 7 58.3% 3 25.0% 2 16.7% Total 231 152 65.8% 58 25.1% 136 58.9% 29 12.6% 28 12.1%

9.6 Teacher Education (tt, tc)

Number of

schools War damage

Yes Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 8 2 25.0% 0.0% 1 12.5% 0.0% 0.0% 02 Basrah 12 8 66.7% 5 41.7% 6 50.0% 3 25.0% 0.0% 03 Muthanna 3 1 33.3% 0.0% 1 33.3% 0.0% 1 33.3% 04 Qadissiya 5 3 60.0% 0.0% 3 60.0% 3 60.0% 1 20.0% 05 Sulaymaniyah 3 3 100.0% 0.0% 0.0% 0.0% 0.0% 06 Babylon 6 17 283.3% 3 50.0% 3 50.0% 0.0% 0.0% 07 Baghdad 26 2 7.7% 9 34.6% 14 53.8% 3 11.5% 3 11.5% 08 Dahuk 5 5 100.0% 0.0% 0.0% 0.0% 0.0% 09 Thi-Qar 8 3 37.5% 2 25.0% 2 25.0% 0.0% 0.0% 10 Diyala 13 2 15.4% 1 7.7% 3 23.1% 0.0% 0.0% 11 Erbil 6 2 33.3% 0.0% 0.0% 0.0% 0.0% 12 Kerbala 4 2 50.0% 2 50.0% 3 75.0% 2 50.0% 0.0% 13 Tameem 4 7 175.0% 2 50.0% 2 50.0% 1 25.0% 0.0% 14 Missan 4 2 50.0% 0.0% 2 50.0% 0.0% 0.0% 15 Ninewa 3 5 166.7% 0.0% 1 33.3% 0.0% 1 33.3% 16 Wassit 12 12 100.0% 2 16.7% 5 41.7% 0.0% 1 8.3% 17 Najaf 5 5 100.0% 0.0% 2 40.0% 0.0% 0.0% 18 Salah Al-Din 9 9 100.0% 2 22.2% 2 22.2% 0.0% 1 11.1% Total 136 90 66.2% 28 20.6% 50 36.8% 12 8.8% 8 5.9%

50

9.7 Fine Arts (fa)

Number of

schools War damage

Yes Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 2 Basrah 2 2 100.0% 1 50.0% 1 50.0% 0.0% 0.0% 5 Sulaymaniyah 2 0.0% 0.0% 0.0% 0.0% 0.0% 7 Baghdad 4 3 75.0% 2 50.0% 2 50.0% 0.0% 2 50.0% 8 Dahuk 1 0.0% 0.0% 0.0% 0.0% 0.0%

11 Erbil 2 0.0% 0.0% 0.0% 0.0% 0.0% 13 Tameem 1 0.0% 0.0% 0.0% 0.0% 0.0% 15 Ninewa 2 2 100.0% 0.0% 2 100.0% 0.0% 0.0% Total 14 7 50.0% 3 21.4% 5 35.7% 0 0.0% 2 14.3%

9.8 Tourism Institute (ti)

Number of schools

War damage

Yes

Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % Dahuk 1 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0%

9.9 All Secondary Level (i, s, si, sv, pl, ps, ls, v, pi, pc, pa, pm, tt, tc, fa, ti)

Number of

schools

Effected by War

Used by military

Looting Burning Bombing

Governorate # % # % # % # % # % 01 Anbar 267 78 29.2% 19 7.1% 54 20.2% 8 3.0% 15 5.6% 02 Basrah 328 221 67.4% 157 47.9% 168 51.2% 55 16.8% 33 10.1% 03 Muthanna 73 67 91.8% 21 28.8% 60 82.2% 12 16.4% 2 2.7% 04 Qadissiya 118 54 45.8% 11 9.3% 46 39.0% 9 7.6% 7 5.9% 05 Sulaymaniyah 275 13 4.7% 5 1.8% 10 3.6% 1 0.4% 1 0.4% 06 Babylon 206 77 37.4% 29 14.1% 63 30.6% 7 3.4% 12 5.8% 07 Baghdad 866 587 67.8% 224 25.9% 415 47.9% 46 5.3% 188 21.7% 08 Dahuk 156 6 3.8% 0.0% 7 4.5% 0.0% 0.0% 09 Thi-Qar 248 114 46.0% 42 16.9% 86 34.7% 14 5.6% 36 14.5% 10 Diyala 288 150 52.1% 19 6.6% 141 49.0% 10 3.5% 7 2.4% 11 Erbil 255 5 2.0% 2 0.8% 1 0.4% 0.0% 0.0% 12 Kerbala 127 86 67.7% 31 24.4% 67 52.8% 12 9.4% 13 10.2% 13 Tameem 249 124 49.8% 21 8.4% 117 47.0% 23 9.2% 8 3.2% 14 Missan 98 66 67.3% 7 7.1% 65 66.3% 8 8.2% 2 2.0% 15 Ninewa 280 147 52.5% 41 14.6% 129 46.1% 20 7.1% 18 6.4% 16 Wassit 146 90 61.6% 49 33.6% 70 47.9% 8 5.5% 15 10.3% 17 Najaf 150 90 60.0% 28 18.7% 80 53.3% 7 4.7% 5 3.3% 18 Salah Al-Din 292 154 52.7% 32 11.0% 104 35.6% 17 5.8% 40 13.7% Total 4422 2129 48.1% 738 16.7% 1683 38.1% 257 5.8% 402 9.1%

51

10 School Shifts

(1) Single Shift (2) Some classrooms used in two shifts (3) All classrooms run double shifts under one school administration (4) Building used for two administratively separate schools (5) Building used for three administratively split buildings

10.1 Intermediate (i)

Single Shift (1) Double Shift (2, 3, 4) Triple Shift (5) Total Governorate # % # % # % 1 Anbar 45 35.4 78 61.4 4 3.1 127 2 Basrah 43 29.1 97 65.5 8 5.4 148 3 Muthanna 29 93.5 2 6.5 0.0 31 4 Qadissiya 40 74.1 14 25.9 0.0 54 5 Sulaymaniyah 27 16.3 138 83.1 1 0.6 166 6 Babylon 17 16.8 71 70.3 13 12.9 101 7 Baghdad 236 59.1 161 40.4 2 0.5 399 8 Dahuk 56 68.3 26 31.7 0.0 82 9 Thi-Qar 48 40.7 67 56.8 3 2.5 118

10 Diyala 33 22.3 115 77.7 0.0 148 11 Erbil 18 17.6 81 79.4 3 2.9 102 12 Kerbala 30 47.6 32 50.8 1 1.6 63 13 Tameem 65 50.4 58 45.0 6 4.7 129 14 Missan 26 76.5 8 23.5 0.0 34 15 Ninewa 65 63.1 37 35.9 1 1.0 103 16 Wassit 33 67.3 16 32.7 0.0 49 17 Najaf 53 63.1 31 36.9 0.0 84 18 Salah Al-Din 35 32.7 58 54.2 14 13.1 107 Total 899 44.0 1090 53.3 56 2.7 2045

10.2 Secondary (s, si, sv)

Single Shift (1) Double Shift (2, 3, 4) Triple Shift (5) Total Governorate # % # % # % 1 Anbar 66 62.9 39 37.1 0.0 105 2 Basrah 50 42.4 68 57.6 0.0 118 3 Muthanna 18 75.0 6 25.0 0.0 24 4 Qadissiya 26 70.3 11 29.7 0.0 37 5 Sulaymaniyah 21 32.3 43 66.2 1 1.5 65 6 Babylon 18 32.7 36 65.5 1 1.8 55 7 Baghdad 163 59.5 111 40.5 0.0 274 8 Dahuk 24 51.1 23 48.9 0.0 47 9 Thi-Qar 38 43.7 46 52.9 3 3.4 87

10 Diyala 42 44.7 51 54.3 1 1.1 94 11 Erbil 19 23.2 58 70.7 5 6.1 82 12 Kerbala 23 56.1 18 43.9 0.0 41 13 Tameem 52 71.2 19 26.0 2 2.7 73 14 Missan 39 81.3 9 18.8 0.0 48 15 Ninewa 78 70.9 31 28.2 1 0.9 110 16 Wassit 44 74.6 15 25.4 0.0 59 17 Najaf 18 48.6 19 51.4 0.0 37 18 Salah Al-Din 67 44.1 72 47.4 13 8.6 152 Total 806 53.4 675 44.8 27 1.8 1508

52

10.3 Preparatory (pl, ps, ls)

Single Shift (1) Double Shift (2, 3, 4) Triple Shift (5) Total Governorate # % # % # % 1 Anbar 1 8.3 10 83.3 1 8.3 12 2 Basrah 18 52.9 15 44.1 1 2.9 34 3 Muthanna 5 71.4 2 28.6 0.0 7 4 Qadissiya 12 75.0 3 18.8 1 6.3 16 5 Sulaymaniyah 2 7.1 25 89.3 1 3.6 28 6 Babylon 7 22.6 24 77.4 0.0 31 7 Baghdad 72 74.2 25 25.8 0.0 97 8 Dahuk 5 31.3 11 68.8 0.0 16 9 Thi-Qar 9 36.0 16 64.0 0.0 25

10 Diyala 9 37.5 11 45.8 4 16.7 24 11 Erbil 6 12.8 41 87.2 0.0 47 12 Kerbala 8 61.5 3 23.1 2 15.4 13 13 Tameem 12 54.5 10 45.5 0.0 22 14 Missan 5 71.4 0.0 2 28.6 7 15 Ninewa 37 77.1 11 22.9 0.0 48 16 Wassit 10 62.5 6 37.5 0.0 16 17 Najaf 13 72.2 5 27.8 0.0 18 18 Salah Al-Din 1 14.3 6 85.7 0.0 7 Total 232 49.6 224 47.9 12 2.6 468

10.4 Vocational (pi, pc, v, pa, pm)

Single Shift (1) Double Shift (2, 3, 4) Triple Shift (5) Total Governorate # % # % # % 1 Anbar 14 93.3 1 6.7 0.0 15 2 Basrah 0.0 13 100.0 0.0 13 3 Muthanna 2 40.0 3 60.0 0.0 5 4 Qadissiya 2 28.6 5 71.4 0.0 7 5 Sulaymaniyah 2 22.2 6 66.7 1 11.1 9 6 Babylon 2 16.7 10 83.3 0.0 12 7 Baghdad 36 59.0 25 41.0 0.0 61 8 Dahuk 2 50.0 2 50.0 0.0 4 9 Thi-Qar 1 10.0 9 90.0 0.0 10

10 Diyala 6 46.2 7 53.8 0.0 13 11 Erbil 2 20.0 7 70.0 1 10.0 10 12 Kerbala 2 25.0 6 75.0 0.0 8 13 Tameem 6 35.3 9 52.9 2 11.8 17 14 Missan 5 71.4 2 28.6 0.0 7 15 Ninewa 10 83.3 2 16.7 0.0 12 16 Wassit 3 30.0 7 70.0 0.0 10 17 Najaf 2 33.3 4 66.7 0.0 6 18 Salah Al-Din 2 16.7 7 58.3 3 25.0 12 Total 99 42.9 125 54.1 7 3.0 231

53

10.5 Teacher Education (tt, fa, tc, ti)

Single Shift (1) Double Shift (2, 3, 4) Triple Shift (5) Total Governorate # % # % # % 1 Anbar 3 37.5 5 62.5 0.0 8 2 Basrah 4 28.6 10 71.4 0.0 14 3 Muthanna 1 33.3 2 66.7 0.0 3 4 Qadissiya 0.0 5 100.0 0.0 5 5 Sulaymaniyah 1 20.0 4 80.0 0.0 5 6 Babylon 1 16.7 5 83.3 0.0 6 7 Baghdad 6 20.0 24 80.0 0.0 30 8 Dahuk 3 42.9 4 57.1 0.0 7 9 Thi-Qar 1 12.5 7 87.5 0.0 8

10 Diyala 0.0 13 100.0 0.0 13 11 Erbil 1 12.5 7 87.5 0.0 8 12 Kerbala 0.0 4 100.0 0.0 4 13 Tameem 2 40.0 3 60.0 0.0 5 14 Missan 4 100.0 0.0 0.0 4 15 Ninewa 3 60.0 2 40.0 0.0 5 16 Wassit 4 33.3 8 66.7 0.0 12 17 Najaf 1 20.0 4 80.0 0.0 5 18 Salah Al-Din 6 75.0 2 25.0 0.0 8 Total 41 27.3 109 72.7 0 0.0 150

54

11 Textbooks available

11.1 Intermediate (i)

Governorate

Math Int

MathPrep

Math Total

ScienceInt

SciencePrep

ScienceTotal

SocialInt

Social Prep

SocialTotal

Other Int

OtherPrep

Other Total

Other Specify

Int

Other Specify

Prep

Other SpecifyTotal

1 Anbar 3591 0 3591 3412 3412 4933 4933 3648 31 3679 0 2 Basrah 278 278 211 211 288 288 200 50 250 0 0 3 Muthanna 2715 2715 4160 4160 3887 3887 2755 355 3110 870 165 1035 4 Qadissiya 4213 4213 6626 6626 5835 5835 3209 159 3368 2093 2093 5 Sulaymaniyah 23011 23011 33172 33172 38424 38424 36156 250 36406 4940 4940 6 Babylon 10325 1377 11702 14401 699 15100 15492 618 16110 12935 552 13487 3039 3039 7 Baghdad 30187 145 30332 39892 115 40007 41922 336 42258 52298 300 52598 6213 0 6213 8 Dahuk 5909 75 5984 9137 84 9221 8925 33 8958 15224 77 15301 690 12 702 9 Thi-Qar 10277 96 10373 13331 175 13506 14399 160 14559 20745 512 21257 2419 129 2548

10 Diyala 145 0 145 75 75 230 230 50 50 0 0 11 Erbil 12408 12408 25029 80 25109 33487 80 33567 40134 3545 43679 4520 2709 7229 12 Kerbala 268 268 223 223 86 86 48 5 53 0 13 Tameem 4676 10 4686 5083 15 5098 6169 8 6177 4274 20 4294 17 17 14 Missan 450 120 570 502 50 552 568 100 668 850 30 880 575 575 15 Ninewa 618 27 645 1577 25 1602 1185 15 1200 1136 1136 0 16 Wassit 4359 100 4459 5360 250 5610 5563 250 5813 6701 1200 7901 213 40 253 17 Najaf 5293 5293 8847 8847 9603 9603 9772 9772 0 18 Salah Al-Din 1596 1596 2140 2140 2309 480 480 0 Total 120319 1950 122269 173178 1493 174671 193305 1600 192596 210615 7086 217701 25589 3055 28644

55

11.2 Secondary (s, si, sv)

Governorate

Math Int

MathPrep

Math Total

ScienceInt

SciencePrep

ScienceTotal

SocialInt

Social Prep

SocialTotal

OtherInt

Other Prep

Other Total

Other Specify

Int

Other Specify

Prep

Other SpecifyTotal

1 Anbar 2268 3625 5893 2871 3453 6324 3912 4772 8684 2353 5333 7686 280 630 910 2 Basrah 1461 2295 3756 1111 1795 2906 320 405 725 2180 2736 4916 230 650 880 3 Muthanna 1292 1292 1776 1776 1722 1722 60 1426 1486 370 650 1020 4 Qadissiya 947 1263 2210 703 1614 2317 608 1729 2337 1200 844 2044 488 30 518 5 Sulaymaniyah 5217 10802 16019 8347 16263 24610 8273 14993 23266 6253 15273 21526 1355 3551 4906 6 Babylon 2608 8121 10729 3342 11487 14829 2812 8971 11783 2789 8947 11736 377 2053 2430 7 Baghdad 16516 16086 32602 20642 18970 39612 21404 19360 40764 21440 25134 46574 1850 350 2200 8 Dahuk 794 1798 2592 1088 2147 3235 1012 2824 3836 1966 3194 5160 210 1652 1862 9 Thi-Qar 4696 8714 13410 7261 13802 21063 6215 10886 17101 7349 20767 28116 1462 538 2000 10 Diyala 700 283 983 460 128 588 475 145 620 0 0 11 Erbil 6293 5288 11581 13440 8569 22009 13776 8832 22608 19112 12786 31898 1696 1253 2949 12 Kerbala 210 99 309 194 89 283 187 83 270 57 57 0 13 Tameem 564 972 1536 570 1155 1725 462 1193 1655 145 1395 1540 0 14 Missan 370 797 1167 321 705 1026 463 660 1123 215 355 570 80 668 748 15 Ninewa 256 1396 1652 236 2402 2638 257 2157 2414 6 1761 1767 150 150 16 Wassit 2654 3324 5978 5725 4169 9894 3241 3599 6840 3352 5581 8933 215 762 977 17 Najaf 30 1592 1622 2799 2799 4267 4267 4406 4406 0 18 Salah Al-Din 2247 3877 6124 2767 4448 7215 2403 3354 5757 460 1874 250 3479 3729 Total 47831 71624 119455 69078 95771 #REF! 65820 89952 155772 68937 111812 178415 8863 16416 25279

56

11.3 Preparatory (pl, ps, ls)

Governorate Math

Int MathPrep

MathTotal

ScienceInt

SciencePrep

ScienceTotal

SocialInt

Social Prep

SocialTotal

OtherInt

OtherPrep

OtherTotal

Other Specify

Int

Other Specify

Prep

Other SpecifyTotal

1 Anbar 651 651 1080 1080 1032 1032 529 529 0 2 Basrah 98 875 973 53 1070 1123 875 875 1700 1700 15 15 3 Muthanna 541 541 746 746 429 429 940 940 0 4 Qadissiya 1893 1893 4021 4021 3752 3752 700 9514 10214 350 300 650 5 Sulaymaniyah 242 7555 7797 91 15214 15305 385 11524 11909 13632 13632 2247 2247 6 Babylon 796 7504 8300 821 8720 9541 1330 7056 8386 829 12025 12854 1140 740 1880 7 Baghdad 819 7970 8789 1716 14856 16572 1204 10905 12109 601 10145 10746 1720 1720 8 Dahuk 1683 1683 2680 2680 2463 2463 500 2479 2979 500 1071 1571 9 Thi-Qar 40 1790 1830 30 2537 2567 40 1712 1752 2651 2651 682 682

10 Diyala 0 0 0 0 0 11 Erbil 3036 6416 9452 4661 11842 16503 6574 9608 16182 5233 14191 19424 2916 4879 7795 12 Kerbala 20 20 0 0 0 0 13 Tameem 595 595 773 773 50 650 700 605 605 90 90 14 Missan 30 160 190 25 140 165 50 140 190 0 0 15 Ninewa 731 731 2234 2234 2131 2131 20 3733 3753 0 16 Wassit 80 1420 1500 50 2885 2935 1355 1355 3430 3430 670 670 17 Najaf 200 2684 2884 7377 7377 4131 4131 9587 9587 0 18 Salah Al-Din 40 145 185 30 225 255 183 183 0 Total 5381 42633 48014 7477 76400 83877 9633 57946 67579 7883 85161 93044 4906 12414 17320

57

11.4 Vocational (pi, pc, v, pa, pm)

Governorate

Math Int

MathPrep

MathTotal

ScienceInt

SciencePrep

ScienceTotal

SocialInt

Social Prep

SocialTotal

OtherInt

OtherPrep

OtherTotal

Other Specify

Int

Other Specify

Prep

Other SpecifyTotal

1 Anbar 413 503 916 415 444 859 82 122 204 527 623 1150 31 129 160 2 Basrah 1580 1580 500 500 0 200 200 7900 7900 3 Muthanna 0 0 0 0 0 4 Qadissiya 0 0 0 0 0 5 Sulaymaniyah 1270 1270 4445 4445 0 3931 3931 0 6 Babylon 1964 1964 1510 1510 973 973 3324 3324 4738 4738 7 Baghdad 1685 1685 1070 1070 0 1215 1215 0 8 Dahuk 41 41 25 25 13 13 175 175 0 9 Thi-Qar 1020 1020 1010 1010 0 1000 1000 10 10

10 Diyala 50 50 0 0 0 0 11 Erbil 665 665 498 498 130 130 1135 1135 101 101 12 Kerbala 70 70 31 31 10 10 0 150 150 13 Tameem 31 31 41 41 20 20 10 10 0 14 Missan 130 130 0 0 200 200 100 120 220 15 Ninewa 0 0 0 200 200 0 16 Wassit 1128 1128 89 89 623 623 2036 2036 0 17 Najaf 0 0 0 0 0 18 Salah Al-Din 233 233 80 80 0 700 700 1946 1946 Total 413 10370 10783 415 9743 10158 82 1891 1973 527 14749 15276 232 14993 15225

58

11.5 Teacher Education (tt, fa, tc, ti)

Governorate

Math Int

MathPrep

MathTotal

ScienceInt

SciencePrep

ScienceTotal

SocialInt

Social Prep

SocialTotal

OtherInt

OtherPrep

OtherTotal

Other Specify

Int

Other Specify

Prep

Other SpecifyTotal

1 Anbar 186 186 155 155 83 83 1544 1544 0 2 Basrah 0 0 0 0 0 3 Muthanna 609 609 126 126 910 910 0 0 4 Qadissiya 0 0 0 0 0 5 Sulaymaniyah 0 0 0 130 130 0 6 Babylon 300 300 250 250 0 1400 1400 0 7 Baghdad 100 100 90 90 110 110 296 100 396 0 8 Dahuk 0 0 0 0 60 60 9 Thi-Qar 0 0 0 0 0

10 Diyala 0 0 0 0 0 11 Erbil 71 71 104 104 0 0 0 12 Kerbala 0 0 0 0 0 13 Tameem 0 0 0 70 70 0 14 Missan 300 300 200 200 150 150 100 100 150 150 15 Ninewa 0 0 0 0 0 16 Wassit 200 200 120 120 150 150 0 0 17 Najaf 695 695 695 695 752 752 760 760 0 18 Salah Al-Din 70 70 85 85 103 103 0 100 100 Total 70 2461 2531 85 1740 1825 103 2155 2258 426 3974 4400 100 210 310

59

12 School Location Urban/Rural

12.1 Intermediate (i)

Urban (Town, District, Subdistrict) Rural (Village) Total Governorate # % # % 1 Anbar 65 51.2 62 48.8 127 2 Basrah 121 81.2 28 18.8 149 3 Muthanna 26 81.3 6 18.8 32 4 Qadissiya 47 87.0 7 13.0 54 5 Sulaymaniyah 89 53.6 77 46.4 166 6 Babylon 53 52.5 48 47.5 101 7 Baghdad 343 85.5 58 14.5 401 8 Dahuk 45 54.9 37 45.1 82 9 Thi-Qar 70 59.3 48 40.7 118

10 Diyala 61 41.2 87 58.8 148 11 Erbil 70 68.0 33 32.0 103 12 Kerbala 46 73.0 17 27.0 63 13 Tameem 95 73.6 34 26.4 129 14 Missan 34 100.0 0.0 34 15 Ninewa 78 75.7 25 24.3 103 16 Wassit 38 77.6 11 22.4 49 17 Najaf 70 83.3 14 16.7 84 18 Salah Al-Din 39 35.8 70 64.2 109 Total 1390 67.7 662 32.3 2052

12.2 Secondary (s, si, sv)

Urban (Town, District, Subdistrict) Rural (Village) Total Governorate # % # % 1 Anbar 62 59.0 43 41.0 105 2 Basrah 76 64.4 42 35.6 118 3 Muthanna 24 100.0 0.0 24 4 Qadissiya 34 91.9 3 8.1 37 5 Sulaymaniyah 52 78.8 14 21.2 66 6 Babylon 39 72.2 15 27.8 54 7 Baghdad 241 87.0 36 13.0 277 8 Dahuk 25 53.2 22 46.8 47 9 Thi-Qar 65 74.7 22 25.3 87

10 Diyala 48 51.1 46 48.9 94 11 Erbil 51 61.4 32 38.6 83 12 Kerbala 38 92.7 3 7.3 41 13 Tameem 59 79.7 15 20.3 74 14 Missan 47 97.9 1 2.1 48 15 Ninewa 69 62.7 41 37.3 110 16 Wassit 52 88.1 7 11.9 59 17 Najaf 31 83.8 6 16.2 37 18 Salah Al-Din 88 56.8 67 43.2 155 Total 1101 72.6 415 27.4 1516

60

12.3 Preparatory (pl, ps, ls)

Urban (Town, District, Subdistrict) Rural (Village) Total Governorate # % # % 1 Anbar 12 21.8 43 78.2 55 2 Basrah 33 97.1 1 2.9 34 3 Muthanna 7 100.0 0.0 7 4 Qadissiya 15 100.0 0.0 15 5 Sulaymaniyah 29 100.0 0.0 29 6 Babylon 29 90.6 3 9.4 32 7 Baghdad 96 99.0 1 1.0 97 8 Dahuk 16 100.0 0.0 16 9 Thi-Qar 25 100.0 0.0 25

10 Diyala 19 95.0 1 5.0 20 11 Erbil 46 90.2 5 9.8 51 12 Kerbala 11 100.0 0.0 11 13 Tameem 23 95.8 1 4.2 24 14 Missan 5 100.0 0.0 5 15 Ninewa 45 90.0 5 10.0 50 16 Wassit 16 100.0 0.0 16 17 Najaf 18 100.0 0.0 18 18 Salah Al-Din 6 85.7 1 14.3 7 Total 451 88.1 61 11.9 512

12.4 Vocational (pi, pc, v, pa, pm)

Urban (Town, District, Subdistrict) Rural (Village) Total Governorate # % # % 1 Anbar 15 100.0 0.0 15 2 Basrah 12 92.3 1 7.7 13 3 Muthanna 5 100.0 0.0 5 4 Qadissiya 7 100.0 0.0 7 5 Sulaymaniyah 9 100.0 0.0 9 6 Babylon 11 91.7 1 8.3 12 7 Baghdad 61 100.0 0.0 61 8 Dahuk 4 100.0 0.0 4 9 Thi-Qar 10 100.0 0.0 10

10 Diyala 13 100.0 0.0 13 11 Erbil 10 100.0 0.0 10 12 Kerbala 8 100.0 0.0 8 13 Tameem 17 100.0 0.0 17 14 Missan 7 100.0 0.0 7 15 Ninewa 10 83.3 2 16.7 12 16 Wassit 8 80.0 2 20.0 10 17 Najaf 6 100.0 0.0 6 18 Salah Al-Din 11 91.7 1 8.3 12 Total 224 97.0 7 3.0 231

61

12.5 Teacher Education (tt, fa, tc, ti)

Urban (Town, District, Subdistrict) Rural (Village) Total Governorate # % # % 1 Anbar 8 100.0 0.0 8 2 Basrah 11 84.6 2 15.4 13 3 Muthanna 3 100.0 0.0 3 4 Qadissiya 5 100.0 0.0 5 5 Sulaymaniyah 5 100.0 0.0 5 6 Babylon 6 100.0 0.0 6 7 Baghdad 30 100.0 0.0 30 8 Dahuk 7 100.0 0.0 7 9 Thi-Qar 7 87.5 1 12.5 8

10 Diyala 13 100.0 0.0 13 11 Erbil 8 100.0 0.0 8 12 Kerbala 4 100.0 0.0 4 13 Tameem 5 100.0 0.0 5 14 Missan 4 100.0 0.0 4 15 Ninewa 5 100.0 0.0 5 16 Wassit 12 100.0 0.0 12 17 Najaf 5 100.0 0.0 5 18 Salah Al-Din 9 100.0 0.0 9 Total 147 98.0 3 2.0 150

62

13 Specialized classrooms

13.1 Intermediate (i)

Total

Schools Physics Chemistry Biology

General Sciences

Computer Lab

Languages Metal Work

Wood Work

Home Art

Commercial Agriculture Gymnasium Other

Governorate # % # % # % # % # % # % # % # % # % # % # % # % # %

1 Anbar 127 17 13.4 16 12.6 11 8.7 0.0 4 3.1 2 1.6 3 2.4 3 2.4 0.0 0.0 0 2 1.6 1 0.8 2 Basrah 149 2 1.3 4 2.7 3 2.0 0.0 2 1.3 0.0 1 0.7 1 0.7 0.0 0.0 0 0.0 0.0 3 Muthanna 32 4 12.5 4 12.5 3 9.4 2 6.3 2 6.3 0.0 0.0 0.0 0.0 0.0 0 0.0 0.0 4 Qadissiya 54 11 20.4 11 20.4 10 18.5 1 1.9 3 5.6 0.0 3 5.6 3 5.6 1 1.9 0.0 0 0.0 0.0 5 Sulaymaniyah 166 8 4.8 5 3.0 7 4.2 0.0 8 4.8 0.0 2 1.2 2 1.2 1 0.6 0.0 0 1 0.6 0.0 6 Babylon 101 27 26.7 29 28.7 23 22.8 0.0 5 5.0 0.0 0.0 1 1.0 0.0 0.0 0 0.0 0.0 7 Baghdad 401 94 23.4 87 21.7 84 20.9 10 2.5 25 6.2 1 0.2 12 3.0 9 2.2 13 3.2 1 0.2 0 12 3.0 1 0.2 8 Dahuk 82 14 17.1 14 17.1 12 14.6 0.0 3 3.7 1 1.2 1 1.2 1 1.2 0.0 0.0 0 0.0 1 1.2 9 Thi-Qar 118 3 2.5 2 1.7 2 1.7 3 2.5 0.0 0.0 1 0.8 1 0.8 0.0 0.0 0 1 0.8 0.0

10 Diyala 148 13 8.8 13 8.8 12 8.1 0.0 3 2.0 0.0 1 0.7 1 0.7 1 0.7 0.0 0 1 0.7 1 0.7 11 Erbil 103 16 15.5 16 15.5 11 10.7 11 10.7 12 11.7 0.0 6 5.8 5 4.9 2 1.9 0.0 0 0.0 0.0 12 Kerbala 63 20 31.7 20 31.7 15 23.8 1 1.6 1 1.6 0.0 2 3.2 2 3.2 1 1.6 0.0 0 1 1.6 0.0 13 Tameem 129 16 12.4 14 10.9 10 7.8 2 1.6 1 0.8 0.0 0.0 0.0 1 0.8 1 0.8 0 0.0 0.0 14 Missan 34 8 23.5 8 23.5 7 20.6 0.0 6 17.6 0.0 1 2.9 0.0 0.0 0.0 0 1 2.9 1 2.9 15 Ninewa 103 17 16.5 18 17.5 13 12.6 1 1.0 8 7.8 3 2.9 2 1.9 2 1.9 1 1.0 0.0 0 0.0 1 1.0 16 Wassit 49 9 18.4 9 18.4 10 20.4 0.0 2 4.1 0.0 2 4.1 2 4.1 2 4.1 0.0 0 1 2.0 0.0 17 Najaf 84 32 38.1 32 38.1 29 34.5 1 1.2 3 3.6 2 2.4 1 1.2 1 1.2 2 2.4 0.0 0 2 2.4 0.0 18 Salah Al-Din 109 3 2.8 4 3.7 4 3.7 0.0 2 1.8 0.0 0.0 0.0 0.0 0.0 0 1 0.9 0.0 Total 2052 314 15.3 306 14.9 266 13.0 32 1.6 90 4.4 9 0.4 38 1.9 34 1.7 25 1.2 2 0.1 0 0 23 1.1 6 0.3

63

13.2 Secondary (s, si, sv)

Total schools

Physics Chemistry Biology General Sciences

Computer Lab

Languages Metal Work

Wood Work

Home Art

Commercial Agriculture Gymnasium Other

Governorate # % # % # % # % # % # % # % # % # % # % # % # % # %

1 Anbar 105 30 28.6 29 27.6 23 21.9 1 1.0 14 13.3 2 1.9 1 1.0 1 1.0 0.0 0.0 0.0 3 2.9 0.0 2 Basrah 118 8 6.8 5 4.2 6 5.1 0.0 3 2.5 0.0 4 3.4 2 1.7 4 3.4 2 1.7 0.0 1 0.8 0.0 3 Muthanna 24 4 16.7 3 12.5 2 8.3 1 4.2 1 4.2 1 4.2 1 4.2 0.0 0.0 0.0 0.0 0.0 0.0 4 Qadissiya 37 7 18.9 3 8.1 5 13.5 1 2.7 1 2.7 1 2.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 5 Sulaymaniyah 66 12 18.2 12 18.2 9 13.6 0.0 17 25.8 1 1.5 4 6.1 4 6.1 0.0 0.0 0.0 0.0 0.0 6 Babylon 55 24 43.6 24 43.6 22 40.0 2 3.6 9 16.4 2 3.6 5 9.1 2 3.6 0.0 0.0 0.0 2 3.6 2 3.6 7 Baghdad 277 80 28.9 77 27.8 79 28.5 3 1.1 27 9.7 11 4.0 3 1.1 7 2.5 12 4.3 0.0 0.0 16 5.8 3 1.1 8 Dahuk 47 10 21.3 9 19.1 8 17.0 1 2.1 8 17.0 1 2.1 0.0 0.0 0.0 0.0 0.0 0.0 0.0 9 Thi-Qar 87 5 5.7 4 4.6 4 4.6 0.0 0.0 0.0 2 2.3 0.0 0.0 0.0 0.0 0.0 0.0

10 Diyala 94 31 33.0 28 29.8 26 27.7 1 1.1 3 3.2 1 1.1 2 2.1 2 2.1 0.0 0.0 0.0 0.0 0.0 11 Erbil 83 13 15.7 14 16.9 10 12.0 9 10.8 9 10.8 1 1.2 0.0 0.0 2 2.4 0.0 0.0 0.0 0.0 12 Kerbala 41 19 46.3 16 39.0 16 39.0 1 2.4 4 9.8 1 2.4 1 2.4 1 2.4 1 2.4 0.0 0.0 0.0 1 2.4 13 Tameem 74 15 20.3 15 20.3 12 16.2 0.0 4 5.4 1 1.4 2 2.7 2 2.7 3 4.1 0.0 0.0 3 4.1 0.0 14 Missan 48 10 20.8 10 20.8 9 18.8 0.0 3 6.3 0.0 1 2.1 0.0 0.0 0.0 0.0 5 10.4 1 2.1 15 Ninewa 110 13 11.8 13 11.8 8 7.3 2 1.8 4 3.6 3 2.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 16 Wassit 59 14 23.7 12 20.3 12 20.3 0.0 3 5.1 1 1.7 4 6.8 3 5.1 0.0 0.0 0.0 2 3.4 1 1.7 17 Najaf 37 10 27.0 10 27.0 9 24.3 0.0 1 2.7 0.0 1 2.7 2 5.4 0.0 0.0 0.0 0.0 1 2.7 18 Salah Al-Din 155 22 14.2 22 14.2 18 11.6 0.0 7 4.5 6 3.9 0.0 0.0 1 0.6 0.0 0.0 2 1.3 0.0 Total 1517 327 21.6 306 20.2 278 18.3 22 1.5 118 7.8 33 2.2 31 2.0 26 1.7 23 1.5 2 0.1 34 2.2 34 2.2 9 0.6

64

13.3 Preparatory (pl, ps, ls)

Total

schools Physics Chemistry Biology

General Sciences

Computer Lab

Languages Metal Work

Wood Work

Home Art

Commercial Agriculture Gymnasium Other

# % # % # % # % # % # % # % # % # % # % # % # % # %

Governorate 12 6 50.0 6 50.0 3 25.0 0.0 2 16.7 0.0 0.0 0.0 0.0 0.0 0.0 1 Anbar 34 6 17.6 4 11.8 5 14.7 0.0 4 11.8 0.0 0.0 0.0 0.0 0.0 0.0 2 Basrah 7 1 14.3 2 28.6 2 28.6 1 14.3 1 14.3 0.0 0.0 0.0 0.0 0.0 0.0 3 Muthanna 15 10 66.7 10 66.7 9 60.0 0.0 5 33.3 3 20.0 0.0 0.0 0.0 0.0 0.0 4 Qadissiya 29 7 24.1 6 20.7 6 20.7 0.0 9 31.0 0.0 0.0 1 3.4 0.0 0.0 0.0 5 Sulaymaniyah 32 14 43.8 16 50.0 14 43.8 0.0 10 31.3 0.0 0.0 1 3.1 0.0 1 3.1 0.0 6 Babylon 97 44 45.4 41 42.3 42 43.3 1 1.0 30 30.9 10 10.3 1 1.0 7 7.2 0.0 6 6.2 0.0 7 Baghdad 16 8 50.0 7 43.8 8 50.0 0.0 9 56.3 0.0 0.0 0.0 0.0 0.0 0.0 8 Dahuk 25 8 32.0 7 28.0 9 36.0 2 8.0 4 16.0 0.0 0.0 0.0 0.0 0.0 0.0 9 Thi-Qar 20 7 35.0 7 35.0 6 30.0 0.0 5 25.0 0.0 0.0 0.0 0.0 0.0 0.0

10 Diyala 51 12 23.5 9 17.6 8 15.7 11 21.6 8 15.7 0.0 0.0 1 2.0 1 2.0 1 2.0 0.0 11 Erbil 11 7 63.6 7 63.6 7 63.6 1 9.1 3 27.3 0.0 0.0 0.0 0.0 0.0 0.0 12 Kerbala 24 10 41.7 8 33.3 9 37.5 0.0 2 8.3 0.0 0.0 0.0 0.0 0.0 1 4.2 13 Tameem 5 3 60.0 3 60.0 3 60.0 0.0 3 60.0 0.0 0.0 0.0 0.0 2 40.0 2 40.0 14 Missan 50 17 34.0 15 30.0 16 32.0 2 4.0 12 24.0 2 4.0 0.0 0.0 0.0 0.0 0.0 15 Ninewa 16 5 31.3 4 25.0 4 25.0 0.0 3 18.8 0.0 0.0 0.0 0.0 0.0 0.0 16 Wassit 18 11 61.1 9 50.0 10 55.6 0.0 5 27.8 0.0 0.0 0.0 0.0 0.0 0.0 17 Najaf 7 1 14.3 1 14.3 1 14.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 18 Salah Al-Din 469 177 37.7 162 34.5 162 34.5 18 3.8 115 24.5 15 3.2 1 0.2 0 10 2.1 0 1 0.2 10 2.1 3 0.6

65

13.4 Vocational (pi, pc, v, pa, pm)

Total Schools Physics Chemistry Biology General Sciences Computer Lab Languages Metal Work Wood Work Home Art Commercial Agriculture Gymnasium Other Governorate # % # % # % # % # % # % # % # % # % # % # % # % # % 1 Anbar 15 0.0 0.0 0.0 0.0 1 6.7 0.0 3 20.0 1 13.3 2 13.3 0.0 0.0 0.0 0.02 Basrah 13 0.0 0.0 0.0 0.0 1 7.7 0.0 4 30.8 0.0 0.0 1 7.7 0.0 0.0 3 23.13 Muthanna 5 1 20.0 0.0 0.0 0.0 1 20.0 0.0 1 20.0 0.0 0.0 1 20.0 0.0 0.0 0.04 Qadissiya 7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.05 Sulaymaniyah 9 0.0 0.0 1 11.1 0.0 2 22.2 0.0 2 22.2 1 0.0 0.0 0.0 0.0 0.0 0.06 Babylon 12 2 16.7 1 8.3 1 8.3 0.0 4 33.3 0.0 3 25.0 1 16.7 2 16.7 0.0 1 8.3 0.0 3 25.07 Baghdad 61 1 1.6 0.0 0.0 3 4.9 5 8.2 0.0 1 1.6 1 1.6 1 1.6 3 4.9 0.0 1 1.6 2 3.38 Dahuk 4 0.0 0.0 0.0 0.0 1 25.0 0.0 0.0 0.0 0.0 1 25.0 0.0 0.0 0.09 Thi-Qar 10 0.0 0.0 0.0 0.0 0.0 0.0 1 10.0 0.0 0.0 0.0 0.0 0.0 1 10.0

10 Diyala 13 3 23.1 3 23.1 0.0 1 7.7 2 15.4 0.0 3 23.1 1 0.0 0.0 1 7.7 1 7.7 3 23.1 0.011 Erbil 10 0.0 0.0 0.0 0.0 4 40.0 0.0 1 10.0 1 0.0 0.0 0.0 1 10.0 0.0 1 10.012 Kerbala 8 0.0 0.0 0.0 0.0 1 12.5 0.0 1 12.5 1 25.0 2 25.0 0.0 0.0 0.0 1 12.513 Tameem 17 0.0 0.0 0.0 0.0 0.0 0.0 1 5.9 1 0.0 0.0 1 5.9 0.0 0.0 0.014 Missan 7 0.0 0.0 0.0 0.0 0.0 0.0 1 14.3 0.0 0.0 1 14.3 0.0 0.0 0.015 Ninewa 12 0.0 0.0 0.0 0.0 0.0 0.0 1 8.3 2 0.0 0.0 0.0 0.0 1 8.3 2 16.716 Wassit 10 1 10.0 0.0 0.0 0.0 3 30.0 0.0 2 20.0 1 10.0 1 10.0 1 10.0 1 10.0 1 10.0 1 10.017 Najaf 6 0.0 0.0 0.0 0.0 1 16.7 0.0 2 33.3 1 16.7 1 16.7 1 16.7 0.0 0.0 1 16.718 Salah Al-Din 12 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Total 231 8 3.5 4 1.7 2 0.9 4 1.7 26 11.3 0 0.0 27 11.7 12 5.2 9 3.9 11 4.8 4 1.7 6 2.6 15 6.5

66

13.5 Teacher Education (tt, fa, tc, ti)

Total Schools

Physics Chemistry Biology General Sciences

Computer Lab

Languages Metal Work

Wood Work

Home Art

Commercial Agriculture Gymnasium Other

Governorate # % % % # % # % # % # % # % # % # % # % # % # % 1 Anbar 8 0.0 0.0 0.0 0.0 1 12.5 2 25.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 2 Basrah 14 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 3 Muthanna 3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 4 Qadissiya 5 1 20.0 1 20.0 1 20.0 0.0 0.0 1 20.0 0.0 20.0 1 20.0 0.0 0.0 0.0 0.0 5 Sulaymaniyah 5 0.0 0.0 0.0 0.0 1 20.0 1 20.0 0.0 20.0 1 20.0 0.0 0.0 0.0 0.0 6 Babylon 6 1 16.7 2 33.3 0.0 1 16.7 0.0 3 50.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 7 Baghdad 30 5 16.7 2 6.7 1 3.3 3 10.0 1 3.3 3 10.0 0.0 6.7 2 6.7 0.0 0.0 0.0 0.0 8 Dahuk 7 0.0 0.0 0.0 0.0 3 42.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1 14.3 9 Thi-Qar 8 0.0 0.0 0.0 0.0 1 12.5 1 12.5 0.0 0.0 0.0 0.0 0.0 0.0 0.0

10 Diyala 13 1 7.7 1 7.7 1 7.7 0.0 0.0 1 7.7 0.0 0.0 0.0 0.0 0.0 0.0 0.0 11 Erbil 8 0.0 0.0 0.0 0.0 1 12.5 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 12 Kerbala 4 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 13 Tameem 5 1 20.0 0.0 0.0 1 20.0 1 20.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 14 Missan 4 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 15 Ninewa 5 0.0 0.0 1 20.0 1 20.0 2 40.0 2 40.0 0.0 80.0 4 80.0 0.0 0.0 2 40.0 0.0 16 Wassit 12 1 8.3 0.0 1 8.3 1 8.3 1 8.3 1 8.3 0.0 0.0 0.0 0.0 0.0 0.0 0.0 17 Najaf 5 0.0 0.0 0.0 0.0 0.0 1 20.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 18 Salah Al-Din 9 1 11.1 1 11.1 1 11.1 0.0 0.0 1 11.1 0.0 0.0 0.0 0.0 0.0 0.0 0.0 Total 151 11 7.3 7 4.6 6 4.0 7 4.6 12 7.9 17 11.3 0 0.0 8 5.3 8 5.3 0 0.0 0 0.0 2 1.3 1 0.7

67

14 Condition of School Building

14.1 Intermediate (i)

Total numberof answers

Good Partially damaged/

Deteriorated Damaged/

deteriorated Unsafe

Governorate # % # % # % # %

1 Anbar 126 22 17.5 72 57.1 19 15.1 13 10.32

2 Basrah 145 27 18.6 63 43.4 37 25.5 18 12.41

3 Muthanna 32 2 6.3 7 21.9 21 65.6 2 6.25

4 Qadissiya 48 8 16.7 26 54.2 11 22.9 3 6.25

5 Sulaymaniyah 161 45 28.0 50 31.1 43 26.7 23 14.29

6 Babylon 100 18 18.0 45 45.0 28 28.0 9 9.00

7 Baghdad 369 57 15.4 177 48.0 111 30.1 24 6.50

8 Dahuk 82 26 31.7 27 32.9 22 26.8 7 8.54

9 Thi-Qar 118 7 5.9 46 39.0 32 27.1 33 27.97

10 Diyala 148 16 10.8 83 56.1 44 29.7 5 3.38

11 Erbil 89 34 38.2 26 29.2 17 19.1 12 13.48

12 Kerbala 61 13 21.3 39 63.9 8 13.1 1 1.64

13 Tameem 118 21 17.8 65 55.1 24 20.3 8 6.78

14 Missan 26 2 7.7 15 57.7 8 30.8 1 3.85

15 Ninewa 99 34 34.3 45 45.5 12 12.1 8 8.08

16 Wassit 46 9 19.6 15 32.6 16 34.8 6 13.04

17 Najaf 83 8 9.6 44 53.0 24 28.9 7 8.43

18 Salah Al-Din 92 12 13.0 34 37.0 25 27.2 21 22.83

Total 1943 361 18.6 879 45.2 502 25.8 201 10.34

14.2 Secondary (s, si, sv)

Total number

of answers Good

Partially damaged/ Deteriorated

Damaged/deteriorated

Unsafe

Governorate # % # % # % # % 1 Anbar 103 32 31.1 43 41.7 24 23.3 4 3.9 2 Basrah 117 12 10.3 62 53.0 31 26.5 12 10.3 3 Muthanna 24 1 4.2 16 66.7 7 29.2 0.0 4 Qadissiya 30 6 20.0 18 60.0 6 20.0 0.0 5 Sulaymaniyah 66 25 37.9 29 43.9 7 10.6 5 7.6 6 Babylon 54 13 24.1 27 50.0 11 20.4 3 5.6 7 Baghdad 259 52 20.1 119 45.9 60 23.2 28 10.8 8 Dahuk 47 15 31.9 17 36.2 9 19.1 6 12.8 9 Thi-Qar 86 6 7.0 33 38.4 26 30.2 21 24.4

10 Diyala 93 11 11.8 55 59.1 21 22.6 6 6.5 11 Erbil 74 31 41.9 22 29.7 9 12.2 12 16.2 12 Kerbala 41 5 12.2 32 78.0 3 7.3 1 2.4 13 Tameem 72 12 16.7 34 47.2 19 26.4 7 9.7 14 Missan 39 9 23.1 20 51.3 7 17.9 3 7.7 15 Ninewa 109 26 23.9 50 45.9 18 16.5 15 13.8 16 Wassit 55 9 16.4 24 43.6 16 29.1 6 10.9 17 Najaf 37 3 8.1 30 81.1 4 10.8 0.0 18 Salah Al-Din 140 28 20.0 59 42.1 32 22.9 21 15.0 Total 1446 296 20.5 690 47.7 310 21.4 150 10.4

68

14.3 Preparatory (pl, ps, ls)

Total number

of answers Good

Partially damaged/ Deteriorated

Damaged/ deteriorated

Unsafe

Governorate # % # % # % # % 1 Anbar 11 5 45.5 5 45.5 1 9.1 0.0 2 Basrah 34 6 17.6 19 55.9 5 14.7 4 11.8 3 Muthanna 6 1 16.7 3 50.0 2 33.3 0.0 4 Qadissiya 13 7 53.8 6 46.2 0.0 0.0 5 Sulaymaniyah 29 13 44.8 10 34.5 5 17.2 1 3.4 6 Babylon 32 5 15.6 20 62.5 5 15.6 2 6.3 7 Baghdad 95 23 24.2 45 47.4 23 24.2 4 4.2 8 Dahuk 16 6 37.5 8 50.0 2 12.5 0.0 9 Thi-Qar 25 0.0 18 72.0 5 20.0 2 8.0

10 Diyala 20 2 10.0 12 60.0 4 20.0 2 10.0 11 Erbil 46 29 63.0 12 26.1 0.0 5 10.9 12 Kerbala 11 5 45.5 6 54.5 0.0 0.0 13 Tameem 22 9 40.9 10 45.5 2 9.1 1 4.5 14 Missan 5 1 20.0 2 40.0 2 40.0 0.0 15 Ninewa 49 12 24.5 29 59.2 2 4.1 6 12.2 16 Wassit 16 2 12.5 10 62.5 4 25.0 0.0 17 Najaf 18 0.0 16 88.9 1 5.6 1 5.6 18 Salah Al-Din 7 0.0 2 28.6 4 57.1 1 14.3 Total 455 126 27.7 233 51.2 67 14.7 29 6.4

14.4 Vocational (pi, pc, v, pa, pm)

Total number

of answers Good

Partially damaged/ Deteriorated

Damaged/deteriorated

Unsafe

Governorate # % # % # % # % 1 Anbar 15 6 40.0 7 46.7 2 13.3 0.0 2 Basrah 12 3 25.0 5 41.7 0.0 4 33.3 3 Muthanna 5 1 20.0 3 60.0 0.0 1 20.0 4 Qadissiya 7 2 28.6 2 28.6 3 42.9 0.0 5 Sulaymaniyah 9 2 22.2 4 44.4 3 33.3 0.0 6 Babylon 11 4 36.4 3 27.3 2 18.2 2 18.2 7 Baghdad 59 4 6.8 25 42.4 22 37.3 8 13.6 8 Dahuk 4 1 25.0 2 50.0 1 25.0 0.0 9 Thi-Qar 10 0.0 4 40.0 5 50.0 1 10.0

10 Diyala 13 3 23.1 5 38.5 3 23.1 2 15.4 11 Erbil 9 4 44.4 2 22.2 2 22.2 1 11.1 12 Kerbala 8 0.0 7 87.5 1 12.5 0.0 13 Tameem 15 2 13.3 8 53.3 3 20.0 2 13.3 14 Missan 6 0.0 2 33.3 4 66.7 0.0 15 Ninewa 12 1 8.3 8 66.7 3 25.0 0.0 16 Wassit 10 1 10.0 5 50.0 2 20.0 2 20.0 17 Najaf 6 1 16.7 5 83.3 0.0 0.0 18 Salah Al-Din 11 0.0 2 18.2 7 63.6 2 18.2 Total 222 35 15.8 99 44.6 63 28.4 25 11.3

69

14.5 Teacher Education (tt, fa, tc, ti)

Total number

of answers Good

Partially damaged/ Deteriorated

Damaged/ deteriorated

Unsafe

Governorate # % # % # % # % 1 Anbar 8 1 12.5 3 37.5 3 37.5 1 12.5 2 Basrah 13 2 15.4 6 46.2 4 30.8 1 7.7 3 Muthanna 3 0.0 1 33.3 1 33.3 1 33.3 4 Qadissiya 2 0.0 2 100.0 0.0 0.0 5 Sulaymaniyah 5 2 40.0 3 60.0 0.0 0.0 6 Babylon 6 3 50.0 2 33.3 1 16.7 0.0 7 Baghdad 27 9 33.3 13 48.1 3 11.1 2 7.4 8 Dahuk 7 1 14.3 1 14.3 3 42.9 2 28.6 9 Thi-Qar 7 0.0 6 85.7 1 14.3 0.0

10 Diyala 9 0.0 6 66.7 0.0 3 33.3 11 Erbil 5 1 20.0 0.0 2 40.0 2 40.0 12 Kerbala 4 0.0 4 100.0 0.0 0.0 13 Tameem 5 1 20.0 3 60.0 1 20.0 0.0 14 Missan 4 1 25.0 2 50.0 1 25.0 0.0 15 Ninewa 5 3 60.0 2 40.0 0.0 0.0 16 Wassit 8 0.0 5 62.5 1 12.5 2 25.0 17 Najaf 4 0.0 4 100.0 0.0 0.0 18 Salah Al-Din 8 3 37.5 3 37.5 2 25.0 0.0 Total 130 27 20.8 66 50.8 23 17.7 14 10.8

70

Annex 2: Statistical Data for the University Level Unless otherwise noted, the statistics presented in this section is based on data submitted to UNESCO by Iraqi universities in Iraq, August 2003. 1. Teaching Staff and Students of University Colleges by Gender ...............................................71 2. Teacher/Student Ratio for Universities and Colleges ................................................................77 3. University, Year of Foundation and Number of Colleges .........................................................81 4. Qualifications of University Teaching Staff ..............................................................................82 5. Field of Study in Universities ....................................................................................................83 6. Universities-Colleges-and their-Departments............................................................................94 7. Teaching Load for Faculty at Universities...............................................................................106 8. Iraqi University Experts Going abroad Since 1992 .................................................................109 9. International Experts at Iraqi Universities Since 1992 ............................................................109 10. List of Labs at University Colleges..........................................................................................110 11. Computer Needs at College Lab ..............................................................................................114 12. Value of Equipment Needs at College Labs ............................................................................118 13. Value of Damages and Needs at University College Libraries ...............................................124 14. Value of Damages and Needs of University Library Books and Journals per Field of Study,127 15. Number of Personal Computers Available and Needed in University College Libraries .......130 16. Areas for Urgent Interventions as Expressed by Iraqi Universities, August 2003 ..................133 17. Newly Established International Contacts by Iraqi Universities (March - August 2003) ......140 18. Publications at Iraqi Universities , 2003 ..................................................................................141 19. Curriculum Development Needs as Expressed by Iraqi Universities ......................................145 20. List of Universities College Laboratories ................................................................................154 21. ICT Equipment Needs at University Department Laboratories...............................................158 22. Values of Equipment Damages and Needs at University College Labs ..................................169 23. University Infrastructure, Physical Status & Priority ..............................................................173

71

1. Teaching Staff and Students of University Colleges by Gender1

Teaching Staff Students University Name College Name

F M % F % M Total F M % F % M Total TOTAL IRAQ 6314 10023 38.6% 61.4% 16337 109580 141808 43.6% 56.4% 251388 Al Nahrain Engineering College 9 29 23.7% 76.3% 38 230 263 46.7% 53.3% 493 Informatics Technology College 0 3 0.0% 100.0% 3 13 11 54.2% 45.8% 24 Law College 7 13 35.0% 65.0% 20 39 113 25.7% 74.3% 152 Medicine College 31 96 24.4% 75.6% 127 371 Political Science College 2 11 15.4% 84.6% 13 133 RS - International Law Studies Center Science College 21 15 58.3% 41.7% 36 264 131 66.8% 33.2% 395

Total 70 167 29.5% 70.5% 237 805 763 51.3% 48.7% 1 568 Anbar Administration & Economics College 2 8 20.0% 80.0% 10 34 312 9.8% 90.2% 346 Agriculture College 1 58 1.7% 98.3% 59 156 379 29.2% 70.8% 535 Arts College 8 40 16.7% 83.3% 48 62 258 19.4% 80.6% 320 Computers & Mathematics College 0 15 0.0% 100.0% 15 294 212 58.1% 41.9% 506 Dentistry College 8 19 31.4% 68.6% 27 354 Education College 4 96 4.0% 96.0% 100 377 1231 23.4% 76.6% 1 608 Education College for Girls 49 46 51.6% 48.4% 95 975 0 100.0% 0.0% 975 Engineering College 3 32 8.6% 91.4% 35 132 1083 10.9% 89.1% 1 215 Law College 3 22 12.0% 88.0% 25 30 236 11.3% 88.7% 266 Medicine College 23 51 31.1% 68.9% 74 192 413 31.7% 68.3% 605 Science College 21 53 28.4% 71.6% 74 152 340 30.9% 69.1% 492

Total 122 440 21.8% 78.2% 562 2 528 4 694 35.0% 65.0% 7 222 Babylon Dentistry College 14 13 52.8% 47.2% 27 51 41 55.2% 44.8% 92 Education College 7 71 9.0% 91.0% 78 2 963 Engineering College 44 74 37.3% 62.7% 118 446 1689 20.9% 79.1% 2 135 Fine Arts College 10 58 14.7% 85.3% 68 442 758 36.8% 63.2% 1 200 Law College 90 30 75.0% 25.0% 120 487 1000 32.8% 67.2% 1 487 Medicine College 67 131 33.8% 66.2% 198 2 562 Physical Education College 9 21 30.0% 70.0% 30 22 739 2.9% 97.1% 761 Science College 66 59 52.8% 47.2% 125 967 723 57.2% 42.8% 1 690 Science College for Girls 11 5 67.5% 32.5% 16 100 0 100.0% 0.0% 100 Teachers College 15 31 32.6% 67.4% 46 438 135 76.4% 23.6% 573

Total 333 493 40.3% 59.7% 826 4 982 8 581 36.7% 63.3% 13 563 Baghdad Administration & Economics College 136 6 035 Agriculture College 102 228 30.9% 69.1% 330 772 1847 29.5% 70.5% 2 619 Arts College 76 121 38.6% 61.4% 197 2081 3372 38.2% 61.8% 5 453 Dentistry College 128 135 48.7% 51.3% 263 845 720 54.0% 46.0% 1 565 Education College for Girls 173 69 71.5% 28.5% 242 3300 0 100.0% 0.0% 3 300 Education College Ibn Al-Haitham 179 199 47.4% 52.6% 378 5440 1360 80.0% 20.0% 6 800 Education College Ibn Rushed 88 134 39.6% 60.4% 222 3434 3500 49.5% 50.5% 6 934 Engineering College 1 100 175 36.4% 63.6% 275 613 2685 18.6% 81.4% 3 298 Engineering College 2 24 19 55.8% 44.2% 43 29 202 12.6% 87.4% 231 Fine Arts College 25 171 12.8% 87.2% 196 712 1413 33.5% 66.5% 2 125 Islamic Science College 83 4 625

1 partially estimated

72

Languages College 41 72 36.3% 63.7% 113 2163 4347 33.2% 66.8% 6 510 Law College 2 23 8.0% 92.0% 25 1 150 Mass Communication College 12 26 31.6% 68.4% 38 401 1065 27.4% 72.6% 1 466 Medicine College 83 140 37.2% 62.8% 223 2 077 Medicine College Al-Kindi 57 47 55.1% 44.9% 104 106 142 42.7% 57.3% 248 Nursing College 59 15 80.0% 20.0% 74 41 533 7.2% 92.8% 574 Pharmacy College 52 26 66.7% 33.3% 78 650 1050 38.2% 61.8% 1 700 Physical Education College 10 143 6.5% 93.5% 153 0 1443 0.0% 100.0% 1 443 Physical Education College for Girls 43 15 74.1% 25.9% 58 400 0 100.0% 0.0% 400 Political Science College 15 41 26.8% 73.2% 56 601 1480 28.9% 71.1% 2 081 RS - Embryology Research Center 13 5 72.2% 27.8% 18 36 RS - Genetic Engineering & Biotechnology Institute 6 6 50.0% 50.0% 12 27 25 51.9% 48.1% 52 RS - Laser Institute for Postgraduate Studies 18 73 RS - Postgraduates Institute for Accounting & Financial Studies 30 64 RS - Urban & Regional Planning Postgraduate Institute 2 13 13.3% 86.7% 15 44 57 43.6% 56.4% 101 Science College 200 159 55.7% 44.3% 359 2228 1313 62.9% 37.1% 3 541 Science College for Girls 75 31 70.8% 29.2% 106 343 0 100.0% 0.0% 343 Veterinary Medicine College 138 2 158

Total 1741 2242 43.7% 56.3% 3 983 31 969 35 033 47.7% 52.3% 67 002 Basrah Administration & Economics College 2 300 Agriculture College 83 98 45.8% 54.2% 181 396 295 57.3% 42.7% 691 Arts College 3 478 Education College 96 174 35.6% 64.4% 270 3429 1523 69.2% 30.8% 4 952 Education for Girls College Engineering College 37 107 25.7% 74.3% 144 648 2540 20.3% 79.7% 3 188 Fine Arts College 6 33 15.4% 84.6% 39 80 262 23.4% 76.6% 342 Law College 29 42 40.8% 59.2% 71 500 650 43.5% 56.5% 1 150 Medicine College 72 127 36.2% 63.8% 199 326 598 35.3% 64.7% 924 Pharmacy College 82 27 75.2% 24.8% 109 131 160 45.0% 55.0% 291 Physical Education College 317 RS - Date Palm Research Center 3 11 21.4% 78.6% 14 RS - Historical Studies 78 72 52.1% 47.9% 150 RS - Iranian Studies RS - Marine Science Center 13 32 28.9% 71.1% 45 RS - Polymer Research Center 7 21 25.0% 75.0% 28 RS - Gulf Studies Science College 174 185 48.5% 51.5% 359 2040 907 69.2% 30.8% 2 947 Teachers College - Missan Veterinary Medicine College 12 20 37.5% 62.5% 32 236

Total 614 877 41.2% 58.8% 1 491 10 928 10 038 52.1% 47.9% 20 966 Dahuk Administration & Economics College 24 299 Agriculture College 56 439 Arts College 55 879 Education College 87 527 Engineering College 27 307 Law & Politics College 7 147 Science College 27 367 Sharia & Quran College 14 142 Veterinary Medicine College 13 242

Total 310 3 349

73

Diwaniyah Administration & Economics College 11 45 20.0% 80.0% 56 1474 639 69.8% 30.2% 2 113 Arts College 29 57 33.7% 66.3% 86 536 500 51.7% 48.3% 1 036 Education College 56 84 40.0% 60.0% 140 4 149 Education College - Muthanna 7 28 20.0% 80.0% 35 409 459 47.1% 52.9% 868 Medicine College 15 30 33.3% 66.7% 45 138 137 50.2% 49.8% 275 Physical Education College 4 14 22.2% 77.8% 18 26 300 8.0% 92.0% 326 Science College 12 17 40.4% 59.6% 29 222 77 74.2% 25.8% 299 Science College for Girls - Muthanna 17 15 54.1% 45.9% 32 143 16 89.9% 10.1% 159 Veterinary Medicine College 37 23 61.7% 38.3% 60 121 257 32.0% 68.0% 378

Total 188 313 37.6% 62.4% 501 5403 4200 56.3% 43.7% 9 603 Diyala Education College 45 64 41.3% 58.7% 109 2231 2013 52.6% 47.4% 4 244 Engineering College 6 22 21.4% 78.6% 28 112 384 22.6% 77.4% 496 Law College 3 17 15.0% 85.0% 20 45 256 15.0% 85.0% 301 Physical Education College 18 25 40.8% 59.2% 43 377 107 77.9% 22.1% 484 Science College 18 17 51.1% 48.9% 35 322 51 86.3% 13.7% 373 Teachers College 14 34 28.9% 71.1% 48 1 213

Total 103 180 36.5% 63.5% 283 3722 3389 52.3% 47.7% 7 111 Islamic University Arabic Languages & Quran Studies College 0 25 0.0% 100.0% 25 0 439 0.0% 100.0% 439 Islamic Thinking & Creed College 0 17 0.0% 100.0% 17 0 439 0.0% 100.0% 439 Jurisprudence College 0 23 0.0% 100.0% 23 0 559 0.0% 100.0% 559

Total 0 65 0.0% 100.0% 65 0 1437 0.0% 100.0% 1 437 Iraqi Commission for Computers & Informatics

RS - Informatic Institute for Postgraduate Studies 10 26 27.8% 72.2% 36 100 300 25.0% 75.0% 400

Total 10 26 27.8% 72.2% 36 100 300 25.0% 75.0% 400 Kerbala Administration & Economics College 2 35 5.0% 95.0% 37 663 628 51.4% 48.6% 1 291 Education College 9 10 47.4% 52.6% 19 368 167 68.8% 31.2% 535 Law College 2 14 12.5% 87.5% 16 108 133 44.8% 55.2% 241 Science College 13 33 28.3% 71.7% 46 322 128 71.5% 28.5% 450

Total 26 92 21.9% 78.1% 118 1461 1056 58.1% 41.9% 2 517 Kirkuk Education College 33 227 Law College 34 1 300 Nursing College 7 46 Science College 10 80

Total 84 1 653 Kufa Administration & Economics College 41 1 688 Agriculture College 28 370 Arts College 70 1 955 Engineering College 65 1 411 Medicine College 100 610 Pharmacy College 22 343 Science College 54 900

Total 380 7 277 Mosul Administration & Economics College 42 63 40.0% 60.0% 105 715 2049 25.9% 74.1% 2 764 Agriculture College 36 184 16.2% 83.8% 220 186 674 21.6% 78.4% 860 Arts College 66 142 31.7% 68.3% 208 757 1152 39.7% 60.3% 1 909 Computers & Mathematics College 72 54 57.1% 42.9% 126 765 748 50.6% 49.4% 1 513 Dentistry College 50 57 46.8% 53.2% 107 182 365 33.3% 66.7% 547 Education College 125 199 38.7% 61.3% 324 2516 2588 49.3% 50.7% 5 104 Engineering College 94 202 31.8% 68.2% 296 299 1662 15.2% 84.8% 1 961 Law College 38 27 58.3% 41.7% 65 312 1745 15.2% 84.8% 2 057 Medicine College 1 94 177 34.7% 65.3% 271 1658 4114 28.7% 71.3% 5 772

74

Medicine College 2 5 9 35.7% 64.3% 14 33 49 40.2% 59.8% 82 Nursing College 19 12 61.3% 38.7% 31 20 280 6.7% 93.3% 300 Pharmacy College 41 49 45.6% 54.4% 90 206 319 39.2% 60.8% 525 Physical Education College 7 15 31.8% 68.2% 22 10 433 2.3% 97.7% 443 RS - Agriculture Research Center RS - Dams & Water Resources Research Center 2 30 6.3% 93.8% 32 RS - Economical Research Center RS - Environment Research Center RS - Mosul Studies Center 10 12 45.5% 54.5% 22 RS - Remote Sensing Center 1 12 7.7% 92.3% 13 7 7 50.0% 50.0% 14 RS - Turkish Studies Center 10 24 29.4% 70.6% 34 Science College 162 171 48.7% 51.3% 333 860 474 64.5% 35.5% 1 334 Teachers College 89 0 1247 0.0% 100.0% 1 247 Veterinary Medicine College 46 73 38.7% 61.3% 119 145 389 27.1% 72.9% 534

Total 1027 1494 40.8% 59.2% 2 521 8 671 18 295 32.2% 67.8% 26 966 Mustansirya Administration & Economics College 56 60 48.3% 51.7% 116 2710 3307 45.0% 55.0% 6 017 Arts College 71 77 47.8% 52.2% 148 5 033 Dentistry College 15 13 53.6% 46.4% 28 98 136 41.9% 58.1% 234 Education College 217 5 639 Engineering College 55 112 32.9% 67.1% 167 1181 2742 30.1% 69.9% 3 923 Law College 8 23 27.3% 72.7% 31 1 510 Medicine College 65 138 32.0% 68.0% 203 1432 1496 48.9% 51.1% 2 928 Pharmacy College 21 10 67.7% 32.3% 31 96 125 43.4% 56.6% 221 RS - Arab Homeland Center RS - Center for Teaching Arabic to Foreigners 34 55 65 45.6% 54.4% 120 RS - Diabetes Center 2 8 20.0% 80.0% 10 RS - Hematology Center 6 8 42.9% 57.1% 14 RS - Higher Institute for Political & International Studies Science College 146 105 58.2% 41.8% 251 2124 2357 47.4% 52.6% 4 481 Teachers College 71 85 45.5% 54.5% 156 1935 1282 60.1% 39.9% 3 217

Total 628 778 44.7% 55.3% 1 406 15179 18144 45.6% 54.4% 33 323 Salah Al-Din Administration & Economics College 23 38 37.7% 62.3% 61 632 637 49.8% 50.2% 1 269 Agriculture College 21 49 30.0% 70.0% 70 187 327 36.4% 63.6% 514 Arts College 45 98 31.5% 68.5% 143 1102 1377 44.5% 55.5% 2 479 Dentistry College 11 19 36.4% 63.6% 30 84 105 44.7% 55.3% 189 Education College 48 117 29.1% 70.9% 165 744 864 46.2% 53.8% 1 608 Engineering College 22 65 25.3% 74.7% 87 458 779 37.0% 63.0% 1 237 Law College 11 17 37.8% 62.2% 28 202 395 33.8% 66.2% 597 Law/ Evening College 1 8 11.1% 88.9% 9 200 217 48.0% 52.0% 417 Medicine College 29 73 28.9% 71.1% 102 281 448 38.5% 61.5% 729 Nursing College 5 3 61.5% 38.5% 8 95 Pharmacy College 18 26 41.7% 58.3% 44 97 126 43.5% 56.5% 223 Physical Education College 7 34 17.1% 82.9% 41 131 204 39.1% 60.9% 335 Science College 48 86 35.8% 64.2% 134 442 536 45.2% 54.8% 978 Sharia College 1 13 7.1% 92.9% 14 98 245 28.6% 71.4% 343 Teachers College 6 10 35.7% 64.3% 16 124 128 49.1% 50.9% 252

Total 296 656 31.1% 68.9% 952 4822 6443 42.8% 57.2% 11 265 Sulaymaniyah Administration & Economics College 36 820 Agriculture College 48 562 Commerce College 48 782

75

Dentistry College 26 152 Education College 31 364 Engineering College 33 495 Fine Arts College 19 123 Humanitarian Sciences College 27 939 Languages College 51 812 Law College 22 765 Law/ Evening College Medicine College 55 608 Nursing College 12 45 Physical Education College 23 213 Science College 91 923 Sharia & Law College 7 52 Teachers College 9 250 Veterinary Medicine College 28 150

Total 566 8 055 Technology Al Rasheed College 0 226 0.0% 100.0% 226 0 1389 0.0% 100.0% 1 389 Applied Science College 38 41 48.1% 51.9% 79 441 425 50.9% 49.1% 866 Architecture College 38 26 59.4% 40.6% 64 158 250 38.8% 61.2% 408 Building & Constructions College 135 2 358 Chemical College 22 21 51.2% 48.8% 43 408 856 32.3% 67.7% 1 264 Computer Science College 34 13 72.3% 27.7% 47 431 407 51.4% 48.6% 838 Control & Computer Engineering College 40 34 54.5% 45.5% 74 327 594 35.5% 64.5% 921 Electrical & Electronics Engineering College 24 43 36.4% 63.6% 67 217 1258 14.7% 85.3% 1 475 Materials College 9 15 37.5% 62.5% 24 165 259 38.9% 61.1% 424 Mechanical College 41 86 32.6% 67.4% 127 109 1879 5.5% 94.5% 1 988 Metallurgy & Production College 36 46 43.9% 56.1% 82 1 194 RS - Continuous Learning Center Software College 26 15 64.0% 36.0% 41 307 307 50.0% 50.0% 613 Technical Education College 55 42 56.3% 43.8% 97 1 784

Total 414 692 37.5% 62.5% 1 106 3 905 11 617 25.2% 74.8% 15 522 Thi-Qar Arts College 10 36 21.7% 78.3% 46 543 250 68.5% 31.5% 793 Education College 35 73 32.4% 67.6% 108 1413 1286 52.4% 47.6% 2 699 Engineering College Science College 24 42 36.4% 63.6% 66 321 105 75.4% 24.6% 426

Total 69 151 31.4% 68.6% 220 2 277 1 641 58.1% 41.9% 3 918 Tikrit Administration & Economics College 0 26 0.0% 100.0% 26 388 Agriculture College 11 76 12.6% 87.4% 87 91 217 29.5% 70.5% 308 Education College 34 97 26.1% 73.9% 131 523 846 38.2% 61.8% 1 369 Education College - Samarra 5 33 13.2% 86.8% 38 133 162 45.1% 54.9% 295 Education College for Girls - Samarra 18 61 23.3% 76.7% 79 511 0 100.0% 0.0% 511 Engineering College 8 57 12.3% 87.7% 65 119 533 18.3% 81.7% 652 Law College 17 1 92.9% 7.1% 18 93 45 67.4% 32.6% 138 Medicine College 33 50 39.8% 60.2% 83 181 294 38.2% 61.8% 475 Pharmacy College 4 11 27.3% 72.7% 15 31 53 36.9% 63.1% 84 Science College 7 26 21.2% 78.8% 33 252 144 63.6% 36.4% 396 Science College for Girls 2 5 28.6% 71.4% 7 44 0 100.0% 0.0% 44

Total 139 443 24.0% 76.0% 582 2158 2502 46.3% 53.7% 4 660 Wassit Administration & Economics College 2 16 11.1% 88.9% 18 267 331 44.6% 55.4% 598 Education College 7 66 10.0% 90.0% 73 1340 1761 43.2% 56.8% 3 101

76

Science College 4 13 23.5% 76.5% 17 199 113 63.8% 36.2% 312 Total 13 95 12.3% 87.7% 108 1806 2205 45.0% 55.0% 4 011

77

2. Teacher/Student Ratio for Universities and Colleges

University Name College Name Teaching Staff Students Teacher/Student

Ratio TOTAL IRAQ 16304 251175 15.3

Al Nahrain Informatic Technology College 3 24 8.0 Engineering College 38 493 13.0 Law College 20 152 7.6 Medicine College 127 371 2.9 Political Science College 13 133 10.2 Science College 36 395 11.0 RS - International Law Studies Center

Total 237 1568 6.6 Anbar Administration & Economics College 10 346 34.6 Agriculture College 59 535 9.1 Arts College 48 320 6.7 Computers & Mathematics College 15 506 33.7 Dentistry College 27 354 13.1 Education College 100 1608 16.1 Education College for Girls 95 975 10.3 Engineering College 35 1215 34.7 Law College 25 266 10.6 Medicine College 74 605 8.2 Science College 74 492 6.6

Total 562 7222 12.9 Babylon Dentistry College 27 92 3.4 Education College 78 2963 38.0 Engineering College 118 2135 18.1 Fine Arts College 68 1200 17.6 Law College 120 1487 12.4 Medicine College 198 2562 12.9 Physical Education College 30 761 25.4 Science College 125 1690 13.5 Science College for Girls 16 100 6.3 Teachers College 46 573 12.5 Technical Education College

Total 826 13563 16.4 Baghdad Administration & Economics College 136 6035 44.4 Agriculture College 330 2619 7.9 Arts College 197 5453 27.7 Dentistry College 263 1565 6.0 Education College for Girls 242 3300 13.6 Education College Ibn Al-Haitham 378 6800 18.0 Education College Ibn Rushed 222 6934 31.2 Engineering College 1 275 3298 12.0 Engineering College 2 43 231 5.4 Fine Arts College 196 2125 10.8 Islamic Knowledge College 83 4625 55.7 Languages College 113 6510 57.6 Law College 25 1150 46.0 Mass Communication College 38 1466 38.6 Medicine College 223 2077 9.3 Medicine College Al-Kindi 104 248 2.4 Nursing College 74 574 7.8 Pharmacy College 78 1700 21.8 Physical Education College 153 1443 9.4 Physical Education College for Girls 58 400 6.9 Political Science College 56 2081 37.2 Science College 359 3541 9.9 Science College for Girls 106 343 3.2 Veterinary Medicine College 138 2158 15.6 RS - Embryology Research Center 18 36 RS - Genetic Engineering & Biotechnology Institute 12 52 RS - Postgraduate Institute for Laser Studies 18 73 RS - Postgraduates Institute for Accounting & Financial Studies 30 64 RS - Urban & Regional Planning Postgraduate Institute 15 101

Total 3983 67002 18.3 Basrah Administration & Economics College 2300 Agriculture College 181 691 3.8 Arts College 3478 Education College 270 4952 18.3 Education for Girls College Engineering College 144 3188 22.1 Fine Arts College 39 342 8.8 Law College 71 1150 16.2

78

Medicine College 199 924 4.6 Pharmacy College 109 291 2.7 Physical Education College 317 Science College 359 2947 8.2 Teachers College - Missan Veterinary Medicine College 32 236 7.4 RS - Date Palm Research Center 14 RS - Gulf studies RS - Historical Studies 150 RS - Iranian studies RS - Marine Science Center 45 RS - Polymer Research Center 28

Total 1491 20966 10.5 Dahuk Administration & Economics College 24 299 12.5 Agriculture College 56 439 7.8 Arts College 55 879 16.0 Education College 87 527 6.1 Engineering College 27 307 11.4 Law & Politics College 7 147 21.0 Science College 27 367 13.6 Sharia & Quran College 14 142 10.1 Veterinary Medicine College 13 242 18.6

Total 310 3349 10.8 Diwaniyah Administration & Economics College 56 2113 37.7 Arts College 86 1036 12.0 Education College 140 4149 29.6 Education College - Muthanna 35 868 24.8 Medicine College 45 275 6.1 Physical Education College 18 326 18.1 Science College 29 299 10.3 Science College for Girls - Muthanna 32 159 5.0 Veterinary Medicine College 60 378 6.3

Total 501 9603 19.2 Diyala Education College 109 4244 38.9 Engineering College 28 496 17.7 Law College 20 301 15.1 Physical Education College 43 484 11.3 Science College 35 373 10.7 Teachers College 48 1213 25.3

Total 283 7111 25.1 Islamic University Arabic Languages & Quran Studies College 25 439 17.6 Islamic Thinking & Creed College 17 439 25.8 Jurisprudence College 23 559 24.3

Total 65 1437 22.1 Iraqi Commission for Computers & Informatics RS - Informatic Institute for Postgraduate Studies 36 400

Total 36 400 * Kerbala Administration & Economics College 37 1291 34.9 Education College 19 535 28.2 Law College 16 241 15.1 Science College 46 450 9.8

Total 118 2517 21.3 Kirkuk Education College 33 227 6.9 Law College 34 1300 38.2 Nursing College 7 46 6.6 Science College 10 80 8.0

Total 84 1653 19.7 Kufa Medicine College 100 610 6.1 Pharmacy College 22 343 15.6 Science College 54 900 16.7 Administration & Economics College 41 1688 41.2 Agriculture College 28 370 13.2 Arts College 70 1955 27.9 Engineering College 65 1411 21.7

Total 380 7277 19.2 Mosul Administration & Economics College 105 2764 26.3 Agriculture College 220 860 3.9 Arts College 208 1909 9.2 Computers & Mathematics College 126 1513 12.0 Dentistry College 107 547 5.1 Education College 324 5104 15.8 Engineering College 296 1961 6.6 Law College 65 2057 31.6 Medicine College 1 271 5772 21.3 Medicine College 2 14 82 5.9 Nursing College 31 300 9.7 Pharmacy College 90 525 5.8

79

Physical Education College 22 443 20.1 Science College 333 1334 4.0 Teachers College 89 1247 14.0 Veterinary Medicine College 119 534 4.5 RS - Agriculture Research Center RS - Dams & Water Resources Research Center 32 RS - Economical Research Center RS - Environment Research Center RS - Mosul Studies Center 22 RS - Remote Sensing Center 13 14 RS - Turkish Studies Center 34

Total 2521 26966 11.1 Mustansirya Administration & Economics College 116 6017 51.9 Arts College 148 5033 34.0 Dentistry College 28 234 8.4 Education College 217 5639 26.0 Engineering College 167 3923 23.5 Law College 31 1510 48.7 Medicine College 203 2928 14.4 Pharmacy College 31 221 7.1 Science College 251 4481 17.9 Teachers College 156 3217 20.6 RS - Arab Homeland Center RS - Center for Teaching Arabic to Foreigners 34 120 RS - Diabetes Center 10 RS - Hematology Center 14 RS - Higher Institute for Political & International Studies

Total 1406 33323 24.6 Salah Al-Din Administration & Economics College 61 1269 20.8 Agriculture College 70 514 7.3 Arts College 143 2479 17.3 Dentistry College 30 189 6.3 Education College 165 1608 9.7 Engineering College 87 1237 14.2 Law College 28 597 21.3 Law/ Evening College 9 417 46.3 Medicine College 102 729 7.1 Nursing College 8 95 11.9 Pharmacy College 44 223 5.1 Physical Education College 41 335 8.2 Science College 134 978 7.3 Sharia College 14 343 24.5 Teachers College 16 252 15.8

Total 952 11265 11.8 Sulaymaniyah Administration & Economics College 36 820 22.8 Agriculture College 48 562 11.7 Commerce College 48 782 16.3 Dentistry College 26 152 5.8 Education College 31 364 11.7 Engineering College 33 495 15.0 Fine Arts College 19 123 6.5 Humanitarian Sciences College 27 939 34.8 Languages College 51 812 15.9 Law College 22 765 34.8 Law/ Evening College Medicine College 55 608 11.1 Nursing College 12 45 3.8 Physical Education College 23 213 9.3 Science College 91 923 10.1 Sharia & Law College 7 52 7.4 Teachers College 9 250 27.8 Veterinary Medicine College 28 150 5.4

Total 566 8055 14.2 Technology Al Rasheed College 226 1389 6.1 Applied Science College 79 866 11.0 Architecture College 64 408 6.4 Building & Constructions College 135 2358 17.5 Chemical College 43 1264 29.4 Computer Science College 47 838 17.8 Control & Computer Engineering College 74 921 12.4 Electrical & Electronics Engineering College 67 1475 22.0 Materials College 24 424 17.7 Mechanical College 127 1988 15.7 Metallurgy & Production College 82 1194 14.6 Software College 41 613 15.0 Technical Education College 97 1784 18.4 RS - Continuous Learning Center

80

Total 1106 15522 14.0 Thi-Qar Arts College 46 793 17.2 Education College 108 2699 25.0 Engineering College Science College 66 426 6.5

Total 154 3492 22.7 Tikrit Administration & Economics College 26 388 14.9 Agriculture College 87 308 3.5 Education College 131 1369 10.5 Education College - Samarra 38 295 7.8 Education College for Girls - Samarra 79 511 6.5 Engineering College 65 652 10.0 Law College 18 138 7.7 Medicine College 83 475 5.7 Pharmacy College 15 84 5.6 Science College 33 396 12.0 Science College for Girls 7 44 6.3

Total 582 4660 8.0 Wassit Administration & Economics College 18 598 33.2 Education College 73 3101 42.5 Science College 17 312 18.4

Total 108 4011 37.1 TOTAL IRAQ 16304 251175 15.3

• Numbers in italic are approximations based on statistical methods due to lack of data • Teaching staff and student numbers are not included in ratio calculations for Research

Centers (RS)

81

3. University, Year of Foundation and Number of Colleges

Governorate/City of Location Name of University Year of Foundation

Number ofColleges

Number of Institutes / Research Centers

Anbar/Ramadi Anbar 1987 11 - Babylon/Hilla Babylon 1988 11 2 Baghdad/Baghdad Al-Nahrain 1988 6 1 Baghdad/Baghdad Baghdad 1960 24 5 Baghdad/Baghdad Commission for Computers

and Informatics 1972 1 1

Baghdad/Baghdad Islamic Studies 1989 3 - Baghdad/Baghdad Mustansirya 1963 10 5 Baghdad/Baghdad Technology 1960 13 1 Basrah/Garmat Ali Basrah 1967 14 6 Dahuk/Dahuk Dahuk 1992 9 - Diyala / Ba'qubah Diyala 1995 6 - Erbil/Erbil Salah al-Din 1981 15 - Kerbala / Kerbala Kerbala 1987 4 - Missan - - - - Muthanna - - - - Najaf/Najaf Kufa 1987 7 - Ninewa/Mosul Mosul 1963 18 7 Qadissiya/Diwaniyah Diwaniyah 1987 9 - Salah al-Din /Tikrit Tikrit 1988 11 - Sulaymaniyah/Sulaymaniyah Sulaymaniyah 1968 18 - Tameem/Kirkuk Kirkuk 2002 4 - Thi-Qar/Nassriya Thi-Qar 2002 4 - Wassit/Al-Kut Wassit 2003 3 -

Total 201 28

82

4. Qualifications of University Teaching Staff

University Name Faculty Total

FacultyFemaleTotal

FacultyMale Total

Ph.D Female

Ph.DMale

Ph.DTotal

Ph.D%

MastersFemale

MastersMale

MastersTotal

Masters%

BachelorFemale

BachelorMale

BachelorTotal

Bachelor %

Anbar 800 216 584 9 183 192 24.0% 36 223 259 32.4% 171 178 349 43.6% Babylon 882 343 539 11 177 188 21.3% 110 198 308 34.9% 222 164 386 43.8% Baghdad 3962 2004 1958 390 1127 1517 38.3% 948 621 1569 39.6% 666 210 876 22.1% Basrah 1898 888 1010 66 257 323 17.0% 303 428 731 38.5% 519 325 844 44.5% Diyala 442 189 253 15 94 109 24.7% 63 87 150 33.9% 111 72 183 41.4% Diwaniyah 658 294 364 5 58 63 9.6% 83 182 265 40.3% 206 124 330 50.2% Dahuk 277 Islamic University 36 0 36 0 11 11 30.6% 0 25 25 69.4% 0 0 0 0.0% Kerbala 264 138 126 1 16 17 6.4% 23 61 84 31.8% 114 49 163 61.7% Kirkuk 60 Kufa 410 Mosul 2935 1148 1787 163 778 941 32.1% 608 757 1365 46.5% 377 252 629 21.4% Mustansirya 1584 853 731 143 358 501 31.6% 331 252 583 36.8% 379 121 500 31.6% Salah Al-Din 1427 596 831 21 219 240 16.8% 207 353 560 39.2% 368 259 627 43.9% Technology 1267 543 724 45 225 270 21.3% 227 328 555 43.8% 271 171 442 34.9% Thi-Qar 227 89 138 6 17 23 10.1% 24 82 106 46.7% 59 39 98 43.2% Tikrit 1084 330 754 45 334 379 35.0% 92 194 286 26.4% 193 226 419 38.7% Wassit 99 22 77 0 40 40 40.4% 7 30 37 37.4% 15 7 22 22.2% Al Nahrain 275 106 169 44 159 203 73.8% 21 8 29 10.5% 41 2 43 15.6% Sulaymaniyah 489 Iraqi Commission for Computers & Informatics

36 10 26 1 18 19 52.8% 3 5 8 22.2% 6 3 9 25.0%

Total2 19112 8 306 10 806 1 032 4 352 5 384 28.2% 3 299 4 099 7 398 38.7% 3 975 2 354 6 329 33.1%

2 The totals are estimated values due to data gaps

83

5. Field of Study in Universities

Department Name College Name University Name Administration & Economics College Baghdad Administration & Economics College Diwaniyah Administration & Economics College Diwaniyah Administration & Economics College Kufa Administration & Economics College Mosul Administration & Economics College Mustansirya Administration & Economics College Salah Al-Din Administration & Economics College Sulaymaniyah Administration & Economics College Tikrit

Accounting

Commerce College Sulaymaniyah Administration & Economics College Dahuk Administration & Economics College Diwaniyah Administration & Economics College Kerbala Administration & Economics College Salah Al-Din

Administration

Administration & Economics College Sulaymaniyah Aeronautics Engineering Engineering College 1 Baghdad

Agriculture College Baghdad Agricultural Economy Agriculture College Mosul Agriculture College Baghdad Agricultural Extension Agriculture College Mosul Agriculture College Baghdad Agricultural Machinery Agriculture College Mosul Agriculture College Anbar Agronomy Agriculture College Basrah Sharia & Quran College Dahuk Al-Sharia Sharia College Salah Al-Din Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Basrah Medicine College Diwaniyah Medicine College Mustansirya Medicine College Sulaymaniyah Medicine College Tikrit Medicine College Al-Kindi Baghdad Veterinary Medicine College Baghdad Veterinary Medicine College Basrah Medicine College Baghdad Medicine College 1 Mosul Medicine College Kufa

Anatomy

Medicine College Salah Al-Din Agriculture College Anbar Agriculture College Baghdad Agriculture College Basrah Agriculture College Dahuk Agriculture College Mosul Agriculture College Salah Al-Din Agriculture College Sulaymaniyah

Animal Production

Agriculture College Tikrit Anthropology Arts College Mustansirya Applied Sciences Al Rasheed College Technology

Arts College Anbar Arts College Baghdad Arts College Diwaniyah Arts College Kufa Arts College Mosul Arts College Mustansirya Arts College Salah Al-Din Arts College Thi-Qar Education College Anbar Education College Babylon Education College Basrah Education College Diwaniyah Education College Diyala Education College Kirkuk Education College Mosul Education College Salah Al-Din Education College Sulaymaniyah Education College Thi-Qar Education College Tikrit

Arabic

Education College Wassit

84

Education College - Samarra Tikrit Education College for Girls Anbar Education College for Girls Baghdad Education College for Girls - Samarra Tikrit Education College Ibn Rushed Baghdad Languages College Sulaymaniyah Teachers College Babylon Teachers College Diyala Teachers College Mosul

Teachers College Mustansirya Arts College Baghdad Arts College Diwaniyah Arts College Mosul

Archaeology

Arts College Salah Al-Din Engineering College Sulaymaniyah Engineering College Salah Al-Din Engineering College 1 Baghdad Engineering College Al Nahrain Engineering College Mosul

Architecture

Engineering College Basrah Artificial Intelligence Science of Computer College Technology

Teachers College Mustansirya Fine Arts College Baghdad

Arts Education

Teachers College Diyala Astronomy Science College Baghdad Atmospheric Science Science College Mustansirya Audio Visual Arts Fine Arts College Baghdad Basic Education Teachers College Diyala Basic Medical Nursing Nursing College Baghdad Basic Nursing Nursing College Mosul

Agriculture College Anbar Dentistry College Babylon Agriculture College Baghdad Agriculture College Mosul Dentistry College Anbar Dentistry College Baghdad

Basic Sciences

Dentistry College Salah Al-Din Biochemical Engineering Engineering College 2 Baghdad

Medicine College Al Nahrain Medicine College Babylon Medicine College Baghdad Medicine College Basrah Medicine College Kufa Medicine College Mustansirya Medicine College Tikrit

Biochemistry

Medicine College Al-Kindi Baghdad Biochemistry & Chemistry Medicine College 1 Mosul Biochemistry & Pharmacology Medicine College Salah Al-Din

Education College Anbar Education College Basrah Education College Dahuk Education College Diwaniyah Education College Diyala Education College Kerbala Education College Mosul Education College Thi-Qar Education College Tikrit Education College - Samarra Tikrit Education College for Girls Anbar Education College for Girls - Samarra Tikrit Education College Ibn Al-Haitham Baghdad Science College Anbar Science College Babylon Science College Baghdad Science College Basrah Science College Dahuk Science College Diwaniyah Science College Diyala Science College Kerbala Science College Kufa Science College Mosul Science College Mustansirya Science College Salah Al-Din Science College Sulaymaniyah Science College Thi-Qar Science College Wassit

Biology

Science College for Girls Babylon

85

Science College for Girls Baghdad Science College for Girls Tikrit

Science College for Girls - Muthanna Diwaniyah Biology & Biotechnology Science College Tikrit Biomedical Engineering Engineering College 2 Baghdad

Science College Al Nahrain Biotechnology Science College Baghdad

Broadcasting & TV. Mass Communication College Baghdad Building & Construction Engineering College Sulaymaniyah Business & Management Administration & Economics College Baghdad

Administration & Economics College Kufa Administration & Economics College Mosul Administration & Economics College Mustansirya

Business Administration

Administration & Economics College Tikrit Calligraphy & Design Fine Arts College Baghdad

Technical Education College Babylon Ceramics Fine Arts College Babylon Al Rasheed College Technology Chemical College Technology Engineering College Al Nahrain Engineering College Basrah Engineering College Salah Al-Din Engineering College Tikrit

Chemical Engineering

Engineering College 1 Baghdad Education College Anbar Education College Basrah Education College Dahuk Education College Diwaniyah Education College Diyala Education College Mosul Education College Salah Al-Din Education College Tikrit Education College for Girls Anbar Education College for Girls - Samarra Tikrit Education College Ibn Al-Haitham Baghdad Medicine College Diwaniyah Science College Anbar Science College Babylon Science College Baghdad Science College Basrah Science College Dahuk Science College Diyala Science College Kerbala Science College Kufa Science College Mosul Science College Mustansirya Science College Salah Al-Din Science College Sulaymaniyah Science College Thi-Qar Science College Tikrit Science College for Girls Baghdad Science College for Girls Tikrit

Chemistry

Science College for Girls - Muthanna Diwaniyah Chemistry & Pharmacognacy Pharmacy College Basrah

Al Rasheed College Technology Engineering College Al Nahrain Engineering College Anbar Engineering College Babylon Engineering College Basrah Engineering College Dahuk Engineering College Kufa Engineering College Mosul Engineering College Mustansirya Engineering College Salah Al-Din Engineering College Tikrit

Civil Engineering

Engineering College 1 Baghdad Clinical Laboratory Studies Pharmacy College Baghdad Clinical Medicine Veterinary Medicine College Dahuk Clinical Nursing Nursing College Mosul Clinical Pharmacy Pharmacy College Baghdad

Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Basrah Medicine College Kufa

Community Health

Medicine College Mustansirya

86

Medicine College Sulaymaniyah Medicine College Tikrit Medicine College 1 Mosul

Veterinary Medicine College Baghdad Community Nursing Nursing College Baghdad Computer Teachers College Sulaymaniyah Computer Science Education College Ibn Al-Haitham Baghdad

Al Rasheed College Technology Computer Control College Technology Engineering College Al Nahrain Engineering College Basrah Engineering College Mosul Engineering College Mustansirya

Computer Engineering

Engineering College 1 Baghdad Computers & Mathematics College Anbar Computers & Mathematics College Mosul Education College Basrah Education College Dahuk Education College Diyala Education College Salah Al-Din Education College Thi-Qar Education College for Girls Anbar Education College for Girls Baghdad Science College Al Nahrain Science College Babylon Science College Baghdad Science College Basrah Science College Dahuk Science College Diwaniyah Science College Diyala Science College Kerbala Science College Kirkuk Science College Mustansirya Science College Thi-Qar Science College Tikrit Science College for Girls Babylon Science College for Girls Baghdad Science of Computer College Technology Teachers College Diyala Education College Mosul

Computer Science

Science College Sulaymaniyah Dentistry College Sulaymaniyah Dentistry College Babylon Dentistry College Baghdad Dentistry College Anbar Dentistry College Mosul

Conservative Dentistry

Dentistry College Salah Al-Din Control Engineering Computer Control College Technology Cooperation Administration & Economics College Kufa Counselling Education College Basrah Criminal Law Law College Baghdad Cuneiforms Arts College Mosul Dams & Water Resources Engineering Engineering College Anbar Dental Basic Science Dentistry College Mosul Desert Studies Agriculture College Anbar Designing Fine Arts College Baghdad Domestic Arts Technical Education College Babylon Domestic Education Teachers College Mustansirya Drama Education Fine Arts College Babylon

Administration & Economics College Anbar Administration & Economics College Baghdad Administration & Economics College Dahuk Administration & Economics College Diwaniyah Administration & Economics College Kerbala Administration & Economics College Kufa Administration & Economics College Mosul Administration & Economics College Mustansirya Administration & Economics College Salah Al-Din Administration & Economics College Sulaymaniyah

Economics

Administration & Economics College Tikrit Economy Commerce College Sulaymaniyah

Education College Diyala Education Education College Ibn Al-Haitham Baghdad Education College Basrah Education College for Girls Anbar Education College for Girls - Samarra Tikrit

Educational & Psychological Sciences

Teachers College Babylon

87

Education College Anbar Education College Wassit Al Rasheed College Technology Education Technology Technology Engineering College Babylon Engineering College Basrah Engineering College Kufa Engineering College Mosul Engineering College Mustansirya Engineering College Salah Al-Din Engineering College Sulaymaniyah Engineering College Tikrit

Electrical Engineering

Engineering College 1 Baghdad Electronics Engineering College Diyala

Engineering College Al Nahrain Electronics & Communication Engineering Engineering College 1 Baghdad Education College Ibn Rushed Baghdad Arts College Anbar Arts College Baghdad Arts College Dahuk Arts College Kufa Arts College Mosul Arts College Mustansirya Arts College Salah Al-Din Education College Anbar Education College Babylon Education College Basrah Education College Dahuk Education College Diwaniyah Education College Diyala Education College Kirkuk Education College Mosul Education College Salah Al-Din Education College Sulaymaniyah Education College Thi-Qar Education College Tikrit Education College Wassit Education College for Girls Anbar Education College for Girls Baghdad Education College for Girls - Samarra Tikrit Languages College Baghdad Languages College Sulaymaniyah Teachers College Babylon Teachers College Diyala Teachers College Mosul Teachers College Mustansirya Teachers College Salah Al-Din

English

Teachers College Sulaymaniyah English - Evening Arts College Dahuk Environment Unit Science College Diwaniyah

Engineering College Mustansirya Environmental Engineering Engineering College 1 Baghdad

Essential Medical Science Nursing College Kirkuk Agriculture College Baghdad Agriculture College Mosul

Field Crops

Agriculture College Sulaymaniyah Finances Administration & Economics College Kerbala Finances & Banking Administration & Economics College Mosul Fine & Domestic Arts Fine Arts College Babylon First Class Teacher Teachers College Mustansirya Fisheries Agriculture College Basrah Food Science Agriculture College Mosul Food Science & Biotechnology Agriculture College Baghdad Food Science & Technology Agriculture College Basrah

Agriculture College Salah Al-Din Food Technology Agriculture College Tikrit Agriculture College Dahuk Forestry Agriculture College Mosul Arts College Mosul Arts College Mustansirya

French

Languages College Baghdad Fundamental Nursing Nursing College Baghdad General Fine Arts College Sulaymaniyah General - First stage Teachers College Babylon General Administration Administration & Economics College Baghdad

Teachers College Babylon General Sciences Teachers College Diyala

88

Teachers College Mosul Arts College Anbar Arts College Baghdad Arts College Diwaniyah Arts College Kufa Arts College Salah Al-Din Education College Anbar Education College Babylon Education College Basrah Education College Diyala Education College Mosul Education College Tikrit Education College Wassit Education College for Girls Anbar Education College for Girls Baghdad Education College Ibn Rushed Baghdad

Geography

Humanitarian Sciences College Sulaymaniyah Science College Baghdad Science College Basrah Science College Mosul Science College Salah Al-Din

Geology

Science College Sulaymaniyah German Languages College Baghdad

Medicine College Al Nahrain Medicine College Salah Al-Din

Gynaecology & Obstetrics

Medicine College Sulaymaniyah Medicine College Babylon Medicine College Baghdad Medicine College Kufa Medicine College Mustansirya Medicine College 1 Mosul

Gynaecology

Medicine College Al-Kindi Baghdad Hebrew Languages College Baghdad Higher Studies Teachers College Mustansirya Highway & Transport Engineering Engineering College Mustansirya

Arts College Anbar Arts College Baghdad Arts College Dahuk Arts College Kufa Arts College Mosul Arts College Salah Al-Din Arts College Thi-Qar Education College Anbar Education College Babylon Education College Basrah Education College Dahuk Education College Diwaniyah Education College Diyala Education College Kirkuk Education College Mosul Education College Sulaymaniyah Education College Thi-Qar Education College Tikrit Education College Wassit Education College - Samarra Tikrit Education College for Girls Anbar Education College for Girls Baghdad Education College for Girls - Samarra Tikrit Education College Ibn Rushed Baghdad Teachers College Sulaymaniyah

History

Humanitarian Sciences College Sulaymaniyah Holy Quran & Islamic Education Education College Mosul Home Economy Education College for Girls Baghdad

Physical Education College Babylon Physical Education College Baghdad

Individual Games

Physical Education College Diyala Administration & Economics College Baghdad Industrial Administration Administration & Economics College Mosul Engineering College 2 Baghdad Industrial Engineering Metallurgy & Production College Technology

Informatics Administration Technology Administration & Economics College Baghdad Information Engineering Engineering College 2 Baghdad

Computers & Mathematics College Anbar Information System Science of Computer College Technology

Information Systems and Software Engineering

Informatic Institute for Postgraduate Studies

Iraqi Commission for Computers & Informatics

Information Technology Engineering College Diyala

89

Internal Medicine Medicine College Mustansirya International Economic Relations Political Science College Al Nahrain

Law College Baghdad International Law Law College Al Nahrain

International Politics Political Science College Al Nahrain International Studies Political Science College Baghdad Irrigation Engineering College Sulaymaniyah

Engineering College Mosul Irrigation & Drainage Engineering Engineering College 1 Baghdad

Islamic Education Teachers College Mustansirya Humanitarian Sciences College Sulaymaniyah Sharia & Quran College Dahuk

Islamic Studies

Sharia College Salah Al-Din Italian Languages College Baghdad

Humanitarian Sciences College Sulaymaniyah Journalism Mass Communication College Baghdad Education College for Girls Baghdad Kindergarten Teachers College Diyala Arts College Dahuk Arts College Salah Al-Din Education College Dahuk Education College Salah Al-Din Education College Sulaymaniyah

Kurdish

Languages College Sulaymaniyah Laser Engineering Engineering College Al Nahrain

Administration & Economics College Kufa Arts College Thi-Qar Education College Sulaymaniyah Law College Salah Al-Din

Law

Sharia & Law College Sulaymaniyah Law/ Evening Education College Sulaymaniyah Librarianship Arts College Mosul Machinery Agriculture College Basrah Management Engineering College Diyala Management Information System Administration & Economics College Mosul Marine Biology RS - Marine Science Center Basrah Marine Chemistry RS - Marine Science Center Basrah Marine Engineering Engineering College Basrah Marine Geology RS - Marine Science Center Basrah Marine Vertebrates RS - Marine Science Center Basrah Material Engineering Engineering College Basrah

Engineering College Babylon Materials Engineering Engineering College Mustansirya

Maternity Nursing Nursing College Baghdad Science College Diwaniyah Computers & Mathematics College Mosul Education College Anbar Education College Babylon Education College Basrah Education College Dahuk Education College Diwaniyah Education College Mosul Education College Salah Al-Din Education College Thi-Qar Education College Tikrit Education College for Girls - Samarra Tikrit Education College Ibn Al-Haitham Baghdad Science College Baghdad Science College Basrah Science College Dahuk Science College Diyala Science College Kirkuk Science College Kufa Science College Mustansirya Science College Salah Al-Din Science College Sulaymaniyah Science College Tikrit Science College for Girls Baghdad Teachers College Diyala Teachers College Mosul Teachers College Mustansirya Teachers College Salah Al-Din

Mathematics

Teachers College Sulaymaniyah Mathematics & Computer Applications Science College Al Nahrain

Al Rasheed College Technology Education Technology Technology

Mechanical Engineering

Engineering College Al Nahrain

90

Engineering College Anbar Engineering College Babylon Engineering College Basrah Engineering College Kufa Engineering College Mosul Engineering College Mustansirya Engineering College Salah Al-Din Engineering College Sulaymaniyah Engineering College Tikrit

Engineering College 1 Baghdad Mechatronic Engineering Engineering College 2 Baghdad Mechatronics Computer Control College Technology Medical Engineering Engineering College Al Nahrain

Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Kufa Medicine College Salah Al-Din Medicine College Sulaymaniyah Medicine College Tikrit Medicine College 1 Mosul Medicine College Al-Kindi Baghdad

Medicine

Veterinary Medicine College Basrah Metallurgical Engineering Metallurgy & Production College Technology Methods of Teaching - Quran Education College Ibn Rushed Baghdad

Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Basrah Medicine College Diwaniyah Medicine College Kufa Medicine College Mustansirya Medicine College Salah Al-Din Medicine College Sulaymaniyah Medicine College Tikrit Medicine College 1 Mosul Medicine College Al-Kindi Baghdad Veterinary Medicine College Baghdad

Microbiology

Veterinary Medicine College Basrah Fine Arts College Baghdad Music Fine Arts College Basrah

Nuclear Engineering Engineering College 1 Baghdad Nursing Nursing College Sulaymaniyah Oil & Gas Refining Engineering Chemical College Technology

Dentistry College Anbar Oral & Maxillofacial Surgery Dentistry College Mosul Dentistry College Baghdad Dentistry College Babylon

Oral Diagnosis

Dentistry College Salah Al-Din Oral Diagnosis & Pathology Dentistry College Anbar

Dentistry College Baghdad Dentistry College Salah Al-Din

Oral Surgery

Dentistry College Sulaymaniyah Dentistry College Anbar Orthodontics Dentistry College Babylon

P.O.P Dentistry College Salah Al-Din Dentistry College Anbar Paedodontics & Preventive Dentistry Dentistry College Mosul

Painting Fine Arts College Sulaymaniyah Parasitology Veterinary Medicine College Baghdad

Medicine College Basrah Veterinary Medicine College Baghdad Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Diwaniyah Medicine College Kufa Medicine College Mustansirya Medicine College Salah Al-Din Medicine College Tikrit Medicine College Al-Kindi Baghdad

Pathology

Veterinary Medicine College Basrah Pathology & Forensic Medicine Medicine College 1 Mosul Pediatric Nursing Nursing College Baghdad

91

Medicine College Basrah Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Kufa Medicine College Mustansirya Medicine College Salah Al-Din Medicine College Sulaymaniyah Medicine College Tikrit Medicine College 1 Mosul

Pediatrics

Medicine College Al-Kindi Baghdad Pedo-Prevention Dentistry College Baghdad

Dentistry College Baghdad Dentistry College Salah Al-Din Dentistry College Anbar

Periodontics

Dentistry College Babylon Arts College Salah Al-Din Persian Languages College Baghdad

Petroleum Engineering Engineering College 1 Baghdad Pharmaceutical Chemistry Pharmacy College Baghdad Pharmaceutical Sciences Pharmacy College Tikrit Pharmaceutics Pharmacy College Baghdad Pharmaceutics & Clinical Pharmacy Pharmacy College Basrah Pharmacognosy Pharmacy College Baghdad

Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Basrah Medicine College Kufa Medicine College Mustansirya Medicine College Sulaymaniyah Medicine College Tikrit Medicine College 1 Mosul

Pharmacology

Medicine College Al-Kindi Baghdad Pharmacology & Basic Sciences Pharmacy College Basrah Pharmacology & Toxicology Pharmacy College Baghdad

Arts College Baghdad Arts College Kufa Arts College Mosul

Philosophy

Arts College Mustansirya Education College Anbar Physical Education College Sulaymaniyah Teachers College Diyala Teachers College Mosul

Physical Education

Teachers College Mustansirya Physical Oceanography RS - Marine Science Center Basrah

Education College Anbar Education College Babylon Education College Basrah Education College Dahuk Education College Diwaniyah Education College Mosul Education College Salah Al-Din Education College Tikrit Education College Ibn Al-Haitham Baghdad Science College Al Nahrain Science College Anbar Science College Babylon Science College Baghdad Science College Basrah Science College Dahuk Science College Diyala Science College Kerbala Science College Kufa Science College Mosul Science College Mustansirya Science College Salah Al-Din Science College Sulaymaniyah Science College Thi-Qar Science College Wassit Science College for Girls Baghdad

Physics

Science College for Girls - Muthanna Diwaniyah Medicine College Al Nahrain Medicine College Anbar

Physiology

Medicine College Babylon

92

Medicine College Baghdad Medicine College Baghdad Medicine College Basrah Medicine College Basrah Medicine College Diwaniyah Medicine College Kufa Veterinary Medicine College Mustansirya Veterinary Medicine College Sulaymaniyah

Medicine College Tikrit Physiology & Biophysics Medicine College Salah Al-Din Physiology & Physics Medicine College 1 Mosul

Agriculture College Anbar Agriculture College Baghdad Agriculture College Basrah Agriculture College Dahuk Agriculture College Mosul Agriculture College Salah Al-Din Agriculture College Sulaymaniyah

Plant Production

Agriculture College Tikrit Plant Production & Garden Engineering Agriculture College Kufa

Agriculture College Baghdad Agriculture College Basrah Agriculture College Kufa Agriculture College Mosul

Plant Protection

Agriculture College Salah Al-Din Fine Arts College Babylon Fine Arts College Baghdad Fine Arts College Basrah

Plastic Arts

Technical Education College Babylon Political System Political Science College Baghdad Political Thoughts Political Science College Baghdad Politics Law College Salah Al-Din Pottery Fine Arts College Sulaymaniyah Power Technology Engineering College Diyala

Law College Al Nahrain Law College Baghdad

Private Law

Law College Mustansirya Production Engineering Metallurgy & Production College Technology

Dentistry College Babylon Dentistry College Anbar Dentistry College Babylon Dentistry College Baghdad Dentistry College Mosul Dentistry College Salah Al-Din

Prosthodontics

Dentistry College Sulaymaniyah Psychiatric Nursing Nursing College Baghdad

Arts College Baghdad Arts College Diwaniyah Arts College Mustansirya Education College Babylon Education College Diwaniyah Education College Mosul Education College Salah Al-Din Education College Tikrit

Psychology

Education College for Girls Baghdad Public Administration Administration & Economics College Anbar

Law College Al Nahrain Law College Baghdad

Public Law

Law College Mustansirya Public Policy Political Science College Al Nahrain

Dentistry College Babylon Radiology Medicine College 1 Mosul

Religious Studies Education College for Girls Baghdad RS - Institute for Teaching Arabic for Foreigners Arts College Mustansirya RS - Polymer Research Unit Science College Mustansirya RS - Remote Sensing Unit Science College Baghdad Russian Languages College Baghdad Satellite Communication Engineering College Diyala

Teachers College Mustansirya Sciences Teachers College Mosul

Scientific Matters Engineering College Diyala Sculpture Fine Arts College Sulaymaniyah Sharia Sharia & Law College Sulaymaniyah

Teachers College Babylon Teachers College Mosul

Social Science

Teachers College Mustansirya

93

Teachers College Salah Al-Din Social Studies Teachers College Diyala Society Arts College Diwaniyah

Arts College Baghdad Arts College Mosul Arts College Salah Al-Din

Sociology

Humanitarian Sciences College Sulaymaniyah Sociology & Anthropology Education College for Girls Baghdad Software Computers & Mathematics College Mosul Software Engineering Engineering College Salah Al-Din

Agriculture College Anbar Agriculture College Basrah Agriculture College Dahuk Agriculture College Salah Al-Din

Soil & Water Sciences

Agriculture College Baghdad Agriculture College Mosul Soil Sciences Agriculture College Sulaymaniyah

Spanish Languages College Baghdad Teachers College Mosul Special Education Teachers College Mustansirya

Sport Teachers College Sulaymaniyah Administration & Economics College Baghdad Administration & Economics College Diwaniyah Administration & Economics College Mustansirya Administration & Economics College Salah Al-Din Administration & Economics College Sulaymaniyah

Statistics

Computers & Mathematics College Mosul Statistics & Computers Commerce College Sulaymaniyah Strategic Studies Political Science College Al Nahrain

Medicine College Al-Kindi Baghdad Dentistry College Babylon Medicine College Al Nahrain Medicine College Anbar Medicine College Babylon Medicine College Baghdad Medicine College Basrah Medicine College Kufa Medicine College Mustansirya Medicine College Salah Al-Din Medicine College Sulaymaniyah Medicine College Tikrit

Surgery

Medicine College 1 Mosul Veterinary Medicine College Dahuk Surgery & Obstetrics Veterinary Medicine College Baghdad

Surgical Medical Nursing Nursing College Baghdad Surveying Engineering Engineering College 1 Baghdad

Arts College Dahuk Teachers Education College Dahuk Physical Education College Babylon Physical Education College Baghdad

Team Games

Physical Education College Diyala Fine Arts College Baghdad Technical Education College Babylon

Theatre Arts

Fine Arts College Basrah Physical Education College Baghdad Physical Education College Diyala

Theoretical Science

Physical Education College Babylon Tourism & Hotel Management Administration & Economics College Mustansirya

Arts College Mosul Translation Arts College Mustansirya

Turkish Languages College Baghdad Unit Operations Chemical College Technology Usul Ad-Din Sharia College Salah Al-Din Water Resources Engineering Engineering College Dahuk WS - Automobile Engineering WS - Center of Training & Workshops Technology WS - Electrical Engineering WS - Center of Training & Workshops Technology WS - Filing WS - Center of Training & Workshops Technology WS - Forging WS - Center of Training & Workshops Technology WS - Foundary WS - Center of Training & Workshops Technology WS - Production Carpentry WS - Center of Training & Workshops Technology WS - Sheet Forming WS - Center of Training & Workshops Technology WS - Training Carpentry WS - Center of Training & Workshops Technology WS - Turning WS - Center of Training & Workshops Technology WS - Welding WS - Center of Training & Workshops Technology

94

6. Universities-Colleges-and their-Departments

University Name College Name Department Name Architecture Chemical Engineering Civil Engineering Computer Engineering Electronics & Communication Engineering Laser Engineering Mechanical Engineering

Engineering College

Medical Engineering Informatic Technology College

International Law Studies Private law

Law College

Public Law Anatomy Biochemistry Community Health Gynaecology & Obstetrics Medicine Microbiology Pathology Paediatrics Pharmacology Physiology

Medicine College

Surgery International Economic Relations International Politics Public Policy

Political Science College

Strategic Studies Biotechnology Computer Science Mathematics & Computer Applications

Science College

Physics

Al Nahrain

RS - International Law Studies Center Economics Administration & Economics College Public Administration Agronomy Animal Production Basic Science Desert Studies Plant Production

Agriculture College

Soil & Water Arabic English Geography

Arts College

History Computer Science Computers & Mathematics College Information System Basic Sciences Conservative Dentistry Oral & Maxillofacial Surgery Oral Diagnosis & Pathology Orthodontics Paedodontics & Preventive Dentistry Periodontology

Dentistry College

Prosthetics Arabic Biology Chemistry Educational and Psychological Sciences English Geography History Mathematics Physical Education

Education College

Physics Arabic Biology Chemistry Computer Science Educational & Psychological Sciences English Geography

Education College for Girls

History

Anbar

Engineering College Civil Engineering

95

Dams & Water Resources Engineering Mechanical Engineering

Law College Anatomy Community Health Gynecology Medicine Microbiology Pathology Pediatrics Pharmacology Physiology

Medicine College

Surgery Biology Chemistry

Science College

Physics Basic Science Conservative Oral Diagnosis Orthodontics Periodontology Prosthetic Prosthodontics Radiology

Dentistry College

Surgery Arabic English Geography History Mathematics Physics

Education College

Psychology Civil Engineering Electrical Engineering Materials Engineering

Engineering College

Mechanical Engineering Ceramics Drama Education Fine & Domestic Arts

Fine Arts College

Plastic Arts Law College Law

Anatomy Biochemistry Community Health Gynaecology Medicine Microbiology Pathology Pediatrics Pharmacology Physiology

Medicine College

Surgery Individual Games Team Games

Physical Education College

Theoretical Science Biology Chemistry Computer Science

Science College

Physics Biology Science College for Girls Computer Science Arabic Educational & Psychological Sciences English General - First stage General Sciences

Babylon

Teachers College

Social Science Accounting Business & Management Economics General Admin Industrial Administration Informatics Admin Technology

Administration & Economics College

Statistics Agricultural Economy Agricultural Extension

Baghdad

Agriculture College

Agricultural Machinery

96

Animal Production Basic Sciences Field Crops Food Science & Biotechnology Plant Production Plant Protection

Soil & Water Science Arabic Archaeology

Arts College

English Geography History Philosophy Psychology

Arts College

Sociology Basic Sciences Conservative Oral Diagnoses Oral Surgery Pedo-Prevention Periodontics

Dentistry College

Prosthodontics Arabic Computer Science English Geography History Home Economy Kindergarten Psychology Religious Studies

Education College for Girls

Sociology & Anthropology Biology Chemistry Computer Science Education Mathematics

Education College Ibn Al-Haitham

Physics Arabic English Geography History

Education College Ibn Rushed

Methods of Teaching - Quran Aeronautics Engineering Architectural Engineering Chemical Engineering Civil Engineering Computer Engineering Electrical Engineering Electronics & Communication Engineering Environmental Engineering Irrigation & Drainage Engineering Mechanical Engineering Nuclear Engineering Petroleum Engineering

Engineering College 1

Surveying Engineering Biochemical Engineering Biomedical Engineering Industrial Engineering Information Engineering

Engineering College 2

Mechatronic Engineering Arts Education Audio Visual Arts Calligraphy & Design Designing Music Plastic Arts

Fine Arts College

Theatre Arts English French Germany Hebrew Italian Persian Russian Spanish

Baghdad

Languages College

Turkish

97

Criminal Law International Law Private Law

Law College

Public Law Broadcasting & TV Mass Communication College Journalism Anatomy & Biology Biochemistry Community Health Gynaecology Medicine Microbiology Pathology Pediatrics

Medicine College

Pharmacology Physiology Medicine College Surgery Anatomy Biochemistry Gynecology Medicine Microbiology Pathology Pediatrics Pharmacology

Medicine College Al-Kindi

Surgery Basic Medical Nursing Community Nursing Fundamental Nursing Maternity Nursing Pediatric Nursing Psychiatric Nursing

Nursing College

Surgical Medical Nursing Clinical Laboratory Studies Clinical Pharmacy Pharmaceutical Chemistry Pharmaceutics Pharmacognosy

Pharmacy College

Pharmacology & Toxicology Individual Games Team Games

Physical Education College

Theoretical Science Team Games Individual Games

Physical Education College for Girls

Theoretical Sciences International Studies Political System

Political Science College

Political Thoughts RS - Accounting & Finances Institute RS - Embryology Research Center RS - Genetic Engineering & Biotechnology Institute RS - Laser Institute for Postgraduate Studies RS - Urban & Regional Planning Postgraduate Institute

Astronomy Biology Biotechnology Chemistry Computer Science Geology Mathematics Physics

Science College

RS - Remote Sensing unit Biology Chemistry Computer Science Mathematics

Science College for Girls

Physics Anatomy Community Health Microbiology Parasitology Pathalogy Physiology

Baghdad

Veterinary Medicine College

Surgery & Obstetrics Accounting Banking

Basrah Administration & Economics College

Business Administration

98

Economics Statistics Agronomy Animal Production Fisheries Food Science & Technology Machinery Plant Production Plant Protection

Agriculture College

Soil & Water Music Theatre Arts

Arts College

Plastic Arts Arabic Biology Chemistry Computer Science Counselling

Education College

Educational & Psychological Sciences English Geography History Mathematics

Education College

Physics Architecture Engineering Chemical Engineering Civil Engineering Computer Engineering Electrical Engineering Marine Engineering Material Engineering

Engineering College

Mechanical Engineering Music Plastic Arts

Fine Arts College

Theatre Arts Islamic History Historical Studies College New History

Law College Law Anatomy Biochemistry Community Health Gynecology Microbiology Pathalogy Pediatric Pharmacology Physiology

Medicine College

Surgery Chemistry & Pharmacognacy Pharmaceutics & Clinical Pharmacy

Pharmacy College

Pharmacology & Basic Sciences Physical Education College Games Theory RS - Date Palm Research Center RS - Gulf Studies

Marine Biology Marine Chemistry Marine Geology Marine Vertebrates

RS - Marine Science Center

Physical Oceanography RS - Persian Studies RS - Polymer Research Center

Biology Chemistry Computer Science Geology Mathematics

Science College

Physics Teachers College - Missan

Anatomy Medicine Microbiology Pathology

Basrah

Veterinary Medicine College

Physiology Administration Administration & Economics College Economics

Dahuk

Agriculture College Animal Production

99

Forestry Plant Production

Soil & Water English English - Evening History Kurdish

Arts College

Teachers Biology Chemistry Computer Science English History Kurdish Mathematics Physics

Education College

Teachers Civil Engineering Engineering College Water Resources Engineering

Law & Politics College Biology Chemistry Computer Science Mathematics

Science College

Physics Al-Sharia Sharia & Quran College Islamic Studies Clinical Medicine

Dahuk

Veterinary Medicine College Surgery & Obstetrics Accounting Accounting Administration Economics

Administration & Economics College

Statistics Arabic Archaeology Geography Psychology

Arts College

Society Arabic Biology Chemistry English History Mathematics Physics

Education College

Psychology Education College - Muthanna

Anatomy Chemistry Microbiology Pathology

Medicine College

Physiology Physical Education College

Biology Computer Science Environment Unit

Science College

Mathematics Biology Chemistry

Science College for Girls - Muthanna

Physics

Diwaniyah

Veterinary Medicine College Arabic Biology Chemistry Computer Science Education English Geography

Education College

History Electronics Information Technology Management Power Technology Satellite Communication

Engineering College

Scientific Matters

Diyala

Law College

100

Individual Games Team Games

Physical Education College

Theoretical Science Biology Chemistry Computer Science Mathematics

Science College

Physics Arabic Arts Education Basic Education Computer Science English General Sciences Kindergarten Mathematics Physical Education

Teachers College

Social Studies Iraqi Commission for Computers & Informatics

RS - Informatic Institute for Postgraduate Studies

Arabic Language Arabic Languages & Quran Studies College Quran Studies

Islamic Thinking Islamic Thinking & Creed College Message & Creed Jurisprudence Bases

Islamic University

Jurisprudence College Jurisprudence Advanced Administration Economics

Administration & Economics College

Finances Education College Biology Law College

Biology Chemistry Computer Science

Kerbala

Science College

Physics Arabic English

Education College

History Law College Nursing College Essential Medical Science

Computer Science

Kirkuk

Science College Mathematics Accounting Business Cooperation Economics

Administration & Economics College

Law Plant Production & Garden Engineering Agriculture College Plant Protection Arabic English Geography History

Arts College

Philosophy Civil Engineering Electrical Engineering

Engineering College

Mechanical Engineering Anatomy & Histology Biochemistry Community Health Gynaecology Medicine Microbiology Pathology Pediatrics Pharmacology Physiology

Medicine College

Surgery Pharmacy College

Biology Chemistry Mathematics

Kufa

Science College

Physics Accounting Business Administration Economics

Mosul Administration & Economics College

Finances & Banking

101

Industrial Administration Management Information System Agricultural Economy Agricultural Extension Agricultural Machinery Animal Production Basic Sciences Field Crops Food Science Forestry Plant Production Plant Protection

Agriculture College

Soil Science Arabic Archaeology Cuneiforms English French History Librarianship Philosophy Sociology

Arts College

Translation Computer Science Mathematics Software

Computers & Mathematics College

Statistics Conservative Dentistry Dental Basic Science Oral & Maxillofacial Surgery Paedodontics & Preventive Dentistry

Dentistry College

Prosthodontics Arabic Biology

Chemistry Computers English Geography History Holy Quran & Islamic Education Mathematics Physics

Education College

Psychology Education College - Tameem

Architecture Civil Engineering Computer Engineering Electrical Engineering Irrigation & Drainage Engineering

Engineering College

Mechanical Engineering Law College Law College - Tameem

Anatomy & Biology Biochemistry & Chemistry Community Health Gynecology Medicine Microbiology Pathology & Forensic Medicine Pediatrics Pharmacology Physiology & Physics Radiology

Medicine College 1

Surgery Medicine College 2

Basic Nursing Nursing College Clinical Nursing

Pharmacy College Physical Education College RS - Agriculture Research Center RS - Dams & Water Resources Research Center RS - Economical Research Center RS - Environment Research Center RS - Mosul Studies Center RS - Remote Sensing Center RS - Turkish Studies Center

Mosul

Science College Biology

102

Chemistry Geology

Physics Science College - Tameem

Arabic English General Section Mathematics Physical Education Sciences Social Science

Teachers College

Special Education

Veterinary Medicine College Accounting Business Administration Economics Statistics

Administration & Economics College

Tourism & Hotel Management Anthropology Arabic English French Philosophy Psychology RS - Institute for Teaching Arabic for Foreigners

Arts College

Translation Dentistry College Education College

Civil Engineering Computer Engineering Electrical Engineering Environmental Engineering Highway & Transport Engineering Materials Engineering

Engineering College

Mechanical Engineering Private Law Law College Public Law Anatomy Biochemistry Community Health Gynaecology Internal Medicine Microbiology Pathology Pediatrics Pharmacology Physiology

Medicine College

Surgery Pharmacy College RS - Arab Homeland Center RS - Diabetes Center RS - Hematology Center RS - Higher Institute for Political & International Studies

Atmospheric Science Biology Chemistry Computer Science Mathematics Physics

Science College

RS - Polymer Research Unit Arabic Art Education Domestic Education English First Class Teacher Higher Studies Islamic Education Mathematics Physical Education Science Social Science

Mustansirya

Teachers College

Special Education Accounting Administration Economics

Salah Al-Din Administration & Economics College

Statistics

103

Animal Production Food Technology Plant Production Plant Protection

Agriculture College

Soil & Water Arabic Archaeology English Geography History Kurdish Persian

Arts College

Sociology Basic Sciences Conservative Dentistry Oral Diagnosis Oral Surgery P.O.P Periodontics

Dentistry College

Prosthodontics Arabic Chemistry Computer Science English Kurdish Mathematics Physics

Education College

Psychology Architectural Engineering Chemical Engineering Civil Engineering Electrical Engineering Mechanical Engineering

Engineering College

Software Engineering Law Law College Politics

Law/ Evening College Anatomy & Histology Biochemistry & Pharmacology Gynaecology & Obstetrics Medicine Microbiology Pathology Pediatrics Physiology & Biophysics

Medicine College

Surgery Nursing College Pharmacy College Physical Education College

Biology Chemistry Geology Mathematics

Science College

Physics Al-Sharia Islamic Studies

Sharia College

Usul Ad-Din English Mathematics

Teachers College

Social Science Accounting Administration Economics

Administration & Economics College

Statistics Animal Production Field Crops Plant Production

Agriculture College

Soil Sciences Accounting Economy

Commerce College

Statistics & Computers Conservation Oral Surgery

Dentistry College

Prostodontics Arabic English

Sulaymaniyah

Education College

History

104

Kurdish Law

Law/ Evening Architectural Building & Construction Electrical Engineering Irrigation

Engineering College

Mechanical Engineering General Painting Pottery

Fine Arts College

Sculpture Geography History Islamic Studies Journalism

Humanitarian Sciences College

Sociology Arabic English

Languages College

Kurdish Anatomy Community Health Gynaecology & Obtetrics Medicine Microbiology Pediatrics Pharmacology Physiology

Medicine College

Surgery Nursing College Nursing Physical Education College Physical Education

Biology Chemistry Computers Geology Mathematics

Science College

Physics Law Sharia & Law College Sharia Computer English History Mathematics

Teachers College

Sport

Veterinary Medicine College Applied Sciences Chemical Engineering Civil Engineering Computer Engineering Electrical Engineering

Al Rasheed College

Mechanical Engineering Applied Science College Architecture College Building & Constructions College

Chemical Engineering Oil & Gas Refining Engineering

Chemical College

Unit Operations Computer Engineering Control Engineering

Computer Control College

Mechatronics Continuous Learning Center

Electrical Engineering Technical Education Mechanical Engineering

Electrical College Materials College Mechanical College

Industrial Engineering Metallurgical Engineering

Metallurgy & Production College

Production Engineering Artificial Intelligence Computer Science

Science of Computer College

Information System Software College WS - Center of Training & Workshops WS - Automobile Engineering WS - Center of Training & Workshops WS - Electrical Engineering WS - Center of Training & Workshops WS - Filing

Technology

WS - Center of Training & Workshops WS - Forging

105

WS - Center of Training & Workshops WS - Foundary WS - Center of Training & Workshops WS - Production Carpentry WS - Center of Training & Workshops WS - Sheet Forming WS - Center of Training & Workshops WS - Training Carpentry WS - Center of Training & Workshops WS - Turning

WS - Center of Training & Workshops WS - Welding Arabic History

Arts College

Law Arabic Biology Computer Science English History

Education College

Mathematics Biology Chemistry Computer Science

Thi-Qar

Science College

Physics Accounting Business Administration

Administration & Economics College

Economics Animal Production Food Technology

Agriculture College

Plant Production Arabic Biology Chemistry English Geography History Mathematics Physics

Education College

Psychology Arabic Biology

Education College - Samarra

History Arabic Biology Chemistry Educational & Psychological Sciences English History

Education College for Girls - Samarra

Mathematics Chemical Engineering Civil Engineering Electrical Engineering

Engineering College

Mechanical Engineering Anatomy Biochemistry Community Health Gyneacology Medicine Microbiology Pathology Pediatrics Pharmacology Physiology

Medicine College

Surgery Pharmacy College Pharmaceutical Sciences

Biology & Biotechnology Chemistry Computer Science

Science College

Mathematics Biology

Tikrit

Science College for Girls Chemistry

Administration & Economics College Arabic Educational and Psychological Sciences English Geography

Education College

History Biology

Wassit

Science College Physics

106

7. Teaching Load for Faculty at Universities

Professor Assistant Professor Lecturer

Assistant Lecturer University Name College Name

as rule in reality as rule in reality as rule in reality as rule in reality Anbar Administration & Economics College 8 17 10 27 12 32 14 35 Anbar Agriculture College 8 18 10 22 12 28 14 32 Anbar Arts College 8 15 10 20 12 25 14 30 Anbar Computers & Mathematics College 8 20 10 25 12 30 14 35 Anbar Education College 8 19 10 26 12 32 14 32 Anbar Education College for Girls 8 20 10 25 12 30 14 35 Anbar Engineering College 8 15 10 22 12 25 14 30 Anbar Law College 8 15 10 20 12 25 14 25 Anbar Medicine College 4 15 10 30 12 30 16 30 Anbar Science College 8 15 10 20 12 30 14 32

Average Anbar 7.6 16.9 10 23.7 12 28.7 14.2 31.6 Babylon Dentistry College 8 10 30 12 30 14 30 Babylon Education College 8 20 10 25 12 30 14 35 Babylon Fine Arts College 8 20 10 30 12 35 14 35 Babylon Law College 8 20 10 30 12 35 14 35 Babylon Medicine College 8 20 10 25 12 30 14 35 Babylon Physical Education College 8 60 10 40 12 40 14 40 Babylon Science College for Girls 12 30 16 32 18 32 Babylon Teachers College 8 10 15 12 20 14 25

Average Babylon 8.0 28.0 10.3 28.1 12.5 31.5 14.5 33.4 Baghdad Agriculture College 8 20 10 24 12 28 14 32 Baghdad Arts College 8 12 10 14 12 16 14 18 Baghdad Dentistry College 8 28 10 30 12 32 14 34 Baghdad Education College for Girls 8 10 12 14 Baghdad Education College Ibn Rushed 8 20 10 25 12 30 14 32 Baghdad Engineering College 1 4 10 10 18 12 20 16 24 Baghdad Engineering College 2 8 20 10 20 12 20 14 20 Baghdad Fine Arts College 8 20 10 20 12 20 18 16 Baghdad Languages College 8 20 10 24 12 28 14 32 Baghdad Medicine College 8 10 10 8 12 6 14 4 Baghdad Medicine College Al-Kindi 2 6 12 14 Baghdad Nursing College 8 30 10 35 12 40 14 40 Baghdad Pharmacy College 8 75 10 45 12 35 14 16 Baghdad Physical Education College 8 16 10 20 12 24 14 28 Baghdad Physical Education College for Girls 8 15 10 20 12 24 14 28 Baghdad Political Science College 8 10 12 14 Baghdad RS - Accounting & Finances Institute 6 8 10 14 Baghdad RS - Embryology Research Center 12 16 18 20 Baghdad RS - Genetic Engineering & Biotechnology Institute 8 10 12 14 Baghdad RS - Laser Institute for Postgraduate Studies 8 12 10 10 12 8 14 6 Baghdad RS - Urban & Regional Planning Postgraduate Institute 8 12 10 16 12 18 14 20 Baghdad Science College 8 48 10 44 12 36 14 38 Baghdad Science College for Girls 8 24 10 24 12 24 14 24 Baghdad Veterinary Medicine College 8 10 12 14

Average Baghdad 7.9 22.2 10.2 22.4 12.2 23.4 14.5 23.7 Basrah Agriculture College 8 16 10 20 12 24 14 28 Basrah CF - Computer Center 4 46 Basrah Education College 8 12 10 15 12 15 14 21 Basrah Education for Girls College 8 10 12 46 14 Basrah Engineering College 8 20 10 24 12 30 14 30 Basrah Fine Arts College 8 10 10 12 12 14 19 Basrah Law College 10 10 12 4 14 Basrah Medicine College 8 15 10 20 12 25 14 25 Basrah Pharmacy College 6 18 8 22 12 30 14 32 Basrah RS - Marine Science Center 8 40 10 40 12 40 14 40 Basrah Science College 8 50 10 40 12 40 14 20 Basrah Veterinary Medicine College 8 30 10 30 12 30 14 40

Average Basrah 7.8 26.4 9.8 23.4 11.3 28.9 14.0 28.4 Diyala Education College 20 25 25 30 30 30 30 30 Diyala Engineering College 2 12 10 15 30 30 20 25 Diyala Physical Education College 10 15 15 15 20 25 20 25 Diyala Science College 20 25 25 30 30 30 30 10 Diyala Teachers College 8 20 10 25 12 30 14 30

Average Diyala 12 19.4 17 23 24.4 29 22.8 24 Diwaniyah Administration & Economics College 8 25 10 30 12 30 14 25 Diwaniyah Arts College 8 16 10 20 12 24 14 33 Diwaniyah Education College 8 35 10 35 12 35 14 35 Diwaniyah Education College - Muthanna 40 42 42 Diwaniyah Medicine College 8 25 10 30 12 35 14 40 Diwaniyah Physical Education College 8 45 10 45 12 45 14 45

107

Diwaniyah Science College 10 40 12 45 14 45 Diwaniyah Science College for Girls - Muthanna 12 15 12 15 14 20 Diwaniyah Veterinary Medicine College 2 17 10 25 12 34 14 34

Average Diwaniyah 7.0 27.2 10.3 31.1 12.0 33.9 14.0 35.4 Islamic University Arabic Languages & Quran Studies College 8 10 12 14 Islamic University Islamic Thinking & Creed College 8 18 10 20 12 20 14 20 Islamic University Jurisprudence College 8 18 10 20 12 20 14 20

Average Islamic 8 18 10 20 12 20 14 20 Kerbala Administration & Economics College 8 15 10 18 12 20 14 25 Kerbala Education College 8 25 10 25 12 25 14 25 Kerbala Law College 4 8 17 12 17 14 20 Kerbala Science College 8 20 10 25 12 25 14 35

Average Kerbala 7.0 20.0 9.5 21.3 12.0 21.8 14.0 26.3 Mosul Administration & Economics College 8 16 10 20 12 20 14 Mosul Agriculture College 8 12 10 15 12 18 14 21 Mosul Computers & Mathematics College 8 12 10 15 12 18 14 21 Mosul Dentistry College 8 8 10 10 12 12 14 14 Mosul Education College 8 20 10 30 12 40 14 40 Mosul Engineering College 8 15 10 20 12 20 14 18 Mosul Law College 8 12 10 15 12 18 14 22 Mosul Medicine College 1 6 10 10 15 12 17 14 19 Mosul Pharmacy College 8 10 10 13 12 14 14 18 Mosul Physical Education College 6 26 10 18 12 17 14 7 Mosul RS - Dams & Water Resources Research Center 2 3 3 4 Mosul RS - Environment Research Center 4 10 14 Mosul RS - Mosul Studies Center 40 40 40 40 40 40 Mosul RS - Remote Sensing Center 10 45 10 12 12 15 Mosul RS - Turkish Studies Center 8 42 10 15 12 10 14 10 Mosul Science College 8 60 10 40 12 25 14 20 Mosul Science College 8 10 12 14 Mosul Teachers College 8 20 10 21 12 16 14 13

Average Mosul 7.3 20.2 10.9 22.1 12.8 19.8 14.8 19.9 Mustansirya Administration & Economics College 8 20 10 14 12 14 14 20 Mustansirya Arts College 8 10 12 14 Mustansirya Dentistry College 8 16 10 20 12 20 14 24 Mustansirya Engineering College 8 16 10 18 12 16 14 18 Mustansirya Law College 8 6 10 6 12 14 Mustansirya Medicine College 12 31 16 54 20 62 22 20 Mustansirya Pharmacy College 15 20 20 15 Mustansirya RS - Higher Institute for Political & International Studies 8 16 10 20 12 24 14 28 Mustansirya Science College 4 20 8 20 10 20 14 20 Mustansirya Teachers College 8 10 20 12 20 14 20 Average Mustansirya 8.0 17.5 10.4 21.3 12.7 24.5 14.9 20.6 Salah Al-Din Administration & Economics College 8 10 14 12 17 14 20 Salah Al-Din Agriculture College 10 14 14 18 18 24 Salah Al-Din Arts College 8 10 12 14 Salah Al-Din Dentistry College 8 10 12 30 14 30 Salah Al-Din Education College 6 8 10 16 12 16 14 16 Salah Al-Din Engineering College 8 10 20 12 25 14 30 Salah Al-Din Law College 8 12 10 16 12 18 14 18 Salah Al-Din Law/ Evening College 8 10 10 15 12 20 14 20 Salah Al-Din Medicine College 8 20 10 30 12 35 14 35 Salah Al-Din Nursing College 8 10 20 12 20 14 25 Salah Al-Din Pharmacy College 8 10 20 12 25 14 30 Salah Al-Din Physical Education College 8 10 25 12 25 14 20 Salah Al-Din Science College 8 20 10 20 12 25 14 25 Salah Al-Din Sharia College 10 16 12 18 14 Salah Al-Din Teachers College 8 10 10 12 18 14 22 Average Salah Al-Din 7.8 14.0 10.0 18.2 12.1 21.7 14.5 23.5 Technology Al Rasheed College 8 10 12 14 Technology Applied Science College 8 12 10 15 12 18 14 21 Technology Architecture College 8 30 10 30 12 20 14 20 Technology Building & Constructions College 8 10 12 14 Technology Chemical College 8 5 10 8 12 10 14 10 Technology Computer Control College 8 12 10 12 12 10 14 10 Technology Continuous Learning Center 8 10 12 14 Technology Education Technology 8 20 10 20 12 22 14 24 Technology Electrical College 8 10 18 12 20 14 22 Technology Materials College 8 10 12 21 Technology Mechanical College 8 18 10 20 12 24 14 28 Technology Metallurgy & Production College 8 8 10 20 12 18 14 26 Technology Science of Computer College 10 12 14 Technology Software College 8 10 12 14

Average Technology 8.0 15.0 10.0 17.9 12.0 17.8 14.5 20.1 Thi-Qar Arts College 8 40 10 38 12 36 14 34 Thi-Qar Education College 8 10 30 12 45 14 50 Thi-Qar Science College 8 40 10 38 12 36 14 34

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Average Thi-Qar 8.0 40.0 10.0 35.3 12.0 39.0 14.0 39.3 Tikrit Education College 8 10 12 14 Tikrit Education College for Girls - Samarra 8 10 12 14 Tikrit Engineering College 8 10 12 14 Tikrit Law College 8 10 12 14 Tikrit Pharmacy College 8 10 12 14

Average Tikrit 8 10 12 14 Wassit Administration & Economics College 23 23 21 Wassit Education College 8 32 10 30 12 31 14 28 Wassit Science College 8 20 10 30 12 40 14 40

Average Wassit 8.0 25.0 10.0 27.7 12.0 30.7 14.0 34.0 Al Nahrain Engineering College 8 26 10 31 12 34 Al Nahrain Informatic Technology College 8 20 10 30 12 35 Al Nahrain Law College 8 30 10 30 12 10 Al Nahrain Medicine College 8 32 10 32 12 32 Al Nahrain Political Science College 8 9 10 12 12 12 Al Nahrain Science College 11 23 12 23

Average Al Nahrain 8.0 23.4 10.2 26.3 12.0 24.3 Iraqi Commission for Computers & Informatics

RS - Informatic Institute for Postgraduate Studies 4 1 8 1 12 1

Average Iraq 7.8 20.9 10.4 22.7 12.8 24.7 14.8 27.2

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8. Iraqi University Experts Going abroad Since 1992

University Name Postgraduates No Outgoing < 3 months

No Outgoing 3 months - 5 years

Al Nahrain 4 6 2 Anbar 5 3 8 Babylon 4 15 1 Baghdad 24 112 47 Basrah 22 1 8 Diwaniyah 3 1 0 Islamic University na na na Mosul 34 52 86 Mustansirya 16 13 12 Salah Al-Din 6 17 6 Technology 6 10 8 Tikrit 2 47 39 Wassit 0 2 0

Total 126 279 217

9. International Experts at Iraqi Universities Since 1992

University name College name Country name No Incoming < 3 months

No Incoming 3 months - 5 years

Mustansirya Administration & Economics College Yemen, Jordan & some other Arab countries 0 1069 Mustansirya Administration & Economics College Yemen, Jordan & some other Arab countries 0 112 Mustansirya Administration & Economics College Yemen, Jordan & some other Arab countries 0 430 Mustansirya Administration & Economics College Yemen, Jordan & some other Arab countries 0 622 Mustansirya Administration & Economics College Yemen, Jordan & some other Arab countries 0 280 Anbar Administration & Economics College na 1 1 Basrah Science College Spain 1 0 Mosul Medicine College 1 na 10 Mosul Medicine College 1 na 5 Mosul Science College Algiers, Libya, Yemen, Jordan 0 0 Baghdad Political Science College Canada 0 1 Technology Mechanical College Canada 1 0 Mosul Arts College France 1 1 Mosul Law College University of Lyon, France 4 0 Mosul Pharmacy College France 7 0 Technology Architecture College France 1 0 Baghdad RS - Laser Institute for Postgraduate Studies Germany / Austria 2 0 Mosul Education College Italy 0 0 Mustansirya RS - Diabetes Center Italy, University de Annunzio 1 0 Mustansirya Arts College Jordan 5 0 Salah Al-Din Pharmacy College Jordan / WHO 1 0

Technology Metallurgy & Production College

Jordan University of Jordan Dept Industrial Engineering - College Engineering & Technology

3 0

Tikrit Medicine College Sudan 2 0 Mustansirya HQ - Mustansirya Syria 5 0 Baghdad Political Science College USA 0 1

Salah Al-Din

Medicine College Anatomy 2 Physiology1 Pharmacology1

WHO 4 0

Mustansirya HQ - Mustansirya Yemen 7 0 Mustansirya Science College Yemen and Jordan na na

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10. List of Labs at University Colleges

List of College Laboratories University College Laboratory

Al Nahrain Engineering College Lab - Engineering College Al Nahrain Informatic Technology College Lab - College of Informatic Technology Al Nahrain Law College Lab - Law College Al Nahrain Medicine College Lab - Medicine College Al Nahrain Science College Internet Center Anbar Agriculture College Biochemistry Lab Anbar Agriculture College Computer Lab Anbar Agriculture College Crop Production Lab Anbar Agriculture College Ecology Lab Anbar Agriculture College Fertility & Fertilizer Lab Anbar Agriculture College Fishery Lab Anbar Agriculture College Fruit Production Lab Anbar Agriculture College Garden Engineering Lab Anbar Agriculture College General Chemistry Lab Anbar Agriculture College Genetics & Plant Breeding Lab Anbar Agriculture College Graduate Student 1 Lab Anbar Agriculture College Graduate Students 2 Lab Anbar Agriculture College Horticulture - Plant Physiology Lab Anbar Agriculture College Horticulture Plant Breeding Lab Anbar Agriculture College Industrial Crop Prod. Lab Anbar Agriculture College Irrigation & Water Lab Anbar Agriculture College Nutrient Plant Lab Anbar Agriculture College Plant Physiology Lab Anbar Agriculture College Protection & Storage Lab Anbar Agriculture College Soil & Water Lab Anbar Agriculture College Soil Lab Anbar Agriculture College Soil Physics Lab Anbar Agriculture College Surveying Lab Anbar Agriculture College Taxonomy & Survey of Soil Lab Anbar Agriculture College Tissue culture Lab Anbar Agriculture College Vegetable Lab Anbar Dentistry College Dentistry Anbar Education College for Girls Computer Anbar Education College for Girls Computer Anbar Law College Computer laboratory Anbar Medicine College Laboratory of College of Medicine Babylon Education College Teaching Lab Babylon Engineering College General Lab Babylon Engineering College Modern Physics Lab Babylon Fine Arts College Art Education 1 - Fine Arts College Babylon Fine Arts College Art Education 2 - Fine Arts College Babylon Law College Teaching Lab Babylon Physical Education College Lab of Computer Babylon Physical Education College Physical- Bio- Mechanic- Exercises Lab Babylon Physical Education College Physiology Lab Babylon Science College for Girls Advanced Lab 1 Babylon Science College for Girls Teaching Lab 1 Babylon Science College for Girls Teaching Lab 2 Babylon Science College for Girls Teaching Lab 3 Babylon Science College for Girls Teaching Lab 4 Babylon Science College for Girls Teaching Lab 5 Babylon Science College for Girls Teaching Lab 6 Babylon Science College for Girls Teaching Lab 7 Babylon Science College for Girls Teaching Lab 8 Babylon Science College for Girls Teaching Lab 9 Babylon Teachers College Biology Lab Babylon Teachers College Chemistry Lab Babylon Teachers College Computer Lab Babylon Teachers College Physics Lab Baghdad Administration & Economics College Lab - College of Administration & Economics Baghdad Agriculture College Lab - Agriculture Baghdad Dentistry College Dentistry Lab Baghdad Education College for Girls Education for Women Lab Baghdad Engineering College 2 Lab - College of Engineering II Baghdad Fine Arts College Lab - Fine Arts Baghdad Languages College College of Languages Lab Baghdad Law College College of law Baghdad Law College LAW Baghdad Mass Communication College MASS COMMUNICATION Baghdad Medicine College Al-Kindi Medicine College Al Kindi Baghdad Nursing College Lab-Nursing College Baghdad Pharmacy College Lab - College of Pharmacy

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Baghdad Physical Education College for Girls Lab - Physical Education College for Girls Baghdad Political Science College College of Political Science Baghdad RS - Accounting & Finances Institute Lab - Accounting & Finances Baghdad RS - Embryology Research Center Lab - Fetus Research Baghdad RS - Genetic Engineering & Biotechnology Institute Genetic Engineering &Biotechnology Institute Baghdad RS - Postgraduate Institute for Laser Studies Lab- Research Institute Laser Postgraduate Studies Baghdad Science College for Girls College of Science for Girls Baghdad Urban & Regional Planning - postgraduate Institute Lab - PIURP Institute Baghdad Veterinary Medicine College VETERINARY MEDICINE COLLEGE Basrah Agriculture College Lab - Dean Office Basrah CF - Computer Center Lab - Computer Center Basrah CF - Computer Center Lab - Computer Center Basrah CF - Computer Center Lab - Computer Center Basrah CF - Computer Center Lab - Computer Center Basrah CF - Computer Center Lab - Computer Center Basrah Education for Girls College Computer Center Basrah Education for Girls College Computer Center Basrah Engineering College Lab - Dean off & Computer & Internet Center Basrah Engineering College Lab. Workshop Basrah Fine Arts College Lab - College of Fine Arts Basrah HQ - Basrah University Lab- Physical Oceanography Basrah Law College Lab - College of Law Basrah Medicine College Lab - Medicine Basrah RS - Date Palm Research Center Lab - Date Palm Research Center Basrah RS - Marine Science Center Auto analyzer Lab-Marine Geology Basrah RS - Marine Science Center Bacteriology Lab-Marine Chemistry Basrah RS - Marine Science Center Benthic Lab- Marine Biology Basrah RS - Marine Science Center Crustacean Lab-Marine Biology Basrah RS - Marine Science Center Ecology Lab-Marine Vertebrates Basrah RS - Marine Science Center Engineering Geology Lab-Marine Geology Basrah RS - Marine Science Center Environmental Pollution Lab-Chemistry Basrah RS - Marine Science Center Experimental Fish Food Lab-Marine Vertebrates Basrah RS - Marine Science Center Fish Biology Lab-Marine Vertebrates Basrah RS - Marine Science Center Fish Chemical Analysis Lab-Marine Vertebrates Basrah RS - Marine Science Center Fish Hatchery Lab-Marine Vertebrates Basrah RS - Marine Science Center Fish tissue and diseases Lab-Marine Vertebrates Basrah RS - Marine Science Center G.C- Lab - Marine Chemistry Basrah RS - Marine Science Center Geophysics lab-Marine Geology Basrah RS - Marine Science Center HPLC Lab- Marine Chemistry Basrah RS - Marine Science Center Hydrocarbon Lab-Marine Chemistry Basrah RS - Marine Science Center Icthyoplankton Lab-Marine Vertebrates Basrah RS - Marine Science Center Lab - Physical Oceanography Basrah RS - Marine Science Center Marine environment Lab-Marine Chemistry Basrah RS - Marine Science Center Oil Pollution Lab-Marine Chemistry Basrah RS - Marine Science Center Optical Lab-Marine Geology Basrah RS - Marine Science Center Phytoplankton Lab-Marine Biology Basrah RS - Marine Science Center Remote Sensing lab-Physical Oceanography Basrah RS - Marine Science Center Rock Lab-Marine Geology Basrah RS - Marine Science Center Sedimentation Lab-Marine Geology Basrah RS - Marine Science Center Sound Lab - Physical Oceanography Basrah RS - Marine Science Center Thin Section Lab-Marine Geology Basrah RS - Marine Science Center Water Analysis Lab-Marine Chemistry Basrah RS - Marine Science Center Zooplankton Basrah RS - Polymer Research Center Lab- Material Science Basrah RS - Polymer Research Center Lab- Polymer-Chemistry Research Center Basrah Science College Lab - For all Science College depts Basrah Veterinary Medicine College Anatomy Lab Basrah Veterinary Medicine College Medicine Lab Basrah Veterinary Medicine College Microbiology Lab Basrah Veterinary Medicine College Pathology Lab Basrah Veterinary Medicine College Physiology Lab Diyala Education College College of Education Lab. Diyala HQ - Diyala University College of Science Diyala Law College Lab of Law Diyala Physical Education College College of Physical Education Lab Diyala Teachers College College of Teachers Diwaniyah Administration & Economics College Computer Lab Diwaniyah Administration & Economics College Postgraduate Study Lab Diwaniyah Arts College Lab - College of Arts Diwaniyah Education College Computer Center Diwaniyah Education College - Muthanna Workshop - Education College Diwaniyah Medicine College Bacteriology Lab Diwaniyah Medicine College Biochemistry Lab Diwaniyah Medicine College Chemistry Lab Diwaniyah Medicine College Histopathology Lab Diwaniyah Medicine College Immunology Lab Diwaniyah Medicine College Medical Physics Lab

112

Diwaniyah Medicine College Parasitology Lab Diwaniyah Medicine College Physiology Lab Diwaniyah Medicine College Workshop - College of Medicine Diwaniyah Physical Education College Physical Education & Sport Lab Diwaniyah Veterinary College Biology Lab Diwaniyah Veterinary College Computers Lab Diwaniyah Veterinary College Internal Medicine Lab Diwaniyah Veterinary College Microbiology Lab Diwaniyah Veterinary College Nutrition Lab Diwaniyah Veterinary College Parasitology Lab Diwaniyah Veterinary College Pathology Lab Diwaniyah Veterinary College Pharmacology Lab Diwaniyah Veterinary College Physiology Lab Diwaniya Veterinary College Surgery & Obstetrics Lab Diwaniya Veterinary College Workshop - Drug Factory - Veterinary College Islamic Science HQ - Islamic University Computer Islamic Science HQ - Islamic University Computer Kerbala Administration & Economics College Computer Lab Kerbala Education College Computer Lab Kerbala Law College Computer Center Lab Kerbala Science College computer Mosul Administration & Economics College Lab - Administration & Economics College Mosul Agriculture College Lab - Agriculture & Forestry College Mosul Arts College Lab - Arts College Mosul Computers & Mathematics College Lab - Computer & Mathematics College Mosul Dentistry College Lab - Dentistry College Mosul Education College Lab - Biology dept & Chemistry dept & Physics dept Mosul Engineering College Lab - Engineering College Mosul Law College Lab - Law College Mosul Medicine College 1 Lab - Medicine College 1 Mosul Medicine College 2 Anatomy-Physiology-Biochemistry-Microbiology Lab Mosul Nursing College Lab - Nursing College Mosul Pharmacy College Lab - Pharmacy College Mosul Physical Education College Lab - Physical Education College Mosul RS - Dams & Water Resources Research Center Lab - Research Center For Dams & Water Resources Mosul RS - Environment Research Center Lab - Environment Research Center Mosul RS - Remote Sensing Center Lab - Institute of Remote Sensing Mosul RS - Turkish Studies Center Lab - Turkish Studies Center Mosul Teachers College Lab - College of Teachers Mosul Veterinary College Lab - Veterinary Medicine College Mustansirya Dentistry College Lab - Dentistry College Mustansirya Law College Lab - Law College Mustansirya Medicine College Lab - Library & Store House of Free Learning Unit Mustansirya Pharmacy College Lab - Pharmacy College Mustansirya RS - Arab Homeland Center Arab Homeland Studies & Research Center Lab Mustansirya RS - Diabetes Center Lab - National Diabetes Center Mustansirya RS - National Hematology Center Biochemistry Lab Mustansirya RS - National Hematology Center Hematology Lab Mustansirya RS - National Hematology Center Research Lab Mustansirya RS - National Hematology Center Research Lab Mustansirya RS - National Hematology Center Research Lab Mustansirya Teachers College Lab - Internet Center Salah Al-Din Administration & Economics College Lab - Administration & Economics College Salah Al-Din Agriculture College Lab - Agriculture College Salah Al-Din Arts College Lab - Arts College Salah Al-Din Law College Lab - College of Law and Politics Salah Al-Din Law/ Evening College Lab - College Law & Political Salah Al-Din Medicine College Lab - Medicine College Salah Al-Din Nursing College Lab - Nursing College Salah Al-Din Pharmacy College Lab - Pharmacy College Salah Al-Din Sharia College Lab - College of Ashareea & Islamic Studies Sulaymaniyah Administration & Economics College Lab - Admin & Economy College Sulaymaniyah Agriculture College Sulaymaniyah Agriculture College Lab - Agriculture College Sulaymaniyah Commerce College Lab - Commerce College Sulaymaniyah Dentistry College Lab - Dentistry College Sulaymaniyah Education College Lab - College of Education Sulaymaniyah Sulaymaniyah Engineering College Lab - Engineering College Sulaymaniyah Fine Arts College Sulaymaniyah Fine Arts College Lab - Fine Arts College Sulaymaniyah Humanities College Lab - Humanities College Sulaymaniyah Languages College Sulaymaniyah Languages College Lab - College of Languages Sulaymaniyah Sulaymaniyah Law College Lab - Law College Sulaymaniyah Law/ Evening College Sulaymaniyah Law/ Evening College Lab - College of Law (evening) Sulaymaniyah Medicine College Lab - Medicine College

113

Sulaymaniyah Medicine College Medicine Sulaymaniyah Nursing College Sulaymaniyah Nursing College Lab - Nursing College Sulaymaniyah Science College Lab - Science College Sulaymaniyah Sharia & Law College Lab - Sharia & Law College Sulaymaniyah Sharia & Law College Lab - Sharia & Law College Sulaymaniyah Veterinary Medicine College Lab - College of Veterinary Medicine Technology Architecture College Lab - Architecture College Technology Building & Constructions College Asphalt Lab Technology Building & Constructions College Building Materials Lab Technology Building & Constructions College Computer Lab ( Postgraduate ) Technology Building & Constructions College Computer Lab ( Undergraduate ) Technology Building & Constructions College Concrete Tech Lab Technology Building & Constructions College Fluid Mechanics Lab Technology Building & Constructions College Geology Lab Technology Building & Constructions College Heavy Structure Lab Technology Building & Constructions College Non Destructive Testing Lab Technology Building & Constructions College Remote Sensing Lab Technology Building & Constructions College Sanitary Eng Lab Technology Building & Constructions College Soil Mechanics Lab Technology Building & Constructions College Surveying Lab Technology Chemical College Lab - Chemical Engineering Technology Computer Center Lab - Computer Center Technology Computer Center Lab - Computer Center Technology Computer Control College Control & Computer Lab Technology Continuous Learning Center Continuous Education Center Technology Electrical College AC Electrical Machines Lab Technology Electrical College Advanced Communication Lab Technology Electrical College Antenna Lab Technology Electrical College DC Electrical Machine Lab Technology Electrical College Digital Communication Lab Technology Electrical College Digital Electronics Lab Technology Electrical College Electrical Engineering Fundamentals Lab Technology Electrical College First Year Computer Lab Technology Electrical College Microprocessor Lab Technology Electrical College Microwave Lab Technology Electrical College Power & High Voltage Lab Technology Electrical College Power Electronics Lab Technology Electrical College Second Year Electronics Lab Technology HQ - Technology University Internet Unit Lab - University President Office Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Materials College Lab - Materials Engineering College Technology Mechanical College Lab - Mechanical Engineering College Technology Science of Computer College Lab - Computer Science & Information Systems Col. Technology Science of Computer College Lab - Computer Science & Information Systems Col. Technology Science of Computer College Lab - Computer Science & Information Systems Col. Technology Science of Computer College Lab - Computer Science & Information Systems Col. Technology Science of Computer College Lab - Graduate's Lab Technology Science of Computer College Lab - Internet Lab Technology Science of Computer College Lab - NW Lab Technology Software College Computer Lab Technology Software College Computer lab Technology Software College Computer Lab Technology Software College Computer Lab Technology Software College Computer Lab Technology Software College Computer Lab Technology Software College Computer Lab Technology Software College Computer Lab Technology Software College Computer Lab Technology Software College Computer Lab Thi-Qar Arts College Lab - Arts College Thi-Qar Education College Lab - Education College Thi-Qar Engineering College Civil Engineering Lab Tikrit Administration & Economics College Lab - Administration & Economics College Tikrit Law College Computer Lab Tikrit Pharmacy College Lab - Pharmacy College Wassit Administration & Economics College Computer Center Wassit Education College Computer Lab Wassit Science College Computer Lab

114

11. Computer Needs at College Lab3 University College Name Lab Name Computers Printers UPS Scanner Al Nahrain Informatic Technology College Lab - College of Informatic Technology 20 0 0 0 Al Nahrain Law College Lab - Law College 120 120 120 120 Anbar Agriculture College Biochemistry Lab 1 1 1 1 Anbar Agriculture College Computer Lab 150 100 150 50 Anbar Agriculture College Crop Production Lab 1 1 1 1 Anbar Agriculture College Ecology Lab 1 1 1 1 Anbar Agriculture College Fertility & Fertilizer Lab 1 1 1 1 Anbar Agriculture College Fishery Lab 1 1 1 0 Anbar Agriculture College Fruit Production Lab 1 1 1 1 Anbar Agriculture College Garden Engineering Lab 1 1 1 1 Anbar Agriculture College General Chemistry Lab 1 1 1 1 Anbar Agriculture College Genetics & Plant Breeding Lab 1 1 1 1 Anbar Agriculture College Graduate Student 1 Lab 1 1 1 1 Anbar Agriculture College Graduate Students 2 Lab 1 1 1 1 Anbar Agriculture College Horticulture - Plant Physiology Lab 1 1 1 1 Anbar Agriculture College Horticulture Plant Breeding Lab 1 1 1 1 Anbar Agriculture College Industrial Crop Prod. Lab 2 2 2 2 Anbar Agriculture College Irrigation & Water Lab 1 1 1 1 Anbar Agriculture College Nutrient Plant Lab 1 1 1 1 Anbar Agriculture College Plant Physiology Lab 1 1 1 1 Anbar Agriculture College Protection & Storage Lab 1 1 1 1 Anbar Agriculture College Soil & Water Lab 1 1 1 1 Anbar Agriculture College Soil Lab 1 1 1 1 Anbar Agriculture College Soil Physics Lab 1 1 1 1 Anbar Agriculture College Surveying Lab 1 1 1 1 Anbar Agriculture College Taxonomy & Survey of Soil Lab 1 1 1 1 Anbar Agriculture College Tissuculture Lab 1 1 1 1 Anbar Agriculture College Vegetable Lab 1 1 1 1 Anbar Dentistry College Dentistry 20 20 20 15 Anbar Education College for Girls Computer 50 25 50 10 Anbar Education College for Girls Computer 30 10 30 5 Anbar Law College Computer laboratory 40 20 40 15 Babylon Education College Teaching Lab 3 2 3 1 Babylon Engineering College General Lab 4 4 4 4 Babylon Engineering College Modern Physics Lab 1 1 1 1 Babylon Fine Arts College Art Education 1 - Fine Arts College 1 1 1 1 Babylon Fine Arts College Art Education 2 - Fine Arts College 6 2 6 2 Babylon Law College Teaching Lab 50 10 50 5 Babylon Physical Education College Lab of Computer 40 40 40 40 Babylon Physical Education College Physical- Bio- Mechanic- Exercises Lab 10 2 10 2 Babylon Physical Education College Physiology Lab 10 4 10 2 Babylon Science College for Girls Advanced Lab 1 20 2 20 2 Babylon Science College for Girls Teaching Lab 1 5 1 5 1 Babylon Science College for Girls Teaching Lab 2 1 1 1 1 Babylon Science College for Girls Teaching Lab 3 1 1 1 1 Babylon Science College for Girls Teaching Lab 4 1 1 1 1 Babylon Science College for Girls Teaching Lab 5 1 1 1 1 Babylon Science College for Girls Teaching Lab 6 1 1 1 1 Babylon Science College for Girls Teaching Lab 7 20 2 20 2 Babylon Science College for Girls Teaching Lab 8 20 2 20 2 Babylon Science College for Girls Teaching Lab 9 50 4 50 6 Babylon Teachers College Biology Lab 1 0 1 1 Babylon Teachers College Chemistry Lab 1 1 1 1 Babylon Teachers College Computer Lab 30 5 20 4 Babylon Teachers College Physics Lab 1 1 1 1

Baghdad Administration & Economics College Lab - College of Administration & Economics 451 94 61 3

Baghdad Law College College of law 40 40 0 40 Baghdad Law College LAW 40 40 0 40 Baghdad Mass Communication College MASS COMMUNICATION 50 50 50 50 Baghdad Medicine College Al-Kindi Medicine College Al Kindi 10 10 10 10 Baghdad Physical Education College for Girls Lab - Physical Education College for Girls 100 100 100 20 Baghdad RS - Accounting & Finances Institute Lab - Accounting & Finances 0 0 2 1 Baghdad RS - Embryology Research Center Lab - Fetus Research 50 25 50 10

Baghdad RS - Postgraduate Institute for Laser Studies

Lab- Research Institute Laser Postgraduate Studies 20 20 20 20

Baghdad Science College for Girls College of Science for Girls 200 200 200 200

Baghdad Urban & Regional Planning - postgraduate Institute Lab - PIURP Institute 20 20 20 4

Baghdad Veterinary Medicine College Veterinary Medicine College 300 150 300 50 Basrah Agriculture College Lab - Dean Office 10 10 10 10

3 only computer answers between 0 and 1000 are included

115

Basrah CF - Computer Center Lab - Computer Center 30 30 30 30 Basrah CF - Computer Center Lab - Computer Center 30 30 30 30 Basrah CF - Computer Center Lab - Computer Center 10 10 10 10 Basrah CF - Computer Center 30 30 30 30 Basrah CF - Computer Center Lab - Computer Center 30 30 30 30

Basrah Engineering College Lab - Dean off & Computer & Internet Center 40 10 40 10

Basrah Engineering College Lab. Workshop 4 2 4 1 Basrah Fine Arts College Lab - College of Fine Arts 50 20 50 5 Basrah HQ - Basrah University Lab- Physical Oceanography 2 2 2 2 Basrah Law College Lab - College of Law 20 20 20 20 Basrah RS - Date Palm Research Center Lab - Date Palm Research Center 10 10 10 2 Basrah RS - Marine Science Center Autoanalyzer Lab-Marine Geology 2 2 2 2 Basrah RS - Marine Science Center Bacteriology Lab-Marine Chemistry 1 1 1 1 Basrah RS - Marine Science Center Benthic Lab- Marine Biology 1 1 1 1 Basrah RS - Marine Science Center Crustacean Lab-Marine Biology 1 1 1 1 Basrah RS - Marine Science Center Ecology Lab-Marine Vertebrates 1 1 1 1 Basrah RS - Marine Science Center Engineering Geology Lab-Marine Geology 1 1 1 1 Basrah RS - Marine Science Center Environmental Pollution Lab-Chemistry 1 1 1 1

Basrah RS - Marine Science Center Experimental Fish Food Lab-Marine Vertebrates 1 1 1 1

Basrah RS - Marine Science Center Fish Biology Lab-Marine Vertebrates 1 1 1 1

Basrah RS - Marine Science Center Fish Chemical Analysis Lab-Marine Vertebrates 1 1 1 1

Basrah RS - Marine Science Center Fish Hatchery Lab-Marine Vertebrates 1 1 1 1

Basrah RS - Marine Science Center Fish tissue and diseases Lab-Marine Vertebrates 1 1 1 1

Basrah RS - Marine Science Center G.C- Lab - Marine Chemistry 1 1 1 1 Basrah RS - Marine Science Center Geophysics lab-Marine Geology 1 1 1 1 Basrah RS - Marine Science Center HPLC Lab- Marine Chemistry 1 1 1 1 Basrah RS - Marine Science Center Hydrocarbon Lab-Marine Chemistry 1 1 1 1 Basrah RS - Marine Science Center Icthyoplankton Lab-Marine Vertebrates 1 1 1 1 Basrah RS - Marine Science Center Lab - Physical Oceanography 2 2 2 2

Basrah RS - Marine Science Center Marine environment Lab-Marine Chemistry 1 1 1 1

Basrah RS - Marine Science Center Oil Pollution Lab-Marine Chemistry 1 1 1 1 Basrah RS - Marine Science Center Optical Lab-Marine Geology 1 1 1 1 Basrah RS - Marine Science Center Phytoplankton Lab-Marine Biology 1 1 1 1

Basrah RS - Marine Science Center Remote Sensing lab-Physical Oceanography 3 3 3 3

Basrah RS - Marine Science Center Rock Lab-Marine Geology 1 1 1 1 Basrah RS - Marine Science Center Sedimentation Lab-Marine Geology 1 1 1 1 Basrah RS - Marine Science Center Sound Lab - Physical Oceanography 1 1 1 1 Basrah RS - Marine Science Center Thin Section Lab-Marine Geology 1 1 1 1 Basrah RS - Marine Science Center Water Analysis Lab-Marine Chemistry 1 1 1 1 Basrah RS - Marine Science Center Zooplankton 1 1 1 1 Basrah RS - Polymer Research Center Lab- Material Science 6 5 5 2 Basrah RS - Polymer Research Center Lab- Polymer-Chemistry Research Center 6 5 5 2 Basrah Veterinary Medicine College Anatomy Lab 10 10 10 4 Basrah Veterinary Medicine College Medicine Lab 10 10 10 4 Basrah Veterinary Medicine College Microbiology Lab 10 10 10 4 Basrah Veterinary Medicine College Pathology Lab 10 10 10 4 Basrah Veterinary Medicine College Physiology Lab 10 10 10 4 Diyala Education College College of Education Lab. 100 100 100 100 Diyala HQ - Diyala University College of Science 1 1 1 1 Diyala Law College Lab of Law 100 101 100 100 Diyala Physical Education College College of Physical Education Lab 50 50 50 50 Diyala Teachers College College of Teachers 100 100 100 100 Diwaniya Administration & Economics College Computer Lab 100 25 100 25 Diwaniya Administration & Economics College Postgraduate Study Lab 12 12 12 12 Diwaniya Arts College Lab - College of Arts 20 20 20 10 Diwaniya Education College Computer Center 250 250 250 50 Diwaniya Education College - Muthanna Workshop - Education College 100 25 100 25 Diwaniya Medicine College Bacteriology Lab 3 2 3 1 Diwaniya Medicine College Chemistry Lab 2 1 2 1 Diwaniya Medicine College Immunology Lab 1 0 1 0 Diwaniya Medicine College Medical Physics Lab 2 1 2 1 Diwaniya Medicine College Parasitology Lab 3 1 3 1 Diwaniya Medicine College Physiology Lab 2 1 2 1 Diwaniya Medicine College Workshop - College of Medicine 5 3 5 2 Diwaniya Physical Education College Physical Education & Sport Lab 130 130 130 10 Diwaniya Veterinary College Biology Lab 3 3 3 3 Diwaniya Veterinary College Computers Lab 50 50 50 50 Diwaniya Veterinary College Internal Medicine Lab 3 3 3 3 Diwaniya Veterinary College Microbiology Lab 3 3 3 3 Diwaniya Veterinary College Nutrition Lab 3 3 3 3 Diwaniya Veterinary College Parasitology Lab 2 2 2 2

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Diwaniya Veterinary College Pathology Lab 3 3 3 3 Diwaniya Veterinary College Pharmacology Lab 3 3 3 3 Diwaniya Veterinary College Physiology Lab 3 3 3 3 Diwaniya Veterinary College Surgery & Obstetrics Lab 3 3 3 3

Diwaniya Veterinary College Workshop - Drug Factory - Veterinary College 3 3 3 3

Kerbala Administration & Economics College Computer Lab 200 40 200 200 Kerbala Education College Computer Lab 200 40 200 200 Kerbala Law College Computer Center Lab 100 100 50 10 Kerbala Science College computer 100 20 120 100

Mosul Administration & Economics College Lab - Administration & Economics College 285 110 50 10

Mosul Agriculture College Lab - Agriculture & Forestry College 150 50 75 15 Mosul Arts College Lab - Arts College 75 6 38 3 Mosul Computers & Mathematics College Lab - Computer & Mathematics College 500 150 250 40 Mosul Dentistry College Lab - Dentistry College 8 3 3 3 Mosul Law College Lab - Law College 30 30 30 5 Mosul Medicine College 1 Lab - Medicine College 1 60 20 20 20 Mosul Nursing College Lab - Nursing College 1 1 1 0 Mosul Pharmacy College Lab - Pharmacy College 40 7 40 5 Mosul Physical Education College Lab - Physical Education College 8 4 8 2

Mosul RS - Dams & Water Resources Research Center

Lab - Research Center For Dams & Water Resources 2 2 2 2

Mosul RS - Environment Research Center Lab - Environment Research Center 1 1 1 1 Mosul RS - Turkish Studies Center Lab - Turkish Studies Center 3 3 3 3 Mosul Veterinary College Lab - Veterinary Medicine College 150 25 75 10 Mustansirya Dentistry College Lab - Dentistry College 100 50 100 100 Mustansirya Law College Lab - Law College 100 100 500 100 Mustansirya Pharmacy College Lab - Pharmacy College 60 100 150 45

Mustansirya RS - Arab Homeland Center Arab Homeland Studies & Research Center Lab 15 15 15 7

Mustansirya RS - Diabetes Center Lab - National Diabetes Center 15 10 10 10 Mustansirya Teachers College Lab - Internet Center 8 8 8 5

Salah Al-Din Administration & Economics College Lab - Administration & Economics College 60 50 100 20

Salah Al-Din Arts College Lab - Arts College 60 12 30 10 Sulaymaniyah Administration & Economics College Lab - Admin & Economy College 36 20 80 15 Sulaymaniyah Agriculture College 1 1 1 1 Sulaymaniyah Agriculture College Lab - Agriculture College 10 10 1 5 Sulaymaniyah Commerce College Lab - Commerce College 24 10 10 5 Sulaymaniyah Dentistry College Lab - Dentistry College 2 2 2 2 Sulaymaniyah Education College Lab - College of Education Sulaymaniyah 10 4 10 2 Sulaymaniyah Engineering College Lab - Engineering College 30 10 30 4 Sulaymaniyah Fine Arts College 1 1 1 1 Sulaymaniyah Fine Arts College Lab - Fine Arts College 2 2 1 2 Sulaymaniyah Humanities College Lab - Humanities College 8 8 8 8 Sulaymaniyah Law College Lab - Law College 36 15 40 15 Sulaymaniyah Law/ Evening College Lab - College of Law (evening) 36 15 40 15 Sulaymaniyah Medicine College Lab - Medicine College 30 11 11 11 Sulaymaniyah Medicine College Medicine 2 2 2 2 Sulaymaniyah Nursing College Lab - Nursing College 1 3 1 2 Sulaymaniyah Science College Lab - Science College 20 10 10 10 Sulaymaniyah Sharia & Law College Lab - Sharia & Law College 12 5 10 10 Sulaymaniyah Sharia & Law College Lab - Sharia & Law College 20 2 2 2 Sulaymaniyah Veterinary Medicine College Lab - College of Veterinary Medicine 8 8 4 2 Technology Building & Constructions College Asphalt Lab 1 1 1 1 Technology Building & Constructions College Building Materials Lab 1 1 1 1 Technology Building & Constructions College Computer Lab ( Postgraduate ) 50 2 50 0 Technology Building & Constructions College Computer Lab ( Undergraduate ) 100 4 100 4 Technology Building & Constructions College Concrete Tech Lab 1 1 1 1 Technology Building & Constructions College Fluid Mechanics Lab 1 1 1 1 Technology Building & Constructions College Geology Lab 1 1 1 1 Technology Building & Constructions College Heavy Structure Lab 1 1 1 1 Technology Building & Constructions College Non Destructive Testing Lab 1 1 1 1 Technology Building & Constructions College Remote Sensing Lab 10 4 10 1 Technology Building & Constructions College Sanitary Eng Lab 1 1 1 1 Technology Building & Constructions College Soil Mechanics Lab 1 1 1 1 Technology Building & Constructions College Surveying Lab 1 1 1 1 Technology Chemical College Lab - Chemical Engineering 56 35 56 7 Technology Computer Center Lab - Computer Center 15 5 15 3 Technology Computer Center Lab - Computer Center 20 5 20 5 Technology Electrical College Advanced Communication Lab 5 2 5 1 Technology Electrical College Antenna Lab 5 2 5 1 Technology Electrical College Digital Communication Lab 5 2 5 1 Technology Electrical College Digital Electronics Lab 6 1 1 1 Technology Electrical College First Year Computer Lab 30 1 1 1 Technology Electrical College Microprocessor Lab 10 2 1 1

117

Technology Electrical College Microwave Lab 5 2 5 1 Technology Electrical College Second Year Electronics Lab 5 1 1 1

Technology HQ - Technology University Internet Unit Lab - University President Office 10 10 10 3

Technology Materials College Lab - Materials Engineering College 60 30 60 3

Technology Science of Computer College Lab - Computer Science & Information Systems Col. 20 1 10 0

Technology Science of Computer College Lab - Computer Science & Information Systems Col. 20 1 10 0

Technology Science of Computer College Lab - Computer Science & Information Systems Col. 20 1 10 0

Technology Science of Computer College Lab - Computer Science & Information Systems Col. 20 1 10 0

Technology Science of Computer College Lab - Graduate's Lab 20 5 20 3 Technology Science of Computer College Lab - Internet Lab 20 2 5 1 Technology Science of Computer College Lab - NW Lab 20 2 5 1 Technology Software College Computer Lab 20 20 20 20 Technology Software College Computer lab 20 20 20 20 Technology Software College Computer Lab 20 20 20 20 Technology Software College Computer Lab 20 20 20 20 Technology Software College Computer Lab 20 20 20 20 Technology Software College Computer Lab 2 5 8 2 Technology Software College Computer Lab 20 20 20 20 Technology Software College Computer Lab 20 20 20 20 Technology Software College Computer Lab 20 1 1 1 Technology Software College Computer Lab 20 20 20 20

Tikrit Administration & Economics College Lab - Administration & Economics College 100 250 500 200

Wassit Education College Computer Lab 100 100 100 100

118

12. Value of Equipment Needs at College Labs

Damages and needs College Name Lab Name Approximated

Value Critical Less

Critical Total

Al Nahrain Informatic Technology College Lab - College of Informatic Technology 0 15,000 10,000 0 Al Nahrain Science College Internet Center 0 25,000 0 25,000 Anbar Agriculture College Biochemistry Lab 0 2,000 3,000 5,000 Anbar Agriculture College Computer Lab 0 2,000 3,000 5,000 Anbar Agriculture College Crop Production Lab 0 2,000 3,000 5,000 Anbar Agriculture College Ecology Lab 0 0 0 5,000 Anbar Agriculture College Fertility & Fertilizer Lab 0 2,000 3,000 5,000 Anbar Agriculture College Fishery Lab 0 2,000 3,000 5,000 Anbar Agriculture College Fruit Production Lab 0 2,000 3,000 5,000 Anbar Agriculture College Garden Engineering Lab 0 2,000 3,000 5,000 Anbar Agriculture College General Chemistry Lab 0 0 0 5,000 Anbar Agriculture College Genetics & Plant Breeding Lab 0 0 0 5,000 Anbar Agriculture College Graduate Student 1 Lab 0 3,000 3,000 6,000 Anbar Agriculture College Graduate Students 2 Lab 0 2,000 3,000 5,000 Anbar Agriculture College Horticulture - Plant Physiology Lab 0 2,000 3,000 5,000 Anbar Agriculture College Horticulture Plant Breeding Lab 0 2,000 3,000 5,000 Anbar Agriculture College Industrial Crop Prod. Lab 0 3,000 4,000 7,000 Anbar Agriculture College Irrigation & Water Lab 0 2,000 3,000 5,000 Anbar Agriculture College Nutrient Plant Lab 0 2,000 3,000 5,000 Anbar Agriculture College Plant Physiology Lab 0 2,000 3,000 5,000 Anbar Agriculture College Protection & Storage Lab 0 2,000 3,000 5,000 Anbar Agriculture College Soil & Water Lab 0 3,000 3,000 6,000 Anbar Agriculture College Soil Lab 0 3,000 2,000 5,000 Anbar Agriculture College Soil Physics Lab 0 3,000 3,000 6,000 Anbar Agriculture College Surveying Lab 0 2,000 1,500 3,500 Anbar Agriculture College Taxonomy & Survey of Soil Lab 0 2,000 3,000 5,000 Anbar Agriculture College Tissuculture Lab 0 2,000 3,000 5,000 Anbar Agriculture College Vegetable Lab 0 2,000 3,000 5,000 Anbar Dentistry College Dentistry 6000 5,000 5,500 10,500 Anbar Education College for Girls Computer 38625 38,625 30,000 68,625 Anbar Education College for Girls Computer 29650 29,650 25,000 54,000 Anbar Law College Computer laboratory 40000 20,000 15,000 35,000 Anbar Medicine College Laboratory of College of Medicine 0 36,000 11,000 146,000 Babylon Engineering College General Lab 125000 200,000 350,000 550,000 Babylon Engineering College Modern Physics Lab 0 75,000 25,000 100,000 Babylon Fine Arts College Art Education 1 - Fine Arts College 0 10,000 10,000 20,000 Babylon Fine Arts College Art Education 2 - Fine Arts College 10000 81,000 75,000 156,000 Babylon Law College Teaching Lab 0 4,000 2,000 6,000 Babylon Science College for Girls Advanced Lab 1 0 5,000 15,000 20,000 Babylon Science College for Girls Teaching Lab 1 0 10,000 20,000 30,000 Babylon Science College for Girls Teaching Lab 2 2000 30,000 50,000 80,000 Babylon Science College for Girls Teaching Lab 3 20000 30,000 50,000 80,000 Babylon Science College for Girls Teaching Lab 4 20000 30,000 50,000 80,000 Babylon Science College for Girls Teaching Lab 5 20000 30,000 50,000 80,000

119

Babylon Science College for Girls Teaching Lab 6 20000 30,000 50,000 80,000 Babylon Science College for Girls Teaching Lab 7 0 5,000 15,000 20,000 Babylon Science College for Girls Teaching Lab 8 0 50,000 150,000 200,000 Babylon Science College for Girls Teaching Lab 9 0 50,000 150,000 200,000 Babylon Teachers College Biology Lab 0 9,000 9,000 18,000 Babylon Teachers College Chemistry Lab 0 8,000 2,000 10,000 Babylon Teachers College Computer Lab 2000 700 300 1,000 Babylon Teachers College Physics Lab 0 1,500 500 2,000 Baghdad Engineering College 2 Lab - College of Engineering II 0 400,000 300,000 700,000 Baghdad Fine Arts College Lab - Fine Arts 0 25,000 15,000 40,000 Baghdad Languages College College of Languages Lab 200000 0 0 0 Baghdad Law College College of law 0 0 0 120,000 Baghdad Law College LAW 0 0 0 120,000 Baghdad Mass Communication College MASS COMMUNICATION 7000000 3,000,000 2,000,000 5,000,000 Baghdad Nursing College Lab-Nursing College 0 500,000 100,000 600,000 Baghdad Pharmacy College Lab - College of Pharmacy 0 1,500,000 2,500,000 4,000,000 Baghdad Political Science College College of Political Science 0 0 0 19,425 Baghdad RS - Embryology Research Center Lab - Fetus Research 0 5,000 150,000 200,000

Baghdad RS - Postgraduate Institute for Laser Studies Lab- Research Institute Laser Postgraduate Studies 0 3,000,000 2,000,000 5,000,000

Baghdad Urban & Regional Planning - postgraduate Institute Lab - PIURP Institute 0 20,000 10,000 30,000

Baghdad Veterinary Medicine College VETERINARY MEDICINE COLLEGE 0 2,500,000 1,500,000 4,000,000 Basrah Agriculture College Lab - Dean Office 0 920,000 590,000 1,510,000 Basrah CF - Computer Center Lab - Computer Center 0 20,000 30,000 50,000 Basrah CF - Computer Center Lab - Computer Center 0 4,000 0 4,000 Basrah Education for Girls College Computer Center 0 20,000 30,000 50,000 Basrah Education for Girls College Computer Center 0 4,000 0 4,000 Basrah Engineering College Lab - Dean off & Computer & Internet Center 40000 201,250 0 201,250 Basrah Engineering College Lab. Workshop 100000 106,850 0 106,850 Basrah Fine Arts College Lab - College of Fine Arts 50000 50,000 5,000 55,000 Basrah HQ - Basrah University Lab- Physical Oceanography 0 185,000 3,500 188,500 Basrah RS - Date Palm Research Center Lab - Date Palm Research Center 3000000 2,000,000 1,000,000 3,000,000 Basrah RS - Marine Science Center Autoanalyzer Lab-Marine Geology 0 30,000 15,000 45,000 Basrah RS - Marine Science Center Bacteriology Lab-Marine Chemistry 0 20,000 10,000 30,000 Basrah RS - Marine Science Center Benthic Lab- Marine Biology 0 10,000 5,000 15,000 Basrah RS - Marine Science Center Crustacean Lab-Marine Biology 0 10,000 5,000 15,000 Basrah RS - Marine Science Center Ecology Lab-Marine Vertebrates 0 7,500 1,350 8,850 Basrah RS - Marine Science Center Engineering Geology Lab-Marine Geology 0 65,000 10,000 75,000 Basrah RS - Marine Science Center Environmental Pollution Lab-Chemistry 0 15,000 10,000 25,000

Basrah RS - Marine Science Center Experimental Fish Food Lab-Marine Vertebrates 0 2,300 200 2,500

Basrah RS - Marine Science Center Fish Biology Lab-Marine Vertebrates 0 2,000 500 2,500

Basrah RS - Marine Science Center Fish Chemical Analysis Lab-Marine Vertebrates 0 7,000 1,500 8,500

Basrah RS - Marine Science Center Fish Hatchery Lab-Marine Vertebrates 0 6,500 1,000 7,500

Basrah RS - Marine Science Center Fish tissue and diseases Lab-Marine Vertebrates 0 5,000 700 5,700

Basrah RS - Marine Science Center G.C- Lab - Marine Chemistry 0 20,000 10,000 30,000 Basrah RS - Marine Science Center Geophysics lab-Marine Geology 0 75,000 15,000 90,000

120

Basrah RS - Marine Science Center HPLC Lab- Marine Chemistry 0 35,000 10,000 45,000 Basrah RS - Marine Science Center Hydrocarbon Lab-Marine Chemistry 0 35,000 15,000 50,000 Basrah RS - Marine Science Center Icthyoplankton Lab-Marine Vertebrates 0 3,400 400 3,800 Basrah RS - Marine Science Center Lab - Physical Oceanography 0 185,000 3,500 188,500

Basrah RS - Marine Science Center Marine environment Lab-Marine Chemistry 0 20,000 10,000 30,000

Basrah RS - Marine Science Center Oil Pollution Lab-Marine Chemistry 0 40,000 20,000 60,000 Basrah RS - Marine Science Center Optical Lab-Marine Geology 0 25,000 10,000 35,000 Basrah RS - Marine Science Center Phytoplankton Lab-Marine Biology 0 15,000 5,000 20,000

Basrah RS - Marine Science Center Remote Sensing lab- Physical Oceanography 0 20,000 10,000 30,000

Basrah RS - Marine Science Center Rock Lab-Marine Geology 0 15,000 5,000 20,000 Basrah RS - Marine Science Center Sedimentation Lab-Marine Geology 0 45,000 15,000 60,000 Basrah RS - Marine Science Center Sound Lab - Physical Oceanography 0 10,000 5,000 15,000 Basrah RS - Marine Science Center Thin Section Lab-Marine Geology 0 10,000 5,000 15,000

Basrah RS - Marine Science Center Water Analysis Lab- Marine Chemistry 0 15,000 10,000 25,000

Basrah RS - Marine Science Center Zooplankton 0 15,000 5,000 20,000 Basrah RS - Polymer Research Center Lab- Material Science 0 12,300 6,150 18,450 Basrah RS - Polymer Research Center Lab- Polymer-Chemistry Research Center 0 12,900 4,800 17,700 Basrah Science College Lab - For all Science College depts 0 0 0 100,000,000 Basrah Veterinary Medicine College Anatomy Lab 0 17,000 20,000 37,000 Basrah Veterinary Medicine College Medicine Lab 0 5,000 10,000 15,000 Basrah Veterinary Medicine College Microbiology Lab 0 5,000 5,000 100,000 Basrah Veterinary Medicine College Pathology Lab 0 10,000 15,000 25,000 Basrah Veterinary Medicine College Physiology Lab 0 10,000 15,000 25,000 Diyala Education College College of Education Lab. 0 400,000 0 400,000 Diyala HQ - Diyala University College of Science 0 200,000 50,000 250,000 Diyala Physical Education College College of Physical Education Lab 0 100,000 50,000 150,000 Diwaniya Administration & Economics College Computer Lab 0 30,000 15,000 45,000 Diwaniya Administration & Economics College Postgraduate Study Lab 0 3,000 3,000 6,000 Diwaniya Arts College Lab - College of Arts 2000000 1,000,000 1,000,000 2,000,000 Diwaniya Education College Computer Center 300000 200,000 100,000 300,000 Diwaniya Education College - Muthanna Workshop - Education College 1500000 250,000 250,000 500,000 Diwaniya Medicine College Bacteriology Lab 100000 50,000 50,000 100,000 Diwaniya Medicine College Biochemistry Lab 100000 50,000 50,000 100,000 Diwaniya Medicine College Chemistry Lab 75000 50,000 25,000 75,000 Diwaniya Medicine College Histopathology Lab 120000 60,000 60,000 120,000 Diwaniya Medicine College Immunology Lab 50000 25,000 25,000 50,000 Diwaniya Medicine College Medical Physics Lab 75000 50,000 25,000 75,000 Diwaniya Medicine College Parasitology Lab 100000 50,000 50,000 100,000 Diwaniya Medicine College Physiology Lab 100000 50,000 50,000 100,000 Diwaniya Medicine College Workshop - College of Medicine 50000 25,000 25,000 50,000 Diwaniya Physical Education College Physical Education & Sport Lab 100000 40,000 60,000 100,000 Diwaniya Veterinary College Biology Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Computers Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Internal Medicine Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Microbiology Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Nutrition Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Parasitology Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Pathology Lab 3000000 1,000,000 2,000,000 3,000,000

121

Diwaniya Veterinary College Pharmacology Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Physiology Lab 3000000 1,000,000 2,000,000 3,000,000 Diwaniya Veterinary College Surgery & Obstetrics Lab 3000000 1,000,000 2,000,000 3,000,000

Diwaniya Veterinary College Workshop - Drug Factory - Veterinary College 1000000 250,000 500,000 750,000

Kerbala Administration & Economics College Computer Lab 0 70,000 70,000 140,000 Kerbala Education College Computer Lab 0 70,000 70,000 140,000 Kerbala Science College computer 0 70,000 0 70,000

Mosul Administration & Economics College Lab - Administration & Economics College 145000 301,000 100,000 401,000

Mosul Agriculture College Lab - Agriculture & Forestry College 300000000 25,000,000 75,000,000 100,000,000

Mosul Arts College Lab - Arts College 100000 196,000 115,000 311,000

Mosul Computers & Mathematics College Lab - Computer & Mathematics College 0 500,000 250,000 750,000

Mosul Dentistry College Lab - Dentistry College 1000000000 750,000,000 25,000,000 1,000,000,000

Mosul Education College Lab - Biology dept & Chemistry dept & Physics dept 0 50,000 30,000 80,000

Mosul Engineering College Lab - Engineering College 0 2,200,000 2,200,000 0 Mosul Law College Lab - Law College 56000 40,000 16,000 56,000 Mosul Medicine College 1 Lab - Medicine College 1 0 3,000,000 5,000,000 8,000,000

Mosul Medicine College 2 Anatomy-Physiology- Biochemistry-Microbiology Lab 50000 100,000 50,000 150,000

Mosul Nursing College Lab - Nursing College 200000 500,000 2,500,000 300,000 Mosul Pharmacy College Lab - Pharmacy College 600000 386,000 1,000,000 1,386,000 Mosul Physical Education College Lab - Physical Education College 160000 140,000 60,000 200,000

Mosul RS - Dams & Water Resources Research Center

Lab - Research Center For Dams & Water Resources 0 500,000 500,000 1,000,000

Mosul RS - Environment Research Center Lab - Environment Research Center 0 100,000 0 0 Mosul RS - Remote Sensing Center Lab - Institute of Remote Sensing 0 500,000 0 500,000 Mosul RS - Turkish Studies Center Lab - Turkish Studies Center 0 100,000 50,000 150,000 Mosul Teachers College Lab - College of Teachers 0 10,000 1,000 11,000 Mosul Veterinary College Lab - Veterinary Medicine College 5000000 3,000,000 1,000,000 4,000,000 Mustansirya Dentistry College Lab - Dentistry College 0 0 300,000 300,000 Mustansirya Law College Lab - Law College 0 150,000 100,000 250,000

Mustansirya Medicine College Lab - Library & Store House of Free Learning Unit 500 0 0 0

Mustansirya Pharmacy College Lab - Pharmacy College 3000000 2,000,000 1,000,000 3,000,000

Mustansirya RS - Arab Homeland Center Arab Homeland Studies & Research Center Lab 75000 50,000 25,000 75,000

Mustansirya RS - Diabetes Center Lab - National Diabetes Center 0 750,000 250,000 1,000,000 Mustansirya Teachers College Lab - Internet Center 15000 15,000 12,000 15,000

Salah Al-Din Administration & Economics College Lab - Administration & Economics College 0 15,000 25,000 40,000

Sulaymaniyah Administration & Economics College Lab - Admin & Economy College 0 1,000 500 1,500 Sulaymaniyah Agriculture College 0 10,000 8,000 18,000 Sulaymaniyah Agriculture College Lab - Agriculture College 0 150,000 100,000 250,000 Sulaymaniyah Commerce College Lab - Commerce College 0 2,000 12,000 14,000 Sulaymaniyah Dentistry College Lab - Dentistry College 0 1,000 700 1,700 Sulaymaniyah Fine Arts College 0 2,000 4,000 7,000 Sulaymaniyah Fine Arts College Lab - Fine Arts College 0 15,000 15,000 30,000

122

Sulaymaniyah Humanities College Lab - Humanities College 0 2,000 1,000 3,000 Sulaymaniyah Law College Lab - Law College 0 1,500 1,000 2,500 Sulaymaniyah Law/ Evening College 0 10,000 8,000 18,000 Sulaymaniyah Law/ Evening College Lab - College of Law (evening) 0 1,500 1,000 2,500 Sulaymaniyah Medicine College Lab - Medicine College 0 50,000 25,000 75,000 Sulaymaniyah Medicine College Medicine 0 100,000 50,000 15,000 Sulaymaniyah Nursing College 0 10,000 8,000 18,000 Sulaymaniyah Nursing College Lab - Nursing College 0 1,000 800 1,800 Sulaymaniyah Science College Lab - Science College 0 816,898 1,500,000 2,316,898 Sulaymaniyah Sharia & Law College Lab - Sharia & Law College 0 0 600 600 Sulaymaniyah Veterinary Medicine College Lab - College of Veterinary Medicine 0 600,000 250,000 850,000 Technology Architecture College Lab - Architecture College 0 100,000 150,000 250,000 Technology Building & Constructions College Asphalt Lab 0 1,000,000 500,000 1,500,000 Technology Building & Constructions College Building Materials Lab 0 500,000 250,000 750,000 Technology Building & Constructions College Computer Lab ( Postgraduate ) 0 100,000 0 100,000 Technology Building & Constructions College Computer Lab ( Undergraduate ) 0 500,000 0 500,000 Technology Building & Constructions College Concrete Tech Lab 0 750,000 500,000 1,250,000 Technology Building & Constructions College Fluid Mechanics Lab 0 1,000,000 500,000 1,500,000 Technology Building & Constructions College Geology Lab 0 500,000 0 500,000 Technology Building & Constructions College Heavy Structure Lab 0 1,500,000 1,000,000 2,500,000 Technology Building & Constructions College Non Destructive Testing Lab 0 350,000 150,000 500,000 Technology Building & Constructions College Remote Sensing Lab 0 500,000 0 500,000 Technology Building & Constructions College Sanitary Eng Lab 0 1,250,000 0 1,250,000 Technology Building & Constructions College Soil Mechanics Lab 0 1,750,000 500,000 2,250,000 Technology Building & Constructions College Surveying Lab 0 1,250,000 250,000 1,500,000 Technology Chemical College Lab - Chemical Engineering 0 70,000,000 30,000,000 10,000,000 Technology Computer Center Lab - Computer Center 0 9,000 1,000 10,000 Technology Computer Center Lab - Computer Center 0 9,300 4,700 14,000 Technology Computer Control College Control & Computer Lab 0 1,500,000 1,000,000 2,500,000 Technology Continuous Learning Center Continuous Education Center 0 100,000 0 100,000 Technology Electrical College AC Electrical Machines Lab 0 2,000,000 500,000 2,500,000 Technology Electrical College Advanced Communication Lab 0 0 3,000,000 3,000,000 Technology Electrical College Antenna Lab 0 0 2,000,000 2,000,000 Technology Electrical College DC Electrical Machine Lab 0 2,000,000 250,000 2,250,000 Technology Electrical College Digital Communication Lab 0 0 2,000,000 2,000,000 Technology Electrical College Digital Electronics Lab 0 2,500,000 1,000,000 3,500,000 Technology Electrical College Electrical Engineering Fundamentals Lab 0 750,000 250,000 1,000,000 Technology Electrical College Microprocessor Lab 0 3,000,000 1,000,000 4,000,000 Technology Electrical College Microwave Lab 0 0 2,000,000 2,000,000 Technology Electrical College Power & High Voltage Lab 0 4,000,000 500,000 4,500,000 Technology Electrical College Power Electronics Lab 0 1,000,000 500,000 1,500,000 Technology Electrical College Second Year Electronics Lab 0 2,000,000 1,000,000 3,000,000 Technology Materials College Lab - Materials Engineering College 0 28,960 0 28,960 Technology Materials College Lab - Materials Engineering College 0 60,215 0 60,215 Technology Materials College Lab - Materials Engineering College 0 310,000 0 310,000 Technology Materials College Lab - Materials Engineering College 0 150,000 0 150,000 Technology Materials College Lab - Materials Engineering College 0 169,000 0 169,000 Technology Materials College Lab - Materials Engineering College 0 547,050 0 547,050 Technology Materials College Lab - Materials Engineering College 0 116,980 0 116,980 Technology Materials College Lab - Materials Engineering College 0 238,300 0 238,300

123

Technology Materials College Lab - Materials Engineering College 0 320,000 0 320,000 Technology Materials College Lab - Materials Engineering College 0 1,226,000 0 1,226,000 Technology Mechanical College Lab - Mechanical Engineering College 0 1,300,000 700,000 2,000,000 Technology Science of Computer College Lab - Internet Lab 0 800 100 900 Technology Science of Computer College Lab - NW Lab 0 500 100 600 Thi-Qar Arts College Lab - Arts College 100000 50,000 50,000 100,000 Thi-Qar Education College Lab - Education College 10000 15,000 5,000 10,000 Thi-Qar Engineering College Civil Engineering Lab 10000 5,000 5,000 10,000

Tikrit Administration & Economics College Lab - Administration & Economics College 50000 80,000 20,000 100,000

Tikrit Pharmacy College Lab - Pharmacy College 0 750,000 250,000 1,000,000 Wassit Science College Computer Lab 68000 5,000 3,000 8,000

124

13. Value of Damages and Needs at University College Libraries

University Name College Name

Approximate value of damages Immediate needs Total needs

Total of university libraries 44,412,455 1,367,321,057 1,419,563,557 Anbar HQ - Anbar University 363,000 250,000 500,000 Anbar Law College 10,000 40,000 50,000 Anbar Engineering College 0 25,000 100,000 Anbar Medicine College 2,000 12,000 21,000 Anbar Arts College 40,000 30,000 40,000 Anbar Science College 100,000 200,000 250,000 Anbar Dentistry College 3,000 2,000 4,500 Anbar Education College 120,000 150,000 300,000 Anbar Education College for Girls 951,500 1,810,000 2,613,000

Anbar 1,589,500 2,519,000 3,878,500 Babylon Dentistry College 50,000 75,000 Babylon Teachers College 500 600 800

Babylon 500 50,600 75,800 Baghdad Law College 20,000 20,000 Baghdad Engineering College 1 87,000 207,000 Baghdad Education College Ibn Al-Haitham 3,500,000 5,000,000 Baghdad Pharmacy College 2,000,000 3,000,000 Baghdad Fine Arts College 125,000 275,000 Baghdad Dentistry College 250,000 600,000 Baghdad Veterinary Medicine College 1,500,000 2,000,000 Baghdad Nursing College 50,000 100,000 Baghdad Languages College 200,000 30,000 100,000 Baghdad Political Science College 0 15,000 50,000 Baghdad Medicine College Al-Kindi Baghdad Engineering College 2 150,000 100,000 Baghdad Mass Communication College 6,000,000 2,000,000 3,000,000 Baghdad RS - Accounting & Finances Institute 2,000 3,000 Baghdad RS - Embryology Research Center 500,000 20,000 Baghdad Urban & Regional Planning - Postgraduate Institute 35,000 85,000 Baghdad RS - Postgraduate Institute for Laser Studies 20,000 50,000

Baghdad 6,200,000 10,284,000 14,610,000 Basrah HQ - Basrah University 500,000 2,500,000 Basrah Law College 80,000 82,000 Basrah Engineering College 200,000 600,000 1,800,000 Basrah Pharmacy College 40,000 100,000 150,000 Basrah Fine Arts College 1,000,000 500,000 1,500,000 Basrah Science College Basrah Agriculture College 500,000 1,000,000 Basrah Veterinary Medicine College 10,000 30,000 Basrah Education College 550,000 550,000 1,300,000 Basrah Education for Girls College 100,000 200,000 Basrah RS - Marine Science Center 10,000 15,000 Basrah CF - Computer Center 100,000 200,000 Basrah RS - Date Palm Research Center 750,000 300,000 500,000

Basrah 2,540,000 3,350,000 9,277,000 Diyala Law College 0 0 Diyala Science College 200,000 250,000 Diyala Physical Education College 100,000 150,000 Diyala Education College 400,000 500,000

Diyala 700,000 900,000 Diwaniya Medicine College 100,000 50,000 100,000 Diwaniya Administration & Economics College 0 1,000,000 2,000,000 Diwaniya Arts College 3,000,000 2,000,000 3,000,000 Diwaniya Science College 1,000,000 1,000,000 2,000,000 Diwaniya Veterinary College 1,000,000 3,000,000 Diwaniya Physical Education College 100,000 40,000 100,000 Diwaniya Education College 3,000,000 2,000,000 3,000,000 Diwaniya Education College - Muthanna 6,000 50,000 60,000 Diwaniya Science College for Girls - Muthanna 1,000,000 500,000 750,000

Diwaniya 8,206,000 7,640,000 14,010,000 Islamic Science Arabic Languages & Quran Studies College 500 750 Islamic Science Islamic Thinking & Creed College 500 750 Islamic Science 1,000 1,500 Kerbala Law College 10,000 50,000 75,000 Kerbala Administration & Economics College 70,000 140,000 Kerbala Science College 2,100 2,100 Kerbala Education College 7,000 10,500

Kerbala 10,000 129,100 227,600 Mosul Law College 500 3,000 5,000

125

Mosul Engineering College 940,000 9,340,000 Mosul Medicine College 1 2,000,000 7,000,000 Mosul Pharmacy College 30,000 10,000 30,000 Mosul Administration & Economics College 5,000 50,000 150,000 Mosul Arts College 1,955 9,000 14,000 Mosul Agriculture College 25,000,000 5,000,000 15,000,000 Mosul Dentistry College 250,000 1,000,000 1,500,000 Mosul Veterinary College 250,000 250,000 400,000 Mosul Physical Education College 5,000 12,000 20,000 Mosul Nursing College 5,000 100,000 2,100,000 Mosul Medicine College 2 10,000 20,000 30,000 Mosul Computers & Mathematics College 4,000 6,000 Mosul Education College 5,000 7,000 Mosul Teachers College 10,000 12,000 Mosul RS - Environment Research Center Mosul RS - Remote Sensing Center 20,000 20,000 Mosul RS - Mosul Studies Center 2,000,000 2,000,000 Mosul RS - Turkish Studies Center 50,000 75,000 Mosul RS - Dams & Water Resources Research Center 200,000 300,000

Mosul 25,557,455 11,683,000 38,009,000 Mustansirya Law College 50,000 Mustansirya Medicine College Mustansirya Pharmacy College 3,000,000 4,500,000 Mustansirya Dentistry College 250,000 750,000 Mustansirya RS - Diabetes Center 5,000 8,000 Mustansirya RS - Arab Homeland Center 50,000 30,000 50,000

Mustansirya 50,000 3,335,000 5,308,000 Salah Al-Din Dentistry College 0 20,000 25,000 Salah Al-Din Education College 0 30,000 40,000 Salah Al-Din Engineering College 0 5,000 10,000 Salah Al-Din Teachers College 0 1,450 1,450 Salah Al-Din Administration & Economics College 0 56,000 206,000

Salah Al-Din 0 112,450 282,450 Sulaymaniyah Law College 10,000 18,000 Sulaymaniyah Humanities College 10,000 15,000 Sulaymaniyah Administration & Economics College 15,000 25,000 Sulaymaniyah Dentistry College 0 1,000 1,700 Sulaymaniyah Fine Arts College 3,000 7,000 Sulaymaniyah Commerce College 2,500 4,000 Sulaymaniyah Agriculture College 0 10,000 18,000 Sulaymaniyah Science College 592,937 1,592,937 Sulaymaniyah Medicine College 100,000 150,000 Sulaymaniyah Law/ Evening College 10,000 18,000 Sulaymaniyah Nursing College 1,000 1,600 Sulaymaniyah Veterinary Medicine College 0 2,000 3,000 Sulaymaniyah Education College 0 5,000 10,000 Sulaymaniyah 0 762,437 1,864,237

Technology Mechanical College 10,000 30,000 Technology Electrical College 500,000 750,000 Technology Building & Constructions College 150,000 250,000 Technology Technical Education College 600,000 620,000 Technology Computer Control College 0 75,000 Technology Metallurgy & Production College 4,000,000 5,500,000 Technology Chemical College 1,000,000 1,500,000 Technology Architecture College 20,000 40,000 Technology Science of Computer College 1,500 2,500 Technology Materials College 28,270 78,270 Technology Al Rasheed College 1,300,000 2,600,000 Technology Continuous Learning Center 10,000 10,000 Technology Computer Center 2,200 3,700 Technology CF - Library 1,318,495,000 1,318,495,000

Technology 1,326,116,970 1,329,954,470 Thi-Qar Arts College 10,000 10,000 20,000 Thi-Qar Science College 10,000 15,000 40,000 Thi-Qar Education College 50,000 15,000 30,000

Thi-Qar 70,000 40,000 90,000 Tikrit Engineering College 2,500 3,500 Tikrit Medicine College 50,000 250,000 Tikrit Pharmacy College 100,000 150,000 Tikrit Administration & Economics College 100,000 100,000 150,000 Tikrit Science College 0 90,000 210,000 Tikrit Agriculture College 0 200,000 200,000 Tikrit Education College 0 2,000 3,500 Tikrit Education College - Samarra 0 8,000 10,000

Tikrit 240,000 632,500 1,157,000 Wassit Administration & Economics College 0 0 Wassit Science College 19,000 5,000 8,000

126

Wassit Education College 0 0 0 Wassit 19,000 5,000 8,000

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14. Value of Damages and Needs of University Library Books and Journals per Field of Study4,

College Name

University Name

Approximate value of damages

Sum of immediate needs

Sum of total needs

TOTAL 44,160,955 1,366,951,057 1,417,063,557 Administration & Economics College Diwaniya 1,000,000 2,000,000 Administration & Economics College Kerbala 70,000 140,000 Administration & Economics College Mosul 5,000 50,000 150,000 Administration & Economics College Salah Al-Din 56,000 206,000 Administration & Economics College Sulaymaniyah 15,000 25,000 Administration & Economics College Tikrit 100,000 100,000 150,000 105,000 1,291,000 2,671,000 Agriculture College Basrah 500,000 1,000,000 Agriculture College Mosul 25,000,000 5,000,000 15,000,000 Agriculture College Sulaymaniyah 10,000 18,000 Agriculture College Tikrit 200,000 200,000 25,000,000 5,710,000 16,218,000 Al Rasheed College Technology 1,300,000 2,600,000 1,300,000 2,600,000 Arabic Languages & Quran Studies College Islamic Science 500 750 500 750 Architecture College Technology 20,000 40,000 20,000 40,000 Arts College Anbar 40,000 30,000 40,000 Arts College Diwaniya 3,000,000 2,000,000 3,000,000 Arts College Mosul 1,955 9,000 14,000 Arts College Thi-Qar 10,000 10,000 20,000 3,051,955 2,049,000 3,074,000 Building & Constructions College Technology 150,000 250,000 150,000 250,000 Central Library Technology 1,318,495,000 1,318,495,000 1,318,495,000 1,318,495,000 Chemical College Technology 1,000,000 1,500,000 1,000,000 1,500,000 Commerce College Sulaymaniyah 2,500 4,000 2,500 4,000 Computer Center Technology 2,200 3,700 Computer Control College Technology 75,000 Computer Center Basrah 100,000 200,000 Computer Science College Technology 1,500 2,500 Computers & Mathematics College Mosul 4,000 6,000 107,700 287,200 Continuous Learning Center Technology 10,000 10,000 10,000 10,000 Dentistry College Anbar 3,000 2,000 4,500 Dentistry College Babylon 50,000 75,000 Dentistry College Baghdad 250,000 600,000 Dentistry College Mosul 250,000 1,000,000 1,500,000 Dentistry College Mustansirya 250,000 750,000 Dentistry College Salah Al-Din 20,000 25,000 Dentistry College Sulaymaniyah 1,000 1,700 253,000 1,573,000 2,956,200 Education College Anbar 120,000 150,000 300,000 Education College Basrah 550,000 550,000 1,300,000 Education College Diyala 400,000 500,000 Education College Diwaniya 3,000,000 2,000,000 3,000,000 Education College Kerbala 7,000 10,500 Education College Mosul 5,000 7,000 Education College Salah Al-Din 30,000 40,000 Education College Sulaymaniyah 5,000 10,000 Education College Thi-Qar 50,000 15,000 30,000 Education College Tikrit 2,000 3,500

4 The values are approximations

128

Education College - Muthanna Diwaniya 6,000 50,000 60,000 Education College - Samarra Tikrit 8,000 10,000 Education College for Girls Anbar 951,500 1,810,000 2,613,000 Education College Ibn Al-Haitham Baghdad 3,500,000 5,000,000 Education College for Girls Basrah 100,000 200,000 4,677,500 8,632,000 13,084,000 Electrical College Technology 500,000 750,000 500,000 750,000 Engineering College Anbar 25,000 100,000 Engineering College Basrah 200,000 600,000 1,800,000 Engineering College Mosul 940,000 9,340,000 Engineering College Salah Al-Din 5,000 10,000 Engineering College Tikrit 2,500 3,500 Engineering College 1 Baghdad 87,000 207,000 Engineering College 2 Baghdad 150,000 100,000 200,000 1,809,500 11,560,500 Fine Arts College Baghdad 125,000 275,000 Fine Arts College Basrah 1,000,000 500,000 1,500,000 Fine Arts College Sulaymaniyah 3,000 7,000 1,000,000 628,000 1,782,000 HQ - Anbar University Anbar 363,000 250,000 500,000 HQ - Basrah University Basrah 500,000 2,500,000 750,000 3,000,000 Humanities College Sulaymaniyah 10,000 15,000 10,000 15,000 Islamic Thinking & Creed College Islamic Science 500 750 500 750 Languages College Baghdad 200,000 200,000 Law College Anbar 10,000 40,000 50,000 Law College Baghdad 20,000 20,000 Law College Basrah 80,000 82,000 Law College Kerbala 10,000 50,000 75,000 Law College Mosul 500 3,000 5,000 Law College Mustansirya 50,000 Law College Sulaymaniyah 10,000 18,000 Law/ Evening College Sulaymaniyah 10,000 18,000 20,500 263,000 268,000 Mass Communication College Baghdad 6,000,000 2,000,000 3,000,000 6,000,000 2,000,000 3,000,000 Materials College Technology 28,270 78,270 28,270 78,270 Mechanical College Technology 10,000 30,000 10,000 30,000 Medicine College Anbar 2,000 12,000 21,000 Medicine College Diwaniya 100,000 50,000 100,000 Medicine College Sulaymaniyah 100,000 150,000 Medicine College Tikrit 50,000 250,000 Medicine College 1 Mosul 2,000,000 7,000,000 Medicine College 2 Mosul 10,000 20,000 30,000 112,000 2,232,000 7,551,000 Metallurgy & Production College Technology 4,000,000 5,500,000 4,000,000 5,500,000 Nursing College Baghdad 50,000 100,000 Nursing College Mosul 5,000 100,000 2,100,000 Nursing College Sulaymaniyah 1,000 1,600 5,000 151,000 2,201,600 Pharmacy College Baghdad 2,000,000 3,000,000 Pharmacy College Basrah 40,000 100,000 150,000 Pharmacy College Mosul 30,000 10,000 30,000 Pharmacy College Mustansirya 3,000,000 4,500,000 Pharmacy College Tikrit 100,000 150,000 70,000 5,210,000 7,830,000 Physical Education College Diyala 100,000 150,000 Physical Education College Diwaniya 100,000 40,000 100,000 Physical Education College Mosul 5,000 12,000 20,000

129

105,000 152,000 270,000 Political Science College Baghdad 15,000 50,000 15,000 50,000 RS - Accounting & Finances Institute Baghdad 2,000 3,000 RS - Arab Homeland Center Mustansirya 50,000 30,000 50,000 RS - Dams & Water Resources Research Center Mosul 200,000 300,000 RS - Date Palm Research Center Basrah 750,000 300,000 500,000 RS - Diabetes Center Mustansirya 5,000 8,000 RS - Embryology Research Center Baghdad 500,000 20,000 RS - Marine Science Center Basrah 10,000 15,000 RS - Mosul Studies Center Mosul 2,000,000 RS - Postgraduate Institute for Laser Studies Baghdad 20,000 50,000 RS - Remote Sensing Center Mosul 20,000 20,000 RS - Turkish Studies Center Mosul 50,000 75,000 RS -Urban & Regional Planning - Postgraduate Institute Baghdad 35,000 85,000 800,000 3,172,000 1,126,000 Science College Anbar 100,000 200,000 250,000 Science College Diyala 200,000 250,000 Science College Diwaniya 1,000,000 1,000,000 2,000,000 Science College Kerbala 2,100 2,100 Science College Sulaymaniyah 592,937 1,592,937 Science College Thi-Qar 10,000 15,000 40,000 Science College Tikrit 90,000 210,000 Science College Wassit 19,000 5,000 8,000 Science College for Girls - Muthanna Diwaniya 1,000,000 500,000 750,000 2,129,000 2,605,037 5,103,037 Teachers College Babylon 500 600 800 Teachers College Mosul 10,000 12,000 Teachers College Salah Al-Din 1,450 1,450 500 12,050 14,250 Technical Education College Technology 600,000 620,000 Veterinary Medicine College Diwaniya 1,000,000 3,000,000 Veterinary Medicine College Mosul 250,000 250,000 400,000 Veterinary Medicine College Baghdad 1,500,000 2,000,000 Veterinary Medicine College Basrah 10,000 30,000 Veterinary Medicine College Sulaymaniyah 2,000 3,000 250,000 2,762,000 5,433,000

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15. Number of Personal Computers Available and Needed in University College Libraries

University College

Number of available PCs

Number of PCs needed

Al Nahrain Engineering College 7 25 Al Nahrain Informatic Technology College 25 Al Nahrain Law College 5 Al Nahrain Medicine College 70 100 Al Nahrain Political Science College 2 2 Al Nahrain Science College 187 40

Al Nahrain 266 197 Anbar Administration & Economics College 2 2 Anbar Agriculture College 10 Anbar Arts College 1 5 Anbar Computers & Mathematics College 1 10 Anbar Dentistry College 8 40 Anbar Education College 0 169 Anbar Education College for Girls 0 31 Anbar Engineering College 0 70 Anbar HQ - Anbar University 7 25 Anbar Law College 1 5 Anbar Medicine College 75 100 Anbar Science College 0 65

Anbar 95 532 Babylon Dentistry College 1 5 Babylon Education College 51 300 Babylon Engineering College 153 480 Babylon Fine Arts College 0 0 Babylon HQ - Babylon University 22 33 Babylon Law College 30 400 Babylon Medicine College 35 25 Babylon Physical Education College 0 0 Babylon Science College Babylon Science College for Girls 10 300 Babylon Teachers College 20

Babylon 302 1563 Baghdad Administration & Economics College Baghdad Agriculture College 120 Baghdad Arts College 240 Baghdad Dentistry College 8 100 Baghdad Education College for Girls 35 108 Baghdad Education College Ibn Rushed 0 10 Baghdad Engineering College 1 0 0 Baghdad Engineering College 2 0 0 Baghdad Fine Arts College 0 10 Baghdad Languages College 0 0 Baghdad Law College 0 26 Baghdad Mass Communication College 20 Baghdad Medicine College 0 10 Baghdad Medicine College Al-Kindi 40 10 Baghdad Nursing College 0 10 Baghdad Pharmacy College 0 10 Baghdad Physical Education College 1 10 Baghdad Physical Education College for Girls 0 50 Baghdad Political Science College 0 0 Baghdad RS - Accounting & Finances Institute Baghdad RS - Embryology Research Center 0 50 Baghdad RS - Genetic Engineering & Biotechnology Institute 3 Baghdad RS - Laser Institute for Postgraduate Studies 1 10 Baghdad RS - Urban & Regional Planning Postgraduate Institute 30 20 Baghdad Science College 335 160 Baghdad Science College for Girls 0 0 Veterinary Medicine College 0 30

Baghdad 450 1007 Basrah Agriculture College 95 Basrah CF - Computer Center 0 47 Basrah Education College 5 120 Basrah Education for Girls College 47 Basrah Engineering College 0 120 Basrah Fine Arts College 0 60 Basrah Law College Basrah Medicine College 4 4 Basrah Pharmacy College 0 75 Basrah RS - Date Palm Research Center 3

131

Basrah RS - Marine Science Center 9 50 Basrah RS - Polymer Research Center 0 0 Basrah Science College 5 Basrah Veterinary Medicine College 2 35

Basrah 20 661 Diwaniyah Administration & Economics College 0 100 Diwaniyah Arts College 0 300 Diwaniyah Education College 0 100 Diwaniyah Education College - Muthanna 0 25 Diwaniyah Medicine College 5 35 Diwaniyah Physical Education College 0 130 Diwaniyah Science College 0 250 Diwaniyah Science College for Girls - Muthanna 0 500 Diwaniyah Veterinary Medicine College 0 25

Diwaniyah 5 1465 Diyala Education College 0 200 Diyala Engineering College 8 190 Diyala Law College 0 Diyala Physical Education College 0 50 Diyala Science College 12 Diyala Teachers College 50 5

Diyala 58 457 Iraqi Commission for Computers & Informatics RS - Informatic Institute for Postgraduate Studies 0 200 Kerbala Administration & Economics College 20 100 Kerbala Education College 15 50 Kerbala Law College 14 100 Kerbala Science College 0 10

Kerbala 49 260 Mosul Administration & Economics College 0 285 Mosul Agriculture College 0 55 Mosul Arts College 6 46 Mosul Computers & Mathematics College 0 0 Mosul Dentistry College 0 0 Mosul Education College 19 210 Mosul Engineering College 16 Mosul Law College Mosul Medicine College 1 0 Mosul Medicine College 2 0 50 Mosul Nursing College 0 5 Mosul Pharmacy College 0 5 Mosul Physical Education College 0 Mosul RS - Dams & Water Resources Research Center 0 0 Mosul RS - Environment Research Center Mosul RS - Mosul Studies Center 0 0 Mosul RS - Remote Sensing Center 5 Mosul RS - Turkish Studies Center Mosul Science College 18 170 Mosul Teachers College 0 Mosul Veterinary Medicine College 12 150

Mosul 55 997 Mustansirya Administration & Economics College 50 460 Mustansirya Arts College 0 100 Mustansirya Dentistry College 60 50 Mustansirya Engineering College Mustansirya Law College Mustansirya Medicine College 2 15 Mustansirya Pharmacy College 0 120 Mustansirya RS - Diabetes Center 0 5 Mustansirya RS - Hematology Center 0 15 Mustansirya RS - Higher Institute for Political & International Studies 0 50 Mustansirya Science College 0 30 Mustansirya Teachers College 0

Mustansirya 112 845 Salah Al-Din Administration & Economics College 0 20 Salah Al-Din Agriculture College 30 Salah Al-Din Arts College 8 40 Salah Al-Din Dentistry College 0 45 Salah Al-Din Education College 0 2 Salah Al-Din Engineering College 48 80 Salah Al-Din HQ - Salah Al-Din Salah Al-Din Law College Salah Al-Din Law/ Evening College 5 Salah Al-Din Medicine College 0 4 Salah Al-Din Physical Education College 0 5 Salah Al-Din Science College 0 8 Salah Al-Din Sharia College 0 30

132

Salah Al-Din Teachers College 1 8 Salah Al-Din 57 277

Technology Al Rasheed College Technology Applied Science College 6 150 Technology Architecture College 1 74 Technology Building & Constructions College 0 5 Technology CF - Computer Center 0 40 Technology CF - Library 0 0 Technology Chemical College 0 2 Technology Computer Control College 1 264 Technology Continuous Learning Center 25 Technology Education Technology 0 20 Technology Electrical College 0 5 Technology HQ - Technology University Technology Materials College 0 30 Technology Mechanical College 0 20 Technology Metallurgy & Production College 0 24 Technology Science of Computer College 0 9 Technology Software College 0 4

Technology 8 672 Thi-Qar Arts College 0 150 Thi-Qar Education College 6 285 Thi-Qar Science College 22 1700

Thi-Qar 28 2135 Tikrit Administration & Economics College 28 200 Tikrit Agriculture College 27 55 Tikrit Education College 26 56 Tikrit Education College - Samarra 50 50 Tikrit Education College for Girls - Samarra 14 27 Tikrit Engineering College 11 55 Tikrit HQ - Tikrit University Tikrit Law College 5 Tikrit Medicine College 1 6 Tikrit Pharmacy College 0 20 Tikrit Science College 10 150 Tikrit Science College for Girls 0 0

Tikrit 167 624 Wassit Administration & Economics College 2 Wassit Education College 1 100 Wassit Science College 0 40

Wassit 1 142 TOTAL IRAQI UNIVERSITY LIBRARIES 1673 11934

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16. Areas for Urgent Interventions as Expressed by Iraqi Universities, August 2003 University

Name College Name Needs

Buildings Furniture General supplies Reviewing & updating our teaching curriculum Scientific equipments Staff qualifications Teaching materials

Education College for Girls

Textbooks for all departments and basic sciences

Anbar

HQ - Anbar University

1- Buildings 2- General supplies 3- Textbooks for all colleges, departments & basic sciences 4- Furniture 5- Scientific equipments 6- Teaching materials 7- Staff qualifications 8- Renewing & updating our teaching curriculum

Education College 1- Scholarships for MSc & PH.D degrees (abroad) 1- Library needs Fine Arts College 2- Staff exchange program

Law College 1- Scholarships for MSc & Ph.D degrees (abroad)

Medicine College

1- Scholarships for M.Sc &Ph.D. degrees (abroad) 2- Laboratory equipments 3- Providing the libraries' needs 4- Joint research projects 5- Staff exchange program 6- Curriculum development

Physical Education College

1- Literature, periodicals and specialized publications & text books, 2- Short-term courses for teaching staff, 3- Laboratories, 4- Participation in international conferences, 5- Internet, 6- Visiting instructors from USA and abroad.

Babylon

Science College for Girls 1 -Laboratory equipment 2- Staff exchange program 3- Scholarships for MSc & Ph.D degrees 1- Periodicals, journals and books 2- Training courses, mainly for postgraduates 3- Short-term visits for our staff members 4- Teaching facilities 5- Visiting experts 6- Sabbatical leave for our staff members 7- Laboratory equipment

Agriculture College

8- Joint Research Program

Arts College Finances Reconstruction 1- Training courses for faculty's students 2- Rehabilitation of the college buildings

Education College for Girls

3- Periodicals & audio-visual equipments Engineering College 1 Advanced mathematics

1- Additional buildings 2- Four new additional laboratories 3- College library 4- New internet connection 5- Dormitory building for students 6- Living wage for the staff

Engineering College 2

7- Two buses for workers' transportation 1- Restoration of buildings & water supply & electricity Fine Arts College 2- Training materials & equipments

Languages College

1- Qualification of the staff (in foreign countries) 2 -Native speakers for language practised (spoken) 3- Distance learning for the postgraduate staff 4- Teaching materials 5- Teaching curriculum 6- Library 7- Internet communication 8- Laboratories (languages) 1- Repair of building 2- Electricity and water supply 3- Laboratory equipments 4- Computers and PCs

Baghdad

Medicine College

5- Books and journals

134

Nursing College

1- Laboratories (Biological & Clinical Biochemistry, Microbiology & Parasitology lab.) 2- Fundamental Nursing Laboratories, 3- Surgical medical laboratories, 4- Computer laboratories, 5- Library, 6- Staff offices, 7- Staff & student cafeteria

Pharmacy College Laboratory equipment Biomechanics Children's Sports Kinesiology Management of sports Mentally retarded children Motoric learning Physical rehabilitation for following subjects: Physical therapy

Special education for handicapped Sports medicine

Physical Education College

Sports psychology 1-Building of 12 class rooms for examination 2- Building of 6 class rooms for number of newly published books abroad 3- Subscription in many academic international journals and purchase of a large hall for postgraduate theses Post graduate students with all requirements

Political Science College

Undergraduate students with all requirements

RS - Genetic Engineering & Biotechnology Institute

1- New equipment 2- Material supply 3- Training 1-Training for medical laser application programmes, 2- Exchange of international experts 3- Connection to the internet 4- Lecture halls, student canteen and offices, 5- Provision of appropriate size auditorium 6- Establish contacts with relevant academic & professional international institutions.

RS - Laser Institute for Postgraduate Studies

7- Updating library materials (books, periodicals, ICT) 1- Laboratory equipments and chemicals 2- Training & international relations 3- Journals & books 4- Internet 5- Financial support

Baghdad

Science College for Girls

6- Class rooms & laboratory 1- PC Interfacing 2- Electronic system design 3- Robots

CF - Computer Center

4- New programming languages Education College The department of computer science

Mathematical journals Internet service Computers Copy machine 1- PCs & laboratory equipments (including internet facilities) 2- Office & laboratory furniture 3- Air conditioning systems 4- Books & scientific journals 5- Vehicles 6- Lighting, electricity and water supply systems

Engineering College

7- Buildings rehabilitation Medicine College 1- Continued medical education (CME)

1- Chemicals Pharmacy College 2- Glassware

Basrah

Science College Internet for all departments

Engineering College Complete laboratories for electricity & power, information technology & satellite communication

Diyala

Engineering College

Overhead instruments 10 Computers 200 Floppy 16000 CD 1000

Administration & Economics College 1- Accountancy 2- Statistics

Diwaniyah

Education College Textbooks and scientific references Computers, photocopiers, electrical instruments, classroom furniture

135

Medicine College

1- Equipping & furnishing new college building 2- Internet connection 3- Mobile phones for key staff 4- Vehicles for key staff 5- New equipment for laboratories 6- Books and periodicals (see list) 7- Software and hardware

Physical Education College 1- Swimming pool. 1 -Formation of scientific library and providing computers 2- Formation of laboratories and providing them with furniture

Science College

3- Travelling of the scientific faculty outside the country

Science College for Girls - Muthanna 1- Laboratory apparatuses (Physics, Chemistry, Biology) 1- Laboratory furniture 2- Classroom furniture 3- Office furniture

Veterinary Medicine College

4- Transportation

Administration & Economics College

1- New building 2- Computer Center 3- Internet center online 4- To build houses for our teaching staff (100)

Kerbala

Law College

1- Three furnished study halls each admitting 100 students 2- Internet centre 3- Periodicals and publications as indicated 4- Advanced computers 5- Funds for new departments with all requirements 6- Saloon cars, buses 7- New dormitories for girls and boys 8- New flats for staff members

Agriculture & Forestry College

1- Books 2- Laboratory instruments 3- PCs for ICT 4- Periodicals (Journals .....etc.) 5- Training 6- Research scholarships 7- Scientific conferences and proceedings 9- Glass-houses (green houses) 10-Forest nursery 11-Datashow computing (Overhead projector etc.)

Computers & Mathematics College

1- Establish five line internet connection 2- Reorganize computer laboratories and providing with computers 3- Reorganize cooling and warming systems 4- Refurnish offices and class rooms 5- Establish new computer laboratories for software department

Dentistry College

Audio-visual aids, computers, data show, overhead & slide projectors, speakers & headphones. New hall to facilitate learning by students.

Education College

1 -Books 2- Journals 3- Short visits 4- Instruments 5- Chemicals 6- Joint projects 7- Attendance conferences

Engineering College

1- Internet connection for all departments, 2- Training & sabbatical for faculty members. 3- Postgraduate scholarships for the faculty. 4 -Portable computers for the faculty.

Medicine College 2

1- Books 2- Journals 3-Short visits 4- Instruments 5- Chemicals 6- Joint projects 7- Attendance conferences 1- Building of new College near teaching hospital 2-Training of staff 3- Recruitment of staff 4- Rehabilitation of building 5- Financial support 6- Laboratory equipment 7- Consultant in clinical and family planning

Mosul

Nursing College

8- Equipment for classes

136

Pharmacy College

1- Updating textbooks & journals of the library 2- Short-term and long-term scholarships for faculty 3- Updating curricula for all levels 4- Supply of laboratory equipment 5- Specialised training courses 6- New building facilities for the college

Physical Education College

1- New outdoor stadium 2- New administration building for college 3- New laboratories for physiology, biomechanics, motoric learning and measurement 4- New books & references 5- Scholarships, fellowships and training courses abroad 6- Short-term experts (1-3months) from abroad 7- Internet connection 8- New sport equipments and instruments 1 -Training abroad in fields of water resources, hydrology, operation software. 2- New laboratory & field equipments. 3- Scholarships for research. 4- Scientific visits to projects concerning water schemes abroad 5- Financial supports to attending & contributing in international conferences

RS - Dams & Water Resources Research Center

6- Facilitation of communications with the research centers in others countries. 1- Books related to the scientific field 2 -Internet connections; 3- Transport facilities for the staff (pick-ups)

RS - Mosul Studies Center

4- Missions for center's lecturers to develop their abilities. 1- Scholarships from universities outside Iraq for Ph.D studies

RS - Remote Sensing Center

2- Training courses outside Iraq to improve the knowledge and experience of the academic staff Biology: 1- Equipments & instruments 2- Computers, software, internet 3- Chemicals, glassware

Science College

Chemistry : 1- Training & sabbatical leave programmes 2- Conferences & scientific meetings

Law College 1- Books, references, periodicals 2- Internet 3- Scholarships 4- Fellowships 5- Financial support 6- New auditorium and teaching theatre 7- Computer laboratory

Teachers College

1- Opening an internet unit for the teachers of the college 2- Scholarships for teachers 3- Updating books and journals 4- Joint research projects with partners inside and outside Iraq 5- Intellectual exchanges between lecturers

Veterinary Medicine College

1- Teaching hospital 2- Animal house 3- Departments 4- Library 5 -Computer unit 6- Internet access 1- Assigning suitable & sufficient salaries for the Professors that corresponds to their degrees and efforts 2- Maintain a good working environment 3- Developing the staff through the participation in different training courses abroad 4- Adopting a more selective policy for the selection of the students 5- Maintain full independence for the scientific departments to take their role properly. 6- Developing the curriculum for both post- and undergraduates. 7- Concentrating more on languages and communication skills.

Mustansirya Administration & Economics College

8- Developing computer skills and maintain new necessary software.

137

Dentistry College 1- Complete the new building for college

Law College

1- Rehabilitation of the building of the college 2- Supply of computer system, refrigerators 3- Transportation for students 4- Transportation for teachers 1- Updating textbooks & journals of the library (see provided list) 2- Changing (renewing) curricula 3- Connect college with internet web directly.

Medicine College

4- Establishment of network to connect all departments and units

Pharmacy College Laboratory equipment (see provided list)

RS - Diabetes Center Literature and laboratory equipment (see provided lists)

RS - Hematology Center Budget for research 1 -Completing our new building 2- Supplying furniture & equipment for the recent building of the institute. 3- Supplying cars for the assistants of the dean & the chief of department.

RS - Higher Institute Political & International Studies

4- Supplying transportation means (buses)- 5- Supplying ten copy machines- 6- Supplying computers & software- 7- TV & Video CD. 8- Data Show. 1- Rehabilitation of buildings 2- Furniture for staff offices, laboratories, class rooms, and other facilities 3- Complete sets of laboratories and research equipments

Science College

4- General services materials 1- Urgent need for training staff in their scientific fields. 2- Supply of computers 3- Prepare buildings to be ready for study 4- Supply the college with equipments, tools etc for educational technology. 5- Supply the college with labs (language, chemistry, physics, physical, special education…

Teachers College

6- Supply the college with tools for photo-copy, type writing… 1- Computer Pentium 4 for each academic rank 2- New Campus with all Equipment's 3-New Computer Pentium 4.200 PC. CPU 2,4 GHz and

Administration & Economics College

4- Scholarship abroad for each department 1 -New building needed for college departments because current building is not suitable for scientific departments. 2- The new building include laboratories supplied with all facilities and scientific equipment for all departments. 3 -A new building is needed for sheep, goats, cattle and poultry at the Grdarasha farm 4- A new building is needed for conference hall 5- A new building is needed for warehouse 6- A sport hall is needed in the college with facilities

Agriculture College

7- Fish ponds Grdarasha farm needs rehabilitation

Arts College Increasing number of studying halls Dentistry College Construction of a new campus

Education College Communication with UNESCO to bring our critically requirements according to phases (6-13)

Engineering College

Building new classrooms (8 classrooms with capacity of 30 students each). Approximate cost is about 50.000$ for the department of software and electrical engineering.

Law College Construction of new campus for the College Medicine College Construction of new campus for the College Nursing College Construction of new campus for the College Pharmacy College Completion of the college campus

1-Construction of new campus with all equipment 2-Stadium for the college 3-Olympic swimming pool

Salah Al-Din

Physical Education College

4-Closed sports hall

138

Science College Construction of a new campus for the college with all equipments and furniture

Sharia College New campus for the college with full equipments

Teachers College Construction of new campus with all equipment Al Rasheed College Needs completely new facilities

1- 2 Computers, 1Printer Applied Science College 2- Air conditioner 1- Teaching aid equipment 2- Computer labs + computer graphics in architecture 3- Library & information resources & journals 4- Environment in class rooms + draughty (studio) offices 5- Teaching staff training + professional experience 6- Presentation materials for students

Architecture College

7- Develop and share programmes with foreign universities Refurnishing of staff-rooms and the library Rehabilitation of all laboratories Rehabilitation of classrooms Rehabilitation of services (electr. water, tel…)

Building & Constructions College

Restoring of internet network CF - Computer Center 1/ Hi-class instruments for education class for 30

CF - Library 1-2 computers, 8 UPS, 2 printers- 2- 12 Air conditioning Books, literature, periodicals Computers, UPS, printers, … Furniture Internet

Chemical College

Laboratory equipment for chemical engineering Computer Control College Re-equipment the labs (a 27 page appendix in file) Continuous Learning Center 2 Computers, 1 printer, 1 air condition Education Technology Ph.D holders in the field of power electronics, communications

Equipment and furniture Rehabilitation

Electrical College

Staff 6 Computers + 4 Printers + 6UPS + 1scanner 2 Galloper ( Jeep) Connect with Internet

HQ - Technology University

1-Teaching staff (Prof.+Ass. Prof.). 2. Laboratory equipment- 3. Books & periodicals. 4. Computers.

Materials College 3-Computers + 1 Printer Mechanical College Photocopy machines

1- Laboratories & equipment 2- Spare Parts 3- Periodicals 4- Textbooks & handbooks 5- New teaching aids 6- Re - training 7- Furniture + teaching aids 8- Air-conditioning & heating

Metallurgy & Production College

9- Visits of the teaching staff to US & UK universities Science of Computer College 1- Computers connected with Internet.

1- Various kinds of PCs with its accessories 2- Books and journals

Technology

Software College

3- Direct PC internet lab 1- Provision of the textbooks & references 2- To provide the laboratories with the equipment 3- To connect with internet 4- To develop the teaching staff quantitatively & qualitatively through scholarships 5- Financial independence 6- Contact with the famous foreign universities & scientific research centers 7- To provide a perfect central library 8- To provide a residence for teaching staff

Thi-Qar Science College

9- To improve the financial level of the teaching staff

Administration & Economics College

1- Garden equipments of all kinds 2- Satellite dish 3- Our need for electric lift leader is so important . (Cost = 6 millions dinars) 1- Libraries 2- Laboratories 3- Textbooks 4- Staff (teaching, teaching-assistance, research assistance, training) 5- Furniture

Wassit

Education College

6- Lecture-rooms

139

7- Stadium Science College Animal house

Air-conditioning to all buildings Architecture dept has Distance learning needs are for Environmental Conservation/ Hi-Tech Buildings Internet links Laboratories Equipment and components Providing budget for everyday needs to run the order of 5000$ per month Repairing of damages, glass, windows & doors Scientific literature

Engineering College

Stand-by generators Law College Reconstructing the building damages

Exchange of staff visits Providing of clinical training chances Providing of research equipment Providing of teaching facilities

Medicine College

Scientific relation establishment, conferences, meeting,…

Al Nahrain

Political Science College Visiting professors 1-Establishing of 2 computer lab. at least (each with 60 computers)- 2-Supplying: Air conditioner, photocopy machines, Data show, computers, accessories,...etc. 3- Signing contracts with at least 4 highly qualified Ph.D holders.

Iraqi Commission for Computers & Informatics

RS - Informatic Institute for Postgraduate Studies

4- Supplying Software Packages & magazine as show in the list attached 5- Redesigning the curriculum

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17. Newly Established International Contacts by Iraqi Universities (March - August 2003)

University Name College Name Partner Type of Relation Baghdad Administration & Economics College Middle East Economic Digest Association Participating in the conference of Iraq reconstruction update Baghdad Engineering College 1 Middle East Economic Digest Association Participating in the conference of Iraq reconstruction update Baghdad Languages College France Scholarship Baghdad Languages College Spain Diwaniyah Medicine College American Army US. Share in examination (some doctors from American army) Diwaniyah Medicine College External examiner for sixth year students Diwaniyah Medicine College Hospital Iraqi Commission for Computers & Informatics

RS - Informatic Institute for Postgraduate Studies France - French Council in Baghdad Not clear at this time.

Mosul Administration & Economics College France - French Council in Baghdad Cultural exchange Mosul Administration & Economics College France - University of Lyon Cultural exchange

Mosul Administration & Economics College Yemen - Hadhramout University of Science & Technology Cultural exchange

Mosul Arts College France A bilateral accord, not yet established Mustansirya Engineering College Germany - Organization for Solar Energy Membership Mustansirya RS - Diabetes Center Jordan National Diabetes Center Proposed Cooperation Mustansirya RS - Diabetes Center Syrian Diabetes Center Proposed Cooperation Mustansirya RS - Diabetes Center U.K. - Diabetes UK Proposed Cooperation Mustansirya RS - Diabetes Center U.K. - St. Thomas Diabetes Center Proposed Cooperation Mustansirya RS - Diabetes Center U.K. - Royal Postgraduate Medical School Proposed Cooperation Mustansirya RS - Diabetes Center USA - American Diabetes Association Proposed Cooperation Salah Al-Din Medicine College USA - ETSU Partnership

141

18. Publications at Iraqi Universities , 2003 University Name of Publication Location of publication

Frequency of edition Editor Scientific fields

Al Nahrain Political Issues College Quarterly The Dean Political Sciences

Al Nahrain Journal of Nahrain University-Science College of Science Biannually Dr. Falah A. Attawi

Physics/Chemistry/ Computer Science/ Mathematics

Al Nahrain College of Engineering Journal Baghdad Biannually Dean of Engineering General Engineering Sciences

Al Nahrain Iraqi Journal for Medical Sciences na Quarterly na Medical Sciences Al Nahrain College of Law Journal College of Law Quarterly College of Law Law

Anbar Al-Anbar Medical Journal College of Medicine Biannually Dr. Salah Al-An Medical and Dentistry Sciences

Babylon Health & Society College of Medicine Quarterly Dr. Hussein S. AL-Janabi Medicine Babylon Engineering Science Iraq Quarterly Haron Shahed Engineering Babylon Babylon Journal for Humanities College of Education Annual Prof. Salih M. Hameed Humanities Baghdad Oral and Dental Sciences Baghdad Annually The Dean Dentistry Baghdad College of Engineering Journal Baghdad - College Monthly Engineering Science

Baghdad Accounting Publisher Institution Headquarter Quarterly Searchers Accounting & Finances

Baghdad Iraqi Journal of Biotechnology In site Yearly The Dean Genetic Engineering & Biotechnologies

Baghdad Journal of Medicine Faculty Baghdad Quarterly Prof. Dhafir I. EL-Yassin Medicine Baghdad Iraqi Journal of Laser Prof. K.I. Hajim 3/year Laser & Applications Baghdad The College of Arts Periodical Baghdad Yearly The Dean of the college Linguistic literature Baghdad Al-Ustath Baghdad Biannually The Dean Humanities

Baghdad Planner & Development Baghdad 3 issues/year Dean of Institute Urban, Regional, Environmental Planning

Baghdad Professor's Journal College of Education for Girls Quarterly Dean of College

All departments in the college

Baghdad Journal of Physical Education Baghdad Monthly Dr. Widad Al Mufti Physical Education Baghdad Journal of Political Science The College (Baghdad) Biannually The Dean of Faculty Political Science

Baghdad Journal of Mass Communication Studies Baghdad Quarterly Prof Dr. Hameeda Semeism Mass Communication

Baghdad Scientific Journal of Nursing Baghdad/Iraq Biannually Editorial Board Nursing and different scientific fields

Baghdad Al Academiya Baghdad Quarterly Dean Fine Arts

Baghdad Iraqi Journals of Pharmacy Science College of Pharmacy Biannually Dean of College of Pharmacy Pharmaceutical Science

Baghdad Journal of Physical Education Baghdad Monthly Dr Mother Al-Kateeb Physical Education

Baghdad Bulletin of the College of Languages at the college Biannually not fixed Language & Literature

Baghdad Al Funoon Al Qutriya Baghdad Quarterly

Baghdad The Iraqi Journal of Agricultural Science College of Agriculture Bimonthly Dean Agricultural Science

Basrah Basrah Date Palm Research Journal University of Basrah Biannually Abbas M. Jasim Horticulture

Basrah Iraqi Journal for Electrical & Electronics Engineering (IJEEE) College of Engineering Seasonal College of Engineering

Electrical and Electronics Engineering

Basrah Journal of Basrah Science College of Science Monthly Prof. Kadhem Salem General Science

142

Basrah Journal of Basrah Researches College of Education Yearly Prof. Dr. G.A. Adam Part 1 Science Basrah Fnoon Al Basrah Basrah Monthly College of Fine Arts Arts Basrah J. of Basrah Researches College of Education Yearly Prof. Dr. G.A. Adam Part 1 Science

Basrah Medical Journal of Basrah University College of Medicine Biannually Professor Imad Al-Saddon Medicine

Basrah Basrah Journal of Engineering Sciences(BJES) College of Engineering Seasonal College of Engineering Engineering

Diwaniyah Al Qadissiya Scientific Journal Journal Al Diwaniya City Biannually Dr. Faiz S. Faly Pure Scientific

Diwaniyah Al Qadissiya Magazine for Administration & Economics University Campus Yearly Dean

Administration , Accountancy, Economics, Statistics

Diwaniyah Magazine Journal College of Physical Education Yearly The staff of college Sports

Diwaniyah Al Qadissiya Veterinary Medical Magazine

College of Veterinary Medical Biannually Allawi L. Daher Veterinary Medicine

Diwaniyah Journal of Basic Sciences na na na na

Diwaniyah Al Qadissiya Magazine Diwaniyah University Quarter Dr. Fu'ad M. Algam Pure & Natural Science

Diyala Al-Fatih Journal Univ of Diyala Monthly

The Dean and the teachers of the College of Diyala

Education & Psychology Sciences

Islamic University Magazine of the University Baghdad Biannually Different Masters Islamic Field Islamic University The Scientific Encyclopaedia Baghdad Different Times Different Masters Humanitarian Field Kerbala Journal of Kerbala University Kerbala University Monthly President of Kerbala University Different fields Mosul Dr. Naheal M. Nuaimi Pharmacokinetics Mosul Turkish Observer Mosul-Iraq Monthly Prof. Dr. I. Al-Alaaf Turkish Studies Mosul Hydrology Iraq Mosul University Civil Department

Mosul Journal of Education for Science College Quarterly Univ. of Mosul

Including the scientific and humanities field

Mosul Environment Science & Technology Iraq Mosul University

Civil & Environment Department

Mosul Iraqi Journal of Agriculture Science

College of Agriculture & Forestry Season Al-Aswad M.B. Agricultural Sciences

Mosul Al-Rafifain Science Journal Mosul University Quarterly na General Science

Mosul Prof. Faraj M. Abdullah Clinical Chemistry Mosul Dr. Isam H.Al-dabbagh Industrial Pharmacy

Mosul Dr. Hikmat H. Nader

Various disciplines of Pharmaceutical Science & related clinical problems

Mosul

Al-Rafidain Engineering Journal College of Engineering Quarterly Dr. Abed Al-Hakeem Ahmed All engineering fields

Mosul Contemporary Turkish Authors Mosul-Iraq Quarterly Prof. Dr. I. Al-alaaf Turkish Studies

Mosul Al-Rafidain Dental Journal College of Dentistry Biannually Abdul-Haq .A. Suleiman Conservative Dentistry

Mosul Adab Al-Rafidain College of Arts Yearly College Staff Arts Mosul Iraqi Journal of Veterinary College, Biannually Prof Dr Fouad Kasim Veterinary Science

143

Veterinary Science University of /Mosul Mohammed

Mosul Al-Rafidain Engineering College of Engineering Quarterly Dr. ABED AL HAKEEM, H. AHMEED All engineering fields

Mosul Journal of Al-Rafidain Sciences Mosul Quarterly Dr. Wadie M. Khalil Physical Education

Mosul Al-Rafidain Magazine of Rights and Law College of Law Quarterly Dr. Jafar Al-Fadhli Law

Mosul Iraqi Journal of Pharmacy Mosul/Iraq Biannually Prof. Faris T.I. SULAIMANY Abchi Pharmacology

Mosul Journal Education & Science College Quarterly University of Mosul

Including the scientific & humanitarian field

Mosul Iraqi Journal of Statistical Science

University of Mosul College of Computers & Mathematics Quarterly Kubais Said Abdul Fattah Statistical

Mosul Annals of College of Medicine College of Medicine Biannually College of Medicine All Medical Fields

Mosul Tanmiat Al-Rafidian Journal Administration & Economics College Quarterly Prof. Dr. Salim T. Alnagafee

Admin. & Economics Fields Computer science

Mosul Hydrology Iraqi Mosul University Civil Dep.

Mosul Rafidain Journal of Science University of Mosul Quarterly Prof. Dr. Farok

Chem/Bio/Maths & Comp Science / Geo & Physics

Mosul Al-Rafidain Science Journal Mosul University Quarterly General Science Mosul Turkish Observer Mosul-Iraq Monthly Prof. Dr. I. Al-Alaaf Turkish Studies

Mosul

Al-Rafidain Journal for Computers & Mathematical Science

University of Mosul College of Computers & Mathematics Quarterly Made Mesa Al-Obadiah Mathematics & Computers

Mosul Tikrit University Engineering Journal Tikrit University Quarterly Engineering

Mosul Water Resources Journal Ministry of Irrigation Baghdad Yearly Water Resource Engineering

Mosul Iraqi Journal of Earth Science University of Mosul Biannually

Dr Farouk Al Omari with Editorial Group Earth Science and Remote Sensing

Mustansirya Nationalist & Socialist Studies

Institute for National & Socialist Studies Biannually The Dean of the Institute na

Mustansirya Journal of Basic Medical Sciences

Al-Mustansirya Medical College Quarterly the dean Medical

Mustansirya Dental

Mustansirya

Magazine of Engineering & Development College Engineering Monthly Al-Farah Burean Engineering

Mustansirya National Diabetes Center Bulletin Baghdad

One, stopped due to lack of facilities Dr. Majeed A. Saeed Diabetes

Mustansirya Papers Local periodicals 3 per year Pharmacy

Mustansirya Al-Mustansirya Journal of Science College Quarterly Dean of the College Basic Science

Mustansirya Iraqi Community Medical Journal

Al-Mustansirya Medical College Quarterly prof. Dr. Jamal Al-Rawi Medical

Mustansirya Adab Al-Mustansirya Private press house na the dean Various

Mustansirya Nationalist & Socialist Studies In the same institute Biannually The Dean of the Institute

144

Mustansirya Teachers College Magazine Iraq/Baghdad Quarterly The Dean of College All Kind of scientific field

Mustansirya Journal of Administration & Economics Baghdad Monthly

College of Administration & Economics

Busin Administration Statistics, Economics, Accounting, Tourism & Hotel Management

Mustansirya Philosophy Journal Private press house na The Dean Philosophy

Salah Al-Din Zanco Journal of Pure and Applied Sciences Presidency of University Quarterly Dr. Madam J. Isamel Pure & Applied Sciences

Salah Al-Din Law and Politics Journal Erbil NA College of Law and Politics Law and Political Sciences

Salah Al-Din Zanco Journal for Medical Sciences

College of Medicine University printing press Biannually Dr. Hama N. F. Aljaf Medical Science

Technology Iraqi Journal of Computers, Communication & Control

Technology Engineering & Technology Iraq Monthly Computer Science Technology Engineering & Technology The University Monthly Engineering Technology Engineering & Technology University of Technology Quarterly na Engineering & Technology

Technology The Iraqi Journal of Architecture In the Department Seasonal By Board Architectural Research

Technology Engineering & Technology Journal University of Technology Quarterly

Committee of University Members

Scientific & Engineering Field

Technology Computer Engineering Iraq Monthly Information System

Technology Systems Engineering Iraq Monthly Prof. Dr. Mazin Jamah Computers, Control, Communication

Technology Chemical Engineering & Petroleum Journal University of Baghdad Monthly

Chemical Engineering Department of Baghdad University Engineering

Technology Mechanical Engineering & Materials Engineering University of Babylon Biannually na Engineering &Technology

Technology Al-Rafidain Journal Iraq Monthly Artificial Intelligence Technology Engineering &Technology Iraq Monthly Engineering

Technology Al-Muhandis Journal Iraqi Society for Engineers Quarterly na Engineering

Technology Conference Technology University Iraq Yearly Adaptive Systems

Technology IFAC USA Monthly Control Theory Tikrit Journal of Engineering College of Engineering Periodically College of Engineering Engineering Science Tikrit Journal of Humanities College of Education Periodically College of Education Humanities Tikrit The Medical Journal College of Medicine Periodically College of Medicine Medical Science Tikrit Journal of Agriculture College of Agriculture Periodically College of Agriculture Agricultural Science Tikrit Journal of Pure science College of Science Periodically College of Science Pure Science

Tikrit

Journal of Educational & Psychological Science & Sociology College of Education Periodically College of Education

Educational & Psychological Science

Wassit Bayesian Empirical Al-Mortimer Al-Eslahea Statistics Wassit Proposed Methods Al-Rafidain College Statistics

145

19. Curriculum Development Needs as Expressed by Iraqi Universities

University Name

College Name Scientific field

Last update since 1991

Objective Contacts to

be established Environ

ment Peace

Education Comments

Al Nahrain Engineering College Communications na na U.S.A. Al Nahrain Engineering College Electronics na na U.K. Al Nahrain Engineering College Environment Studies na na UK/ USA 5 Al Nahrain Engineering College Postgraduate 1998 Doctor Canada Al Nahrain Engineering College Postgraduate 1998 Master U.S.A. Al Nahrain Engineering College Postgraduate 1999 Master CANADA Al Nahrain Engineering College Postgraduate 1999 Doctor USA Al Nahrain Engineering College Power Electronics na na U.K.

Al Nahrain Engineering College Under & Postgraduates 2002 curricula's

2002 B.Sc & M.Sc. UK/USA/CANADA

Al Nahrain Engineering College Undergraduate 1998 Bachelor UK Al Nahrain Engineering College Undergraduate 1999 Bachelor UK

Al Nahrain Informatic Technology College

2002 na USA/UK

Al Nahrain Political Science College

37803

The college needs to compare its curriculum with the other related departments in order to meet the recent development abroad.

na

Anbar Administration & Economics College

Administration 2002 Improved curriculum Dr. Amir Al-Kubaisy

Anbar Administration & Economics College

Economics 2002 Improved curriculum Dr. Hashim Al-Samari

Anbar Computers & Mathematics College

Information Technology 2002

Anbar Computers & Mathematics College Object oriented and Architecture

2002

Anbar Dentistry College Teaching and training of dental students with field

2000 To obtain an advanced scientific region

Advisers from foreign universities

Anbar Education College 2002 Monthly term and final course exams

Anbar Education College 2002 Monthly term and final course exams

Oxford/Cambridge/ Cairo/Arabic Saudi Universities

Anbar Education College 2002 Monthly term and final course exams

USA/Minnesota State University

Anbar Education College Constructive linguistics 2002 Monthly term and final course exams

Dr Mohammed Raji ZagloolDr. Shaker Hussain Jordan-Yarmouk University

Anbar Education College Football field/ Physiology/ Movement analysis

2002 Monthly term and final course exams

Anbar Education College Organic/ Inorganic/ Industrial/ Quantum/ Physical/ Biochemistry

2002 Monthly term and final course exams Oxford/Cambridge /USA/Germany/ French Universities

146

Anbar Education College for Girls

Bachelor Program Curriculum

2001 Coping with world development in all fields of knowledge and to review and update it

Experts from Egypt, UK and USA universities

5 4

Anbar Engineering College Civil Engineering 2002 Equivalent departments in Egypt, UK and USA

Anbar Engineering College Dams & water resources engineering

2002

Anbar Engineering College Mechanical engineering 2002

Anbar Law College Civil, international, commercial, penal, and punishment law

2002 Equivalent college, in Egypt, UK or USA

Anbar Medicine College Teaching curriculum 2002 To review and update it With an English medical college

Anbar Science College Modern Biology 2002 Equivalent departments in Egypt, UK & USA Universities

Anbar Science College Modern Chemistry 2002 Equivalent departments in Egypt, UK & USA Universities

Anbar Science College Modern physics 2002 Equivalent departments in Egypt, UK & USA Universities

Babylon Education College Education & Psychology 2000 Babylon Education College Geographical & studies 2000 Babylon Education College Islamic & Modern History 2000 Babylon Education College Language & Literature 2000 Babylon Education College Language & Literate 2000 Babylon Education College Mathematics 2000 Babylon Education College Physics 2000 Babylon Engineering College B.Sc & M.Sc program 2002 M.Sc & Mac 4 Babylon Engineering College Computer hardware 2002 B.Sc 2 Babylon Engineering College Electrical Engineering 2002 M.Sc 2 Babylon Engineering College Structure environment 2002 M.Sc 4 Babylon Fine Arts College Environmental(2) 2002-2004 2004 5 2 Babylon Fine Arts College Gender studies 2002-2004 2004 5 2 Babylon Fine Arts College Human Rights 2002-2004 2004 5 2

Babylon Law College All our branches and scientific fields

We hope to have contact with the USA and British and French Institutions.

5 2

Babylon Medicine College All fields 2002 U.K.& U.S.A. Babylon Physical Education College Whole curriculum 1988 Course Physical Education Babylon Teachers College All fields 2002 With USA and UK

Baghdad Arts College All scientific fields have been revised in all departments since 2001.

2001 To be attached with the recent development

The curriculum was developed taking into consideration the knowledge of the experts.

5 5

Baghdad Education College for Girls

All 1990 Curriculum to be developed for all departments

yes

Baghdad Education College Ibn Rushed

All UNESCO

Baghdad Fine Arts College Post graduated 2002 Provide academic staff American and European

147

in the field of arts and applied arts

university expects in the field of fine arts

Baghdad Languages College 1998 Language skills Peer Departments Baghdad Law College All First Term Final Exam

Baghdad Medicine College All scientific fields have been revised in all departments since 2001.

Baghdad Nursing College Dec.2002 Recently curriculum has been developed Baghdad Pharmacy College All going to be revised 1998 Normal college exam

Baghdad Pharmacy College All going to be revised 1998 Normal college exam

Personnel contact with European and USA Universities using their prospects and internet facilities

Baghdad Physical Education College

All programs 1998 Examination criteria In physical education

Baghdad Physical Education College for Girls

All the fields 1998 Examination criteria In Physical Education

Baghdad Political Science College

International Relation Political Thoughts Political Systems

2001 Scientific Development none Human rights studies will be included

Baghdad RS - Urban & Regional Planning Postgraduate Institute

Royal Town Planning Institute

Baghdad RS - Urban & Regional Planning Postgraduate Institute

Environmental Planning 2003 Enhance, Eliminate duplication American Planning Assoc

Baghdad RS - Urban & Regional Planning Postgraduate Institute

Regional Planning 2003 Enhance, Eliminate duplication Urban Land Institute

Baghdad RS - Urban & Regional Planning Postgraduate Institute

Urban Planning 2003 Enhance, Eliminate Duplication UNDP, UNEP, Habitat

Baghdad Science College 1999 Baghdad Science College All branches

Baghdad Science College for Girls

All the Programs have to be revised

Baghdad Veterinary Medicine College

All areas of veterinary sciences

1984 Teaching To various publishing companies

5 0

Basrah Agriculture College 37457 Basrah Education College Counselling 1998 Basrah Education College Education Psychology 1998 Basrah Education College Educational Counselling Basrah Education College Human rights studies No figures given

Basrah Education College Psychology 1998 We need expertise in psychology counselling.

Basrah Education College Social Science Basrah Education College Social Science 1998 Basrah Pharmacy College 0 0

Basrah RS - Polymer Research Center

0 0

Basrah Veterinary Medicine College

0 0

Diwaniyah Administration & Economics College

2002 Bachelors degree 1 3 This information is for the whole college

148

Diwaniyah Education College yes Diwaniyah Education College yes Diwaniyah Education College yes Diwaniyah Education College yes Diwaniyah Education College yes Diwaniyah Education College yes Diwaniyah Education College yes Diwaniyah Education College yes

Diwaniyah Education College - Muthanna

0 0

Diwaniyah Medicine College na na na

We contact and visit any College or Medical center in U.S.A.

1 Environment : 1 means NA.

Diwaniyah Science College Yes 2001 No na

Diyala Education College

Cartography, GIS, RS. Quantitative tech. environmental studies, Physical geography.

none BA & MA Needed desperately

Diyala Education College Environmental studies Laboratory techniques

none BSc &.MSc Needed

Diyala Education College Laboratory Technology none BSc Diyala Education College Phonetics, Grammar none BA & MA Urgently needed Diyala Education College The Whole none BSc In deep needed Diyala Engineering College Electronics 37469 Development Diyala Engineering College Power and machine 37469 Development

Diyala Law College Please provide us with the principles that help us develop our curriculum

Diyala Physical Education College

Please provide the college with basic references for curriculum development

Diyala Teachers College

Please provide us with the principles that help us to develop our curriculum in all the departments of the College

Iraqi Commission for Computers & Informatics

RS - Informatic Institute for Postgraduate Studies

Computer science, computer networks, information technology, data security

0

We are trying to established a twinning project with an experienced Institute

0 0 0

We are trying to established a twinning project with an experienced Institute

Kerbala Education College Biology 2002 no yes Kerbala Law College Private international Law na na na Kerbala Science College 0 0 There is no need

Mosul Administration & Economics College

2

Mosul Administration & Economics College

5

149

Mosul Arts College Add human rights Mosul Arts College Arabic language Mosul Arts College Physics and chemistry Mosul Arts College Special education Mosul Arts College Tests and evaluation Mosul Arts College Translation

Mosul Computers & Mathematics College

5

Mosul Education College Short training

Mosul Engineering College 5 5

Curriculum undergoes continuous development at the rate of about 10% annually. Major changes are considered in certain cases. Possible help from experts from well recognized institutions is welcome.

Mosul Law College All programmes and academic subjects need to be revised

1980

All members of faculty attaining the doctorate degree since 1991 need to pass exam.

1-As far as the revision of the programs is concerned, special committees must be formed

Mosul Nursing College 10 programmes 2002 Yes Yes 5 1

Mosul Pharmacy College Graduates in the field of pharmaceutical sciences

Mosul Pharmacy College Background of pharmacy Pharmacy in the USA and Europe ( mainly UK)

Mosul Pharmacy College Industrial pharmacy and bio pharmaceutics

Mosul Pharmacy College eg. Clinical pharmacy Mosul Pharmacy College 1992 Improve the knowledge Various colleges and schools Mosul Pharmacy College Pre pharmacy science 1992 Mosul Physical Education College 1980's NO 5 All Programs need to be developed

Mosul Science College Environmental studies Air, Water & Soil pollution by radiation

Mosul Teachers College Arabic language 4

Mosul Veterinary Medicine College

2002 0 1 2 0

Mustansirya Administration & Economics College

Accounting 2000 Final exam of the academic year

Specialized in Management

Mustansirya Administration & Economics College

Applied statistics 2001 Final exam of the academic year

Manchester; Birmingham

Mustansirya Administration & Economics College

Banking 2002 Final exam of the academic year

Peer Universities Specialized in Management

Mustansirya Administration & Economics College

Computer 2002 Final exam of the academic year

Specialized in Management

Mustansirya Administration & Economics College

Cost Accounting 2000 Final exam of the academic year

Specialized in Management

Mustansirya Administration & Economics College

Finance 2002 Final exam of the academic year

Peer Universities Specialized in Management

150

Mustansirya Administration & Economics College

Hotel Management 1999 Final exam of the academic year

Specialized Institutes

Mustansirya Administration & Economics College

Information Systems 2000 Final exam of the academic year

Peer Universities Specialized in Management

Mustansirya Administration & Economics College

Marketing 1995 Final exam of the academic year

Peer Universities Specialized in Management

Mustansirya Administration & Economics College

Marketing of Tourism 1995 Final exam of the academic year

Specialized Institutes

Mustansirya Administration & Economics College

Math. Statistic 2001 Final exam of the academic year

Manchester; Birmingham

Mustansirya Administration & Economics College

ProBabylonities 2001 Final exam of the academic year

Manchester; Birmingham

Mustansirya Administration & Economics College

Production 1997 Final exam of the academic year

Peer Universities Specialized in Management

Mustansirya Administration & Economics College

Taxing 2000 Final exam of the academic year

Specialized in Management

Mustansirya Administration & Economics College

Tourism 1998 Final exam of the academic year

Specialized Institutes

Mustansirya Arts College Total Revision 1980 Monthly Term And Final Local

Mustansirya Engineering College na na na na

1-Because of lack of contact more than 20years with the other universities we ask for the recent curriculum implemented by the univ. abroad so as be able to indicate the need for devp. and revision. 2-We need to have an idea about the lab. equipment n the other universities abroad

Mustansirya Medicine College Theoretical & Practical 2002 Written & Clinical & Practical

All departments need contact with universities of developed countries to gain experts

Mustansirya Pharmacy College 2000

Mustansirya RS - Diabetes Center 1991 American Diabetes Association

4 5

Mustansirya RS - Diabetes Center 1991 Royal College of Physicians U.K.

4 5

Mustansirya RS - Diabetes Center Diabetes 1991 Royal Postgraduate Medical School U.K.

4 5

Mustansirya RS - Higher Institute for Political & International Studies

Futurist Studies May-03 Curriculum Development Yes with experts from Iraq & outside

Mustansirya RS - Higher Institute for Political & International Studies

International studies May-03 Curriculum Development Yes with experts from Iraq & outside

Mustansirya RS - Higher Institute for Political & International Studies

International Economic Relations May-03 Changing the name of the department & its curriculum

Yes with experts from Iraq & outside

2 1

Mustansirya RS - Higher Institute for Political & International Studies

Political studies May-03 Changing the name of the department & its curriculum

Yes with experts from Iraq & outside

Mustansirya Teachers College na 2002/2003 na na Salah Al-Din Administration & Economics 2000 Improve Quality Indigenous

151

Economics College

Salah Al-Din Administration & Economics College

Statistics 2000 Improve Quality Indigenous

Salah Al-Din Agriculture College All programs 2000 na na 1 Salah Al-Din Dentistry College Anatomy 1998 Practical & theory na Salah Al-Din Dentistry College Chemistry 1998 Practical & theory na Salah Al-Din Dentistry College Conservative dentistry 1998 Practical & theory na Salah Al-Din Dentistry College Oral medicine 1998 Practical & theory na Salah Al-Din Dentistry College Oral Surgery 1998 Practical & theory na Salah Al-Din Dentistry College Periondology 1998 Practical & theory na Salah Al-Din Dentistry College Physiology 1998 Practical & theory na Salah Al-Din Dentistry College Prosthodontic 1998 Practical & theory na

Salah Al-Din Education College

Expression, The Holy Quran analysis/ Linguistics/Semantics /Sound Analysis

Salah Al-Din Education College Lexicology/Language/ History/Socio-linguistics /Psycho-linguistics

Salah Al-Din Education College Material Science Electrical Analysis

Salah Al-Din Education College Molecular biology Salah Al-Din Education College no revision Salah Al-Din Education College no revision

Salah Al-Din Education College Operation Research Elementary Topology

Salah Al-Din Education College Philosophy & Science history

Salah Al-Din Education College Statistics/ Dangerous chemicals

2001

Continuous improving, developing and modernizing the curriculum to make higher education compatible that in developed countries. To improving the skills of graduate students and their sciences and cultural levels in most different sides of scientific fields.

Higher Education Conference Erbil 21-23 April 2001

Salah Al-Din Engineering College na 2000 na na Salah Al-Din Medicine College All programs 1987 na Partnerships 3 4 Salah Al-Din Nursing College Need more practical programs

Salah Al-Din Physical Education College

YES 2000 na na

Salah Al-Din Science College Environmental Studies Oct-03 na na

Technology Architecture College BSc. Architecture 2001 BSc. Architecture Environmental studies psychology training.

Technology Architecture College M.SC Architecture 2002 M.Sc Architecture

Technology Architecture College M.Sc Architectural Technology

2001 M.Sc Architectural Technology

Technology Architecture College M.SC Urban Design 2001 M.Sc Urban Design

Technology Building & Constructions College

na 2002 na Yes

Technology Chemical College 4 Year BSC. Course in Chemistry Engineering

2002 BSc. Chemical Engineering Professors in chemistry engineering from UK & USA

Technology Computer Control College

UG+PG Courses 2000 UG: Undergraduate; PG: Postgraduate

Technology Mechanical College Need updating 2001 Technology Metallurgy & Undergraduate 1E Program 2002 Bachelor Degree Purdue University 3 2 Environment studies -

152

Production College Georgia Tech Gender studies - Human rights studies - Training in conflict resolution : the numbers are the total

Technology Computer Science College

na 2001 na na na na

Technology Software College

Software Eng. Programming Languages. Electronic Engineering. Architecture Comp.

Thi-Qar Arts College 1996 Thi-Qar Arts College 1996 Thi-Qar Arts College 1996 Thi-Qar Education College 20 Thi-Qar Education College 20 Thi-Qar Education College 23 Thi-Qar Education College 25 Thi-Qar Education College 30 Thi-Qar Education College 32 Thi-Qar Science College all programmes 1980 Thi-Qar Science College all programmes 1980 Thi-Qar Science College all programmes 1999 5 5 Thi-Qar Science College all programmes 2002

Tikrit Administration & Economics College

Tikrit Agriculture College

Tikrit Education College 1 2

Environmental studies = 1 gender studies = 3 human rights studies = 3 peace education = 2 These numbers are for the college in general

Tikrit Education College - Samarra

No Need 2002

Tikrit Education College for Girls - Samarra

Introduction to Literature (First Year)

1999 1 3

Tikrit Engineering College 2002 1 Tikrit Engineering College 2002 1

Tikrit Engineering College ALL THE CIVIL ENG. FIELDS 2002 APPLICATION OF COMPUTER PROGRAMMING IN SUBJECTS

Committees from the college of engineering with international organisation

1

Tikrit Engineering College

CHEMICAL ENG. PROCESSING AND UPDATING OF ALL CURRICULUM

2002 APPLICATION OF COMPUTER PROGRAMMING IN SUBJECTS

Professors from academic institutions and professional engineers from all well-known factories for chemical and petrochemical products

1

Tikrit Medicine College Problem Based Learning 1996 Master and Ph.D Suez Canal University Medical College, Egypt

Tikrit Medicine College Problem Based Learning 1996 Master and Ph.D Macmaster University

153

Medical College, Canada

Tikrit Medicine College Problem Based Learning 1996 Master and Ph.D Suez Canal University Medical College, Egypt

Tikrit Medicine College Problem Based Learning 1996 Master and Ph.D Edinburgh University Medical College U.K.

Tikrit Medicine College Problem Based Learning 1996 Master and Ph.D Maastricht University Medical College, Netherlands

Tikrit Medicine College Problem Based Learning 1996 Master and Ph.D Harvard University Medical College, USA

Tikrit Pharmacy College CHEMISTRY 1995-2000 Updated textbooks are requested according to the list attached.

ENGLAND

Tikrit Pharmacy College MICROBIOLOGY 1995-2000 Updated textbooks are requested according to the list attached.

Tikrit Pharmacy College PATHOLOGY 1995-2000 Updated textbooks are requested according to the list attached.

Tikrit Pharmacy College PHARMACOLOGY 1995-2000 Updated textbooks are requested according to the list attached.

USA

Tikrit Pharmacy College TOXICOLOGY 1995-2000 Updated textbooks are requested according to the list attached.

154

20. List of Universities College Laboratories

University College Laboratory Engineering College Lab - Engineering College Informatic Technology College Lab - College of Informatic Technology Law College Lab - Law College Medicine College Lab - Medicine College

Al Nahrain

Science College Internet Center Biochemistry Lab Computer Lab Crop Production Lab Ecology Lab Fertility & Fertilizer Lab Fishery Lab Fruit Production Lab Garden Engineering Lab General Chemistry Lab Genetics & Plant Breeding Lab Graduate Student 1 Lab Graduate Students 2 Lab Horticulture - Plant Physiology Lab Horticulture Plant Breeding Lab Industrial Crop Prod. Lab Irrigation & Water Lab Nutrient Plant Lab Plant Physiology Lab Protection & Storage Lab Soil & Water Lab Soil Lab Soil Physics Lab Surveying Lab Taxonomy & Survey of Soil Lab Tissue culture Lab

Agriculture College

Vegetable Lab Dentistry College Dentistry

Computer Education College for Girls Computer

Law College Computer laboratory

Anbar

Medicine College Laboratory of College of Medicine Education College Teaching Lab

General Lab Engineering College Modern Physics Lab Art Education 1 - Fine Arts College Fine Arts College Art Education 2 - Fine Arts College

Law College Teaching Lab Lab of Computer Physical- Bio- Mechanic- Exercises Lab

Physical Education College

Physiology Lab Advanced Lab 1 Teaching Lab 1 Teaching Lab 2 Teaching Lab 3 Teaching Lab 4 Teaching Lab 5 Teaching Lab 6 Teaching Lab 7 Teaching Lab 8

Science College for Girls

Teaching Lab 9 Biology Lab Chemistry Lab Computer Lab

Babylon

Teachers College

Physics Lab Administration & Economics College Lab - College of Administration & Economics Agriculture College Lab - Agriculture Dentistry College Dentistry Lab Education College for Girls Education for Women Lab Engineering College 2 Lab - College of Engineering II Fine Arts College Lab - Fine Arts Languages College College of Languages Lab

College of law Law College Law

Mass Communication College Mass Communication Medicine College Al-Kindi Medicine College Al Kindi Nursing College Lab-Nursing College Pharmacy College Lab - College of Pharmacy

Baghdad

Physical Education College for Girls Lab - Physical Education College for Girls

155

Political Science College College of Political Science RS - Accounting & Finances Institute Lab - Accounting & Finances RS - Embryology Research Center Lab - Fetus Research RS - Genetic Engineering & Biotechnology Institute Lab - Genetic Engineering & Biotechnology Institute RS - Postgraduate Institute for Laser Studies Lab- Research Institute Laser Postgraduate Studies Science College for Girls College of Science for Girls Urban & Regional Planning - postgraduate Institute Lab - PIURP Institute

Veterinary Medicine College Veterinary Medicine Laboratory Agriculture College Lab - Dean Office

Lab - Computer Center Lab - Computer Center Lab - Computer Center Lab - Computer Center

CF - Computer Center

Lab - Computer Center Computer Center Education for Girls College Computer Center

Engineering College Lab. Workshop Fine Arts College Lab - College of Fine Arts Law College Lab - College of Law Medicine College Lab - Medicine RS - Date Palm Research Center Lab - Date Palm Research Center

Autoanalyzer Lab-Marine Geology Bacteriology Lab-Marine Chemistry Benthic Lab- Marine Biology Crustacean Lab-Marine Biology Ecology Lab-Marine Vertebrates Engineering Geology Lab-Marine Geology Environmental Pollution Lab-Chemistry Experimental Fish Food Lab-Marine Vertebrates Fish Biology Lab-Marine Vertebrates Fish Chemical Analysis Lab-Marine Vertebrates Fish Hatchery Lab-Marine Vertebrates Fish tissue and diseases Lab-Marine Vertebrates G.C- Lab - Marine Chemistry Geophysics lab-Marine Geology HPLC Lab- Marine Chemistry Hydrocarbon Lab-Marine Chemistry Icthyoplankton Lab-Marine Vertebrates Lab - Physical Oceanography Marine environment Lab-Marine Chemistry Oil Pollution Lab-Marine Chemistry Optical Lab-Marine Geology Phytoplankton Lab-Marine Biology Remote Sensing lab-Physical Oceanography Rock Lab-Marine Geology Lab- Physical Oceanography Sedimentation Lab-Marine Geology Sound Lab - Physical Oceanography Thin Section Lab-Marine Geology Water Analysis Lab-Marine Chemistry

RS - Marine Science Center

Zooplankton Lab- Material Science RS - Polymer Research Center Lab- Polymer-Chemistry Research Center

Science College Lab - For all Science College depts Anatomy Lab Medicine Lab Microbiology Lab Pathology Lab

Basrah

Veterinary Medicine College

Physiology Lab Education College College of Education Lab. College of Science Science Lab Law College Lab of Law Physical Education College College of Physical Education Lab

Diyala

Teachers College College of Teachers Computer Lab Administration & Economics College Postgraduate Study Lab

Arts College Lab - College of Arts Education College Computer Center Education College - Muthanna Workshop - Education College

Bacteriology Lab Biochemistry Lab Chemistry Lab Histopathology Lab Immunology Lab Medical Physics Lab Parasitology Lab

Diwaniya

Medicine College

Physiology Lab

156

Workshop - College of Medicine Physical Education College Physical Education & Sport Lab

Biology Lab Computers Lab Internal Medicine Lab Microbiology Lab Nutrition Lab Parasitology Lab Pathology Lab Pharmacology Lab Physiology Lab Surgery & Obstetrics Lab

Veterinary Medicine College

Workshop - Drug Factory - Veterinary College Islamic Science HQ - Islamic University Computer

Administration & Economics College Computer Lab Education College Computer Lab Law College Computer Center Lab

Kerbala

Science College Computer Administration & Economics College Lab - Administration & Economics College Agriculture College Lab - Agriculture & Forestry College Arts College Lab - Arts College Computers & Mathematics College Lab - Computer & Mathematics College Dentistry College Lab - Dentistry College Education College Lab - Biology dept & Chemistry dept & Physics dept Engineering College Lab - Engineering College Law College Lab - Law College Medicine College 1 Lab - Medicine College 1 Medicine College 2 Anatomy-Physiology-Biochemistry-Microbiology Lab Nursing College Lab - Nursing College Pharmacy College Lab - Pharmacy College Physical Education College Lab - Physical Education College RS - Dams & Water Resources Research Center Lab - Research Center For Dams & Water Resources RS - Environment Research Center Lab - Environment Research Center RS - Remote Sensing Center Lab - Institute of Remote Sensing RS - Turkish Studies Center Lab - Turkish Studies Center Teachers College Lab - College of Teachers

Mosul

Veterinary College Lab - Veterinary Medicine College Dentistry College Lab - Dentistry College Law College Lab - Law College Medicine College Lab - Library & Store House of Free Learning Unit Pharmacy College Lab - Pharmacy College RS - Arab Homeland Center Arab Homeland Studies & Research Center Lab RS - Diabetes Center Lab - National Diabetes Center

Biochemistry Lab Hematology Lab Research Lab Research Lab

RS - National Hematology Center

Research Lab

Mustansirya

Teachers College Lab - Internet Center Administration & Economics College Lab - Administration & Economics College Agriculture College Lab - Agriculture College Arts College Lab - Arts College Law College Lab - College of Law and Politics Law/ Evening College Lab - College Law & Political Medicine College Lab - Medicine College Nursing College Lab - Nursing College Pharmacy College Lab - Pharmacy College

Salah Al-Din

Sharia College Lab - College of Ashareea & Islamic Studies Administration & Economics College Lab - Admin & Economy College

Agriculture College Lab - Agriculture College

Commerce College Lab - Commerce College Dentistry College Lab - Dentistry College Education College Lab - College of Education Sulaymaniyah Engineering College Lab - Engineering College

Fine Arts College Lab - Fine Arts College

Humanities College Lab - Humanities College Languages College Lab - College of Languages Sulaymaniyah

Law College Lab - Law College Law/ Evening College Lab - College of Law (evening) Lab - Medicine College Medicine College Medicine

Sulaymaniyah

Nursing College Lab - Nursing College

157

Science College Lab - Science College Lab - Sharia & Law College Sharia & Law College Lab - Sharia & Law College

Veterinary Medicine College Lab - College of Veterinary Medicine Architecture College Lab - Architecture College

Asphalt Lab Building Materials Lab Computer Lab ( Postgraduate ) Computer Lab ( Undergraduate ) Concrete Tech Lab Fluid Mechanics Lab Geology Lab Heavy Structure Lab Non Destructive Testing Lab Remote Sensing Lab Sanitary Eng Lab Soil Mechanics Lab

Building & Constructions College

Surveying Lab Chemical College Lab - Chemical Engineering

Lab - Computer Center Computer Center Lab - Computer Center

Computer Control College Control & Computer Lab Continuous Learning Center Continuous Education Center

AC Electrical Machines Lab Advanced Communication Lab Antenna Lab DC Electrical Machine Lab Digital Communication Lab Digital Electronics Lab Electrical Engineering Fundamentals Lab First Year Computer Lab Microprocessor Lab Microwave Lab Power & High Voltage Lab Power Electronics Lab

Electrical College

Second Year Electronics Lab HQ - Technology University Internet Unit Lab - University President Office

Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College Lab - Materials Engineering College

Materials College

Lab - Materials Engineering College Mechanical College Lab - Mechanical Engineering College

Lab - Computer Science & Information Systems Col. Lab - Computer Science & Information Systems Col. Lab - Computer Science & Information Systems Col. Lab - Computer Science & Information Systems Col. Lab - Graduate's Lab Lab - Internet Lab

Science of Computer College

Lab - NW Lab Computer Lab Computer lab Computer Lab Computer Lab Computer Lab Computer Lab Computer Lab Computer Lab Computer Lab

Technology

Software College

Computer Lab Arts College Lab - Arts College Education College Lab - Education College

Thi-Qar

Engineering College Civil Engineering Lab Administration & Economics College Lab - Administration & Economics College Law College Computer Lab

Tikrit

Pharmacy College Lab - Pharmacy College Administration & Economics College Computer Center Education College Computer Lab

Wassit

Science College Computer Lab

158

21. ICT Equipment Needs at University Department Laboratories

University Name

College Name

Department Name

Laboratory Name

Computers Printers UPS Scanner

Al Nahrain Engineering College Computer Engineering LAN 20 7 10 10Al Nahrain Engineering College Computer Engineering Ph.D Research 20 4 10 10Al Nahrain Engineering College Computer Engineering Program 10 4 10 10Al Nahrain Engineering College Electronics & Communication

Engineering Electronics 1500

Al Nahrain Engineering College Laser Engineering Laser Principles 1 1 1 0Al Nahrain Science College Mathematics & Computer

Applications Lab - Mathematics & Computer Application dept

10 2 5 2

Al Nahrain Science College Physics Lab - General Physics 0 0 0 0Anbar Administration &

Economics College Economics Computer Lab 50 25 50 10

Anbar Administration & Economics College

Public Administration Computer Lab 50 25 50 10

Anbar Arts College English Lab - Language dept 5 5 5 2Anbar Arts College Geography Lab - Climate 5 5 5 2Anbar Arts College Geography Lab - Geomorphology 5 5 5 2Anbar Arts College Geography Lab - Maps 5 5 5 2Anbar Computers & Mathematics

College Computer Science Computer science 24 6 24 6

Anbar Computers & Mathematics College

Computer Science Computer science 20 4 20 2

Anbar Computers & Mathematics College

Computer Science Computer science 22 6 22 4

Anbar Computers & Mathematics College

Computer Science Computer science 20 4 20 2

Anbar Computers & Mathematics College

Information System Information System 20 6 20 4

Anbar Computers & Mathematics College

Information System Information System 22 6 22 4

Anbar Computers & Mathematics College

Information System Information System 24 8 24 6

Anbar Computers & Mathematics College

Information System Information System 22 8 22 4

Anbar Education College Biology Material for Animal Physiology Lab

2 2 2 1

Anbar Education College Biology Material for Botany Lab 2 2 2 1Anbar Education College Biology Material for Ecological & Pollution

Lab 2 2 2 1

Anbar Education College Biology Material for Invertebrate & Entomology Lab

2 2 2 1

Anbar Education College Biology Material for Research Lab (Histology, Embriology)

2 2 2 1

Anbar Education College Chemistry Analytical Chemistry Lab 2 2 2 1Anbar Education College Chemistry Biochemistry Lab 2 2 2 1Anbar Education College Chemistry Inorganic Chemistry Lab 2 2 2 1Anbar Education College Chemistry Instrumental Chemistry Lab 2 2 2 1Anbar Education College Chemistry Organic Chemistry Lab 2 2 2 1Anbar Education College Chemistry Physical Chemistry Lab 5 2 5 2Anbar Education College Chemistry Spectral Measurements Unit Lab 2 2 2 1Anbar Education College for

Girls Biology Lab - Biology dept 2 2 2 1

Anbar Education College for Girls

Biology Lab - Biology dept 2 2 2 1

Anbar Education College for Girls

Biology Lab - Biology dept 2 2 2 1

Anbar Education College for Girls

Biology Lab - Biology dept 2 2 2 1

Anbar Education College for Girls

Biology Lab - Biology dept 2 2 2 1

Anbar Education College for Girls

Chemistry Analytical Chemistry 2 2 2 1

Anbar Education College for Girls

Chemistry Biochemistry 2 2 2 1

Anbar Education College for Girls

Chemistry Inorganic Chemistry 2 2 2 1

Anbar Education College for Girls

Chemistry Instrumental Chemistry 2 2 2 1

Anbar Education College for Girls

Chemistry Organic Chemistry 2 2 2 1

Anbar Education College for Girls

Chemistry Physical Chemistry 5 2 5 2

Anbar Education College for Chemistry Spectral Measurements 2 2 2 1

159

Girls Anbar Education College for

Girls Computer Science Computer Science Lab. 24 17 24 15

Anbar Education College for Girls

Computer Science Computer Science Lab. 20 4 20 2

Anbar Education College for Girls

Computer Science Computer Science Lab. 28 13 28 5

Anbar Education College for Girls

Computer Science Computer Science Lab. 25 6 25 4

Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 40 2 40 2Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Civil Engineering Lab - Civil Engineering dept 1 1 1 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 2 1 2 1Anbar Science College Biology Animal Physiology Lab 1 1 1 1Anbar Science College Biology Animal Physiology Researches Lab 1 1 1 1Anbar Science College Biology Animals House Lab 1 1 1 1Anbar Science College Biology Bacteriology Lab 1 1 1 1Anbar Science College Biology Ecology Lab 1 1 1 1Anbar Science College Biology Entomology Lab 1 1 1 1Anbar Science College Biology Genetic Lab 1 1 1 1Anbar Science College Biology Immunology & Parasitological Lab 1 1 1 1Anbar Science College Biology Microbiology Lab 1 1 1 1Anbar Science College Biology Mycology Lab 1 1 1 1Anbar Science College Biology Photo room Lab 1 1 1 1Anbar Science College Biology Plant Physiology Lab 1 1 1 1Anbar Science College Chemistry Analytical Lab 1 1 1 1Anbar Science College Chemistry Biochemical Lab 1 1 1 1Anbar Science College Chemistry Industrial Lab 1 1 1 1Anbar Science College Chemistry Inorganic Lab 1 1 1 1Anbar Science College Chemistry Organic Lab 1 1 1 1Anbar Science College Chemistry Physical Chemistry Lab 1 1 1 1Anbar Science College Physics Atomic Lab 1 1 1 1Anbar Science College Physics Electric Experimental Lab 1 1 1 1Anbar Science College Physics Electronic Lab 1 1 1 1Anbar Science College Physics Mechanical Lab 1 1 1 1Anbar Science College Physics Nuclear Lab 1 1 1 1Anbar Science College Physics Optical Lab 1 1 1 1Anbar Science College Physics Research Lab 2 2 2 2Anbar Science College Physics Solid State Lab 1 1 1 1Anbar Science College Physics Thermodynamic Lab 1 1 1 1Babylon Dentistry College Basic Science Biology Lab 1 1 1 1Babylon Dentistry College Basic Science Computer Lab 20 10 10 5Babylon Dentistry College Conservative Dentistry Anatomy Lab 2 2 2 1Babylon Dentistry College Prosthetics Teaching Lab - Prosthetic dept 1 1 1 1Babylon Education College English Teaching Lab 10 10 10 2Babylon Education College Physics Teaching Lab 12 12 12 3Babylon Engineering College Civil Engineering Research Lab 4 4 4 4Babylon Engineering College Civil Engineering Teaching Lab 1 2 2 2 2Babylon Engineering College Civil Engineering Teaching Lab 2 2 2 2 2Babylon Engineering College Civil Engineering Teaching Lab 3 2 2 2 2Babylon Engineering College Civil Engineering Teaching Lab 4 3 3 3 3Babylon Engineering College Civil Engineering Teaching Lab 5 2 2 2 2Babylon Engineering College Civil Engineering Teaching Lab 6 2 2 2 2Babylon Engineering College Civil Engineering Teaching Lab 7 10 10 10 10Babylon Engineering College Civil Engineering Teaching Lab 8 2 2 2 2Babylon Engineering College Electrical Engineering Teaching Lab 1 10 5 10 5

160

Babylon Engineering College Electrical Engineering Teaching Lab 2 20 5 20 5Babylon Engineering College Electrical Engineering Teaching Lab 3 20 5 20 5Babylon Engineering College Electrical Engineering Teaching Lab 4 20 5 20 5Babylon Engineering College Electrical Engineering Teaching Lab 5 10 5 10 5Babylon Engineering College Electrical Engineering Teaching Lab 6 15 5 15 5Babylon Engineering College Materials Engineering Computer Lab 1 1 1 1Babylon Engineering College Materials Engineering Electricity & Magnetism Lab 1 1 1 1Babylon Engineering College Materials Engineering Heat & Material Lab 1 1 1 1Babylon Engineering College Materials Engineering Laser Lab 1 1 1 1Babylon Engineering College Materials Engineering Mechanical Lab 1 1 1 1Babylon Engineering College Materials Engineering Nuclear Lab 1 1 1 1Babylon Engineering College Materials Engineering Optical Lab 1 1 1 1Babylon Engineering College Materials Engineering Solid State Lab 1 1 1 1Babylon Engineering College Mechanical Engineering Advanced Lab 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 1 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 2 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 3 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 4 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 5 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 6 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 7 2 1 1 1Babylon Engineering College Mechanical Engineering Teaching Lab 8 2 2 2 2Babylon Medicine College Anatomy Anatomy Lab 1 1 1 1Babylon Medicine College Biochemistry Lab of Biochemistry 1 1 1 1Babylon Medicine College Biochemistry Lab of Biochemistry 3 2 3 1Babylon Medicine College Microbiology Lab of Microbiology 2 2 2 2Babylon Medicine College Pathology Lab of Pathology 1 1 1 1Babylon Medicine College Pharmacology Lab of Pharmacology 1 1 1 1Babylon Medicine College Physiology Teaching Lab - Physiology dept 1 1 1 1Babylon Science College Biology Teaching Lab 1 1 1 1Babylon Science College Biology Teaching Lab 2 1 2 1Babylon Science College Chemistry Advanced Lab 2 1 2 1Babylon Science College Chemistry Teaching Lab 2 1 2 1Babylon Science College Computer Science Teaching Lab 20 2 20 1Babylon Science College Physics Computer Lab 10 2 10 2Babylon Science College Physics Electricity and Magnetism Lab 2 1 2 1Babylon Science College Physics Electronics Lab 2 1 2 1Babylon Science College Physics General Lab 1 1 1 0Babylon Science College Physics Heat and Material Lab 1 1 1 0Babylon Science College Physics Laser Lab 2 1 2 1Babylon Science College Physics Mechanical Lab 1 1 1 0Babylon Science College Physics Modern Physics Lab 2 1 2 1Babylon Science College Physics Nuclear Lab 3 1 3 1Babylon Science College Physics Optical Lab 2 1 2 1Babylon Science College Physics Research Lab 3 3 3 1Babylon Science College Physics Solid State Lab 2 1 2 1Babylon Science College for Girls Biology Teaching Lab 1 1 1 1 1Babylon Science College for Girls Biology Teaching Lab 2 1 1 1 1Babylon Science College for Girls Computer Science Teaching Lab 1 50 4 50 6Babylon Science College for Girls Computer Science Teaching Lab 2 20 2 20 2Baghdad Education College Ibn Al-

Haitham Biology Lab - Biology dept 350 350 350 30

Baghdad Engineering College 1 Chemical Engineering Lab - Chemical Engineering dept. 100 25 50 50Baghdad Engineering College 1 Civil Engineering Lab - Civil Engineering dept. 50 50 30 10Baghdad Engineering College 1 Electrical Engineering Lab - Electrical Engineering dept 100 25 50 50Baghdad Medicine College Anatomy & Biology Lab - Anatomy & Biology 2 2 2 1Baghdad Medicine College Anatomy & Biology Lab - Anatomy & Biology 2 2 2 1Baghdad Medicine College Biochemistry Lab - Biochemistry 2 2 2 1Baghdad Medicine College Community Health Lab - Community Health 2 2 2 1Baghdad Medicine College Medicine Lab - Medicine 2 2 2 1Baghdad Medicine College Pathology Lab - Pathology 2 2 2 1Baghdad Medicine College Pharmacology Pharmacology Lab 2 2 2 1Baghdad Medicine College Physiology Lab - Physiology 2 2 2 1Baghdad Science College Geology Lab - Geology 6000 2000 2500 500Baghdad Science College Physics Lab - Physics Basrah Agriculture College Agronomy Lab - Agronomy dept 1000 300 200 100Basrah Agriculture College Agronomy Lab - Agronomy dept 10 10 10 10Basrah Agriculture College Agronomy Lab - Agronomy dept 10 10 10 10Basrah Agriculture College Agronomy Lab - Agronomy dept 10 10 10 10Basrah Agriculture College Agronomy Lab - Agronomy dept 10 10 10 10Basrah Agriculture College Agronomy Lab - Agronomy dept 10 10 10 10Basrah Agriculture College Agronomy Lab - Agronomy dept 10 10 10 10Basrah Agriculture College Animal Production Lab - Animal Production dept 10 10 10 10Basrah Agriculture College Fisheries Lab - Fisheries dept 10 10 10 10Basrah Agriculture College Fisheries Lab - Fisheries dept 10 10 10 10Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology

dept 10 10 10 10

161

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Food Science & Technology Lab - Food Science & Technology dept

10 10 10 10

Basrah Agriculture College Machinery Lab - Machinery dept 10 10 10 10Basrah Agriculture College Machinery Lab - Machinery dept 10 10 10 10Basrah Agriculture College Machinery Lab - Machinery dept 10 10 10 10Basrah Agriculture College Machinery Lab - Machinery dept 10 10 10 10Basrah Agriculture College Machinery Lab - Machinery dept 10 10 10 10Basrah Agriculture College Plant Production Lab - Horticulture dept 10 10 10 10Basrah Agriculture College Plant Production Lab - Horticulture dept 10 10 10 10Basrah Agriculture College Plant Production Lab - Horticulture dept 10 10 10 10Basrah Agriculture College Plant Production Lab - Horticulture dept 10 10 10 10Basrah Agriculture College Plant Production Lab - Horticulture dept 10 10 10 10Basrah Agriculture College Plant Production Lab - Horticulture dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Plant Protection Lab - Plant Protection dept 10 10 10 10Basrah Agriculture College Soil & Water Lab - Soil & Water lab1 60 60 60 60Basrah Agriculture College Soil & Water Lab - Soil & Water lab2 60 60 60 60Basrah Agriculture College Soil & Water Lab - Soil & Water lab3 60 60 60 60Basrah Agriculture College Soil & Water Lab - Soil & Water lab4 60 60 60 60Basrah Agriculture College Soil & Water Lab - Soil & Water lab5 60 60 60 60Basrah Agriculture College Soil & Water Lab - Soil & Water lab6 60 60 60 60Basrah Education College Arabic Phonetics Lab 3 3 3 3Basrah Education College Biology Animal Physiology Lab 2 2 2 2Basrah Education College Biology Bacteriology Lab 2 2 2 2Basrah Education College Biology Bacteriology Lab 2 2 2 2Basrah Education College Biology Ecology Invertebrate Lab 1 1 1 1Basrah Education College Biology Entomology Lab 1 1 1 1Basrah Education College Biology Internet Lab 10 10 10 10Basrah Education College Biology Mycology Lab 1 1 1 1Basrah Education College Biology Parasitology Lab 2 2 2 3Basrah Education College Biology Parasitology Lab 2 2 2 2Basrah Education College Biology Plant Pathology Lab 1 1 1 1Basrah Education College Biology Plant Physiology Lab 1 1 1 1Basrah Education College Chemistry Analytical Chemistry Lab 6 5 1 2Basrah Education College Chemistry Analytical Chemistry Research Lab

1 1 1 1 1

Basrah Education College Chemistry Analytical Chemistry Research Lab 2

1 1 1 1

Basrah Education College Chemistry Analytical Chemistry Research Lab 3

1 1 1 1

Basrah Education College Chemistry Biochemistry - Analytical Chemistry Lab

1 1 1 1

Basrah Education College Chemistry Biochemistry Lab 5 5 5 5Basrah Education College Chemistry Biochemistry Research Lab 1 1 1 1Basrah Education College Chemistry Inorganic - Chemistry Research Lab 1 1 1 1Basrah Education College Chemistry Inorganic Chemistry Lab 5 5 5 5Basrah Education College Chemistry Inorganic- Physical Research Lab 1 1 1 1Basrah Education College Chemistry Instrumental Analytical Chemistry

Lab 5 5 5 5

Basrah Education College Chemistry Organic Chemistry Lab 5 5 5 5Basrah Education College Chemistry Organic Chemistry Research Lab 1 1 1 1

162

Basrah Education College Chemistry Organic Identification Research Lab 5 5 5 5Basrah Education College Chemistry Physical Chemistry Lab 5 5 5 5Basrah Education College Chemistry Physical Chemistry Research Lab 1 1 1 1Basrah Education College Chemistry Physical Chemistry Research Lab 1 1 1 1Basrah Education College Chemistry Physical Chemistry Research Lab 2 1 1 1 1Basrah Education College Chemistry Physical Chemistry Research Lab 3 1 1 1 1Basrah Education College Chemistry Polymer Research Lab 1 1 1 1Basrah Education College Computer Science Lab - Computer Science dept 20 5 10 3Basrah Education College Computer Science Lab - Computer Science dept 20 5 10 3Basrah Education College Computer Science Lab - Computer Science dept 20 5 10 3Basrah Education College Computer Science Lab - Computer Science dept 20 5 10 3Basrah Education College Computer Science Lab - Computer Science Lab 20 5 10 3Basrah Education College Counselling Psychology Lab 6 5 5 3Basrah Education College English Phonetics Lab 1 3 3 3 3Basrah Education College English Phonetics Lab 2 3 3 3 3Basrah Education College Geography Map Laboratory 6 5 5 3Basrah Education College History Archaeology Lab 1 1 1 1Basrah Education College Mathematics Mathematics Lab 1 20 10 20 5Basrah Education College Mathematics Mathematics Lab 2 20 10 20 5Basrah Education College Physics Astronomy Lab 1 1 1 1Basrah Education College Physics Atom & Molecules Lab 1 1 1 1Basrah Education College Physics Computer Lab 1 1 1 1 1Basrah Education College Physics Computer Lab 2 20 2 20 2Basrah Education College Physics Computer Lab 3 20 2 20 2Basrah Education College Physics Computer Lab 4 1 1 1 1Basrah Education College Physics Computer Lab 5 20 2 20 2Basrah Education College Physics Demonstration Aids 2 2 2 1Basrah Education College Physics Electricity & Magnetism Lab 1 200 100 100 50Basrah Education College Physics Electricity & Magnetism Lab 2 1 1 1 1Basrah Education College Physics Electronics lab 1 1 1 1Basrah Education College Physics Health Physics Lab 1 1 1 1Basrah Education College Physics Heat & Material Properties Lab 1 1 1 1Basrah Education College Physics Laser Lab 1 1 1 1Basrah Education College Physics Material Science Lab 1 1 1 1Basrah Education College Physics Mechanics Lab 1 1 1 1Basrah Education College Physics Microwave Physics Lab 1 1 1 1Basrah Education College Physics Nuclear Lab 1 1 1 1Basrah Education College Physics Nucleus Tracks Lab 1 1 1 1Basrah Education College Physics Optics Lab 2 2 2 2Basrah Education College Physics Polymer Lab 1 1 1 1Basrah Education College Physics Solar Energy Lab 1 1 1 1Basrah Education College Physics Solid State Physics Lab 1 1 1 1Basrah Education College Physics Thermal Luminescence Lab 1 1 1 1Basrah Engineering College Architectural Engineering Lab - Architecture Engineering dept 2 2 2 2Basrah Engineering College Architectural Engineering Lab - Architecture Engineering dept 40 3 40 2Basrah Engineering College Architectural Engineering Lab - Architecture Engineering dept 1 1 1 1Basrah Engineering College Chemical Engineering Lab - Chemical Engineering dept 3 3 3 2Basrah Engineering College Chemical Engineering Lab - Chemical Engineering dept 3 3 3 2Basrah Engineering College Chemical Engineering Lab - Chemical Engineering dept 10 10 10 4Basrah Engineering College Civil Engineering Lab - Civil Engineering dept 2 1 2 1Basrah Engineering College Civil Engineering Lab - Civil Engineering dept 2 1 2 1Basrah Engineering College Civil Engineering Lab - Civil Engineering dept 2 1 2 1Basrah Engineering College Civil Engineering Lab - Civil Engineering dept 40 10 40 2Basrah Engineering College Civil Engineering Lab - Civil Engineering dept 2 1 2 1Basrah Engineering College Civil Engineering Lab - Civil Engineering dept 2 1 2 1Basrah Engineering College Computer Engineering Lab - Computer Engineering dept 3 3 3 3Basrah Engineering College Computer Engineering Lab - Computer Engineering dept 3 3 3 3Basrah Engineering College Computer Engineering Lab - Computer Engineering dept 3 3 3 3Basrah Engineering College Computer Engineering Lab - Computer Engineering dept 3 3 3 3Basrah Engineering College Computer Engineering Lab - Computer Engineering dept 3 3 3 3Basrah Engineering College Computer Engineering Lab - Computer Engineering dept 3 3 3 3Basrah Engineering College Electrical Engineering Lab - Civil Eng. of Electrical Eng 3 3 3 3Basrah Engineering College Electrical Engineering Lab - Civil Eng. of Electrical Eng 3 3 3 3Basrah Engineering College Electrical Engineering Lab - Civil Eng. of Electrical Eng 3 3 3 3Basrah Engineering College Electrical Engineering Lab - Civil Eng. of Electrical Eng 3 3 3 3Basrah Engineering College Electrical Engineering Lab - Electrical Engineering dept 3 3 3 3Basrah Engineering College Electrical Engineering Lab - Electrical Engineering dept 3 3 3 3Basrah Engineering College Marine Engineering Lab - Marine Engineering dept 2 2 2 1Basrah Engineering College Material Engineering Lab - Material Engineering dept 2 2 2 1Basrah Engineering College Material Engineering Lab - Material Engineering dept 2 2 2 1Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3

163

Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 3 3 3 3Basrah Pharmacy College Chemistry & Pharmacognacy Lab - Chemistry & Pharmacology 2 2 2 2Basrah Pharmacy College Chemistry & Pharmacognacy Lab - Chemistry & Pharmacology 2 2 2 2Basrah Pharmacy College Chemistry & Pharmacognacy Lab - Chemistry & Pharmacology 2 2 2 2Basrah Pharmacy College Chemistry & Pharmacognacy Lab - Chemistry & Pharmacology 2 2 2 2Basrah Pharmacy College Pharmaceutics & Clinical

Pharmacy Lab - Pharmaceutics & Clinical Pharmacy

3 3 3 3

Basrah Pharmacy College Pharmaceutics & Clinical Pharmacy

Lab - Pharmaceutics & Clinical Pharmacy

3 3 3 3

Basrah Pharmacy College Pharmacology & Basic Sciences

Lab - Pharmacology & basic Sciences

2 2 2 2

Basrah Pharmacy College Pharmacology & Basic Sciences

Lab - Pharmacology & Basic Science

2 2 2 2

Diyala Engineering College Electronics Lab of Engineering Electronic 60 60 60 60Diyala Science College Biology Biology & Microbiology

Department Lab. 50 50 50 50

Diyala Science College Biology Biology & Microbiology Department Lab.

1 1 1 0

Diyala Science College Biology Biology & Microbiology Department Lab.

100 100 100 100

Diyala Science College Chemistry Chemistry Department Lab. 50 50 50 50Diyala Science College Chemistry Chemistry Department Lab. 1 1 1 1Diyala Science College Chemistry Chemistry Department Lab. 1 1 1 1Diyala Science College Computer Science Computer Science Department Lab. 4 1 4 1Diyala Science College Computer Science Computer Science Department Lab. 4 1 4 1Diyala Science College Computer Science Computer Science Department Lab. 4 1 4 1Diyala Science College Physics Physics Department Lab. 1 1 1 1Diyala Science College Physics Physics Department Lab. 0 0 0 0Diyala Science College Physics Physics Department Lab. 1 1 1 1Diwaniya Administration &

Economics College Accounting Accountancy Lab 12 2 12 2

Diwaniya Administration & Economics College

Administration Acting Role Lab 5 1 5 1

Diwaniya Education College Biology Advanced Ecology Lab 5 5 5 2Diwaniya Education College Biology Advanced-Algae Lab 5 5 5 2Diwaniya Education College Biology Algae Lab 5 5 5 2Diwaniya Education College Biology Analytic Chemistry Lab 15 15 15 5Diwaniya Education College Biology Animal-House Lab 5 5 5 2Diwaniya Education College Biology Animals' Physiology Lab 5 5 5 2Diwaniya Education College Biology Biochemistry Lab 5 5 5 2Diwaniya Education College Biology Biology Lab 4 4 4 2Diwaniya Education College Biology Cells & Heredity Lab 5 5 5 2Diwaniya Education College Biology Chordata Lab 5 5 5 2Diwaniya Education College Biology Educational Lab 5 5 5 2Diwaniya Education College Biology Embryo Lab 5 5 5 2Diwaniya Education College Biology Environment & Pollution Lab 5 5 5 2Diwaniya Education College Biology Germs & Immunity Lab 5 5 5 2Diwaniya Education College Biology Histology Lab 4 4 4 2Diwaniya Education College Biology Insects Lab 5 5 5 2Diwaniya Education College Biology Invertebrates Lab 5 5 5 2Diwaniya Education College Biology Microbiology Lab 5 5 5 2Diwaniya Education College Biology Parasites Lab 5 5 5 2Diwaniya Education College Biology Plants Anatomy Lab 4 4 4 2Diwaniya Education College Biology Plants Classification Lab 5 5 5 2Diwaniya Education College Biology Plants Physiology Lab 5 5 5 2Diwaniya Education College Biology Statistics & Programming Lab 5 5 5 2Diwaniya Education College Chemistry Analytic Chemistry Lab 4 4 4 2Diwaniya Education College Chemistry Analytic Research Lab 3 3 3 2Diwaniya Education College Chemistry Inorganic Chemistry Lab 4 4 4 2Diwaniya Education College Chemistry Inorganic Research Lab 3 3 3 2Diwaniya Education College Chemistry Bio-Chemistry Lab 4 4 4 2Diwaniya Education College Chemistry Biology Lab 4 4 4 2Diwaniya Education College Chemistry Ecology Research Lab 3 3 3 2Diwaniya Education College Chemistry Educational Lab 3 3 3 2Diwaniya Education College Chemistry Industrial Chemistry Lab 4 4 4 2Diwaniya Education College Chemistry Mechanical Analysis Lab 4 4 4 2Diwaniya Education College Chemistry Organic Chemistry Lab 4 4 4 2Diwaniya Education College Chemistry Organic Diagnosis Lab 3 3 3 2Diwaniya Education College Chemistry Organic Research Lab 3 3 3 2Diwaniya Education College Chemistry Physical Chemistry Lab 4 4 4 2Diwaniya Education College Chemistry Physical Research Lab 3 3 3 2Diwaniya Education College Chemistry Workshop - Mechanical for

Repairing Instruments 5 5 5 2

164

Diwaniya Education College Physics Atomic Lab 10 10 10 2Diwaniya Education College Physics Electronics Lab 10 10 10 2Diwaniya Education College Physics General-Mechanics Lab 10 10 10 2Diwaniya Education College Physics Instruments & Illustrations Lab 10 10 10 2Diwaniya Education College Physics Magnetic Electricity Lab 10 10 10 2Diwaniya Education College Physics Nuclear Lab 10 10 10 2Diwaniya Education College Physics Optics Lab 10 10 10 2Diwaniya Science College Biology Analysis Laboratory Lab 2 2 2 1Diwaniya Science College Biology Biochemistry Lab 2 2 1 1Diwaniya Science College Biology Biotechnology Lab 2 2 1 1Diwaniya Science College Biology Entomology Lab 2 2 1 1Diwaniya Science College Biology General Biology Lab 2 2 1 1Diwaniya Science College Biology General Botany Lab 2 2 1 1Diwaniya Science College Biology Genetics Lab 2 2 1 1Diwaniya Science College Biology Geology Lab 2 2 2 1Diwaniya Science College Biology Histology & Physiology Lab 2 2 1 1Diwaniya Science College Biology Invertebrata & Parasitology Lab 2 2 1 1Diwaniya Science College Biology Microbiology Lab 2 2 1 1Diwaniya Science College Computer Science Computer Lab - 1 20 5 20 5Diwaniya Science College Computer Science Computer Lab - 2 20 5 20 5Diwaniya Science College Computer Science Computer Lab - 3 20 5 20 5Diwaniya Science College Computer Science Computer Lab - 4 20 5 20 5Diwaniya Science College Computer Science Logic Lab 15 5 15 5Diwaniya Science College Environment Unit Ecology & Pollution Lab 2 2 2 1Diwaniya Science College Mathematics Computer Lab 25 5 25 5Diwaniya Science College Mathematics Electricity Lab 2 2 2 1Diwaniya Science College Mathematics Physics Lab 8 4 8 4Diwaniya Science College for Girls -

Muthanna Biology General Biology Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Biology Microbiology Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Chemistry Biochemistry Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Chemistry Organic Chemistry Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Chemistry Physical Chemistry Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Physics Nuclear Physics Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Physics Semi-conductor Lab 2 2 1 1

Diwaniya Science College for Girls - Muthanna

Physics Solid State Physics Lab 2 2 1 1

Kerbala Science College Computer Science Computer Science Lab 100 20 120 100Mosul Science College Biology Lab - Biology dept 1 1 1Mosul Science College Chemistry Lab - Chemistry dept 24 2 Mosul Science College Geology Lab - Geology dept 40 3 3 3Mosul Science College Physics Lab - Physics dept 5000 2 3 2Mustansirya Engineering College Civil Engineering Lab - Civil Engineering dept 12 30 20 10Mustansirya Engineering College Electrical Engineering Lab - Electrical Engineering dept 100 50 100 20Mustansirya Engineering College Environmental Engineering Computer Lab 50 5 50 2Mustansirya Engineering College Environmental Engineering Fluid Lab 1 1 1 0Mustansirya Engineering College Environmental Engineering Sanitary Lab 1 1 1 0Mustansirya Engineering College Highway & Transport

Engineering Highway Research Unit Lib

Mustansirya Engineering College Materials Engineering Communication & Computer Network Lab

50 4 50 2

Mustansirya Engineering College Materials Engineering Lab - Materials Engineering 12 20 10 10Mustansirya Engineering College Materials Engineering Lab - Materials Engineering dept 12 20 10 10Mustansirya Engineering College Materials Engineering Micro processor and

Microcomputer Lab 50 4 50 2

Mustansirya Engineering College Materials Engineering Simulation and System Programming Lab

50 4 50 2

Mustansirya Engineering College Materials Engineering Software & Artificial intelligence Lab

50 4 50 2

Mustansirya Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 80 20 80 15Mustansirya Medicine College Anatomy Lab - Anatomy dept Mustansirya Medicine College Biochemistry Lab - Biochemistry dept Mustansirya Medicine College Gynaecology Lab - Gynaecology dept Mustansirya Medicine College Internal Medicine Lab - Internal Medicine Mustansirya Medicine College Microbiology Lab - Microbiology dept Mustansirya Medicine College Pathology Lab - Pathology dept Mustansirya Medicine College Pediatrics Lab - Pediatrics dept Mustansirya Medicine College Pharmacology Lab - Pharmacology dept Mustansirya Medicine College Physiology Lab - Physiology dept Mustansirya Medicine College Surgery Lab - Surgery dept Mustansirya Science College Atmospheric Science Lab - Atmospheric Sciences dept 80 40 120 80

165

Mustansirya Science College Atmospheric Science Lab - Atmospheric Sciences dept 40 20 60 40Mustansirya Science College Atmospheric Science Lab - Atmospheric Sciences dept 4 2 6 8Mustansirya Science College Atmospheric Science Lab - Atmospheric Sciences dept 10 7 15 20Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Biology Lab - Biology dept 2 1 2 2Mustansirya Science College Chemistry Lab - Chemistry dept 2 1 2 2Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 10 8 2 2Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Chemistry Lab - Chemistry dept 1 1 1 1Mustansirya Science College Computer Science Lab - Computer Science dept 50 60 30 30Mustansirya Science College Computer Science Lab - Computer Science dept 50 60 30 30Mustansirya Science College Computer Science Lab - Computer Science dept 50 60 30 30Mustansirya Science College Computer Science Lab - Computer Science dept 50 60 30 30Mustansirya Science College Computer Science Lab - Computer Science dept 50 60 30 30Mustansirya Science College Computer Science Lab - Computer Science dept 50 60 30 30Mustansirya Science College Mathematics Lab - Mathematics dept 35 10 20 10Mustansirya Science College Mathematics Lab - Mathematics dept 20 20 20 15Mustansirya Science College Mathematics Lab - Mathematics dept 30 30 30 20Mustansirya Science College Mathematics Lab - Mathematics dept 30 30 30 20Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 50 40 60 30Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College Physics Lab - Physics dept 0 0 0 0Mustansirya Science College RS - Polymer Research Unit Lab - Polymer Research Unit 2 2 4 2Mustansirya Science College RS - Polymer Research Unit Lab - Polymer Research Unit 3 3 4 2Mustansirya Teachers College Mathematics Mathematic Dep. Lab 20 10 10 5Mustansirya Teachers College Science Science Dep. Lab Salah Al-Din Dentistry College Basic Science Lab - Basic Science dept 20 10 2 2Salah Al-Din Dentistry College Conservative Dentistry Lab - Conservative dept 6 6 2 2Salah Al-Din Dentistry College Oral Diagnosis Lab - Oral Diagnosis dept 5 3 2 2Salah Al-Din Dentistry College Oral Surgery Lab - Oral Surgery dept 6 6 2 2Salah Al-Din Dentistry College Periodontics Lab - Periodontic dept 4 2 2 2Salah Al-Din Dentistry College Prosthodontics Lab - Prosthodontic dept 5 5 1 2Salah Al-Din Education College Biology Advanced Microbiology Lab 1 1 1 1Salah Al-Din Education College Biology Advanced Animal Physiology Lab 1 1 1 1Salah Al-Din Education College Biology Advanced Ecology Lab 1 1 1 1Salah Al-Din Education College Biology Advanced Entomology Lab 1 1 1 1Salah Al-Din Education College Biology Advanced Genetics Lab 1 1 1 1Salah Al-Din Education College Biology Advanced Paracytology Lab 1 1 1 1Salah Al-Din Education College Biology Advanced Plant Physiology Lab 1 1 1 1Salah Al-Din Education College Chemistry Artificial Chemistry Lab 0 0 0 0Salah Al-Din Education College Chemistry Industrial Lab 2 2 2 2Salah Al-Din Education College Computer Science I.B.M Lab 1 2 1 2 1Salah Al-Din Education College Computer Science Logic Lab 1 1 1 0Salah Al-Din Education College Computer Science Warka Lab 1 5 1 5 0Salah Al-Din Education College Computer Science Warka Lab 2 5 1 5 0Salah Al-Din Education College Computer Science Warka Lab 3 5 1 5 1Salah Al-Din Education College English Sound Lab 1 1 1 1Salah Al-Din Education College Psychology Experimental Psychology Lab 1 1 1 1Salah Al-Din Engineering College Architectural Engineering Lab - Architecture Engineering dept 10 1 10 1Salah Al-Din Engineering College Electrical Engineering Lab - Electrical Engineering dept 15 2 15 1Salah Al-Din Engineering College Mechanical Engineering Lab - Mechanical Engineering dept 10 2 10 1Salah Al-Din Engineering College Software Engineering Lab - Software Engineering dept 15 2 30 1Salah Al-Din Science College Chemistry Lab - Chemistry dept 10 10 10 5Technology Applied Science College Applied Mathematics Mathematics Applied Lab 2 10 10 5

166

Technology Applied Science College Applied Physics Electrical Lab 10 4 10 4Technology Applied Science College Applied Physics Mechanical Lab 10 4 10 4Technology Applied Science College Applied Physics Radio isotopes Lab 10 4 10 4Technology Applied Science College Applied Physics Thermodynamic Lab 10 4 10 4Technology Applied Science College Biochemical Technology Biochemical Technology Lab 4 2 2 2Technology Applied Science College Biochemical Technology Biochemical Technology Lab 5 2 2 1Technology Applied Science College Biochemical Technology Biochemical Technology Lab 4 2 2 2Technology Applied Science College Biochemical Technology Biochemical Technology Lab 5 2 2 2Technology Applied Science College Laser Digital Electronics Lab 10 4 10 4Technology Applied Science College Laser Laser Applications Lab 8 4 8 4Technology Applied Science College Laser Lights Lab 10 4 10 4Technology Applied Science College Laser Optics Lab 10 4 10 4Technology Applied Science College Laser Principle of laser Lab 10 4 10 4Technology Applied Science College Laser Spectroscopy Lab 10 4 10 4Technology Applied Science College Laser Tech. of S.C. Lab 10 4 10 4Technology Applied Science College Material Sciences Ceramic Lab 400 200 200 1000Technology Applied Science College Material Sciences Metallurgy Lab 100 100 100 100Technology Applied Science College Material Sciences Polymers & Composites Lab 200 200 500 1000Technology Applied Science College RS - Material Research Center Energy Research Lab 6 2 3 1Technology Applied Science College RS - Material Research Center RS - Semiconductor Physics&

Application Lab 6 2 2 2

Technology Metallurgy & Production College

Industrial Engineering CAD Lab + Rapid Prototyping Machine

40 20 40 10

Technology Metallurgy & Production College

Industrial Engineering Computer lab 40 20 40 10

Technology Metallurgy & Production College

Industrial Engineering Educational Computer Integrated manufacturing Syst

10 2 10 2

Technology Metallurgy & Production College

Industrial Engineering Educational Flexible Manufacturing Systems (FMS)

10 4 10 2

Technology Metallurgy & Production College

Industrial Engineering Educational Robotic Lab 10 10 10 5

Technology Metallurgy & Production College

Industrial Engineering Industrial Information Technology Lab

40 20 40 20

Technology Metallurgy & Production College

Industrial Engineering Knowledge Engineering Lab 40 10 40 4

Technology Metallurgy & Production College

Metallurgical Engineering Casting Lab 3 2 3 1

Technology Metallurgy & Production College

Metallurgical Engineering Computer Lab 25 25 25 10

Technology Metallurgy & Production College

Metallurgical Engineering Corrosion Lab 2 2 2

Technology Metallurgy & Production College

Metallurgical Engineering Heat Treatment Lab 3 3 3

Technology Metallurgy & Production College

Metallurgical Engineering Metallurgy Lab 1 4 4 4

Technology Metallurgy & Production College

Metallurgical Engineering Metallurgy Lab 2 4 4 4

Technology Metallurgy & Production College

Metallurgical Engineering Non-Destructive Testing 6 6 6 2

Technology Metallurgy & Production College

Metallurgical Engineering Scanning Electron Microscopy Lab 2 2 2 1

Technology Metallurgy & Production College

Metallurgical Engineering Spectroscopy Lab 4 4 4 2

Technology Metallurgy & Production College

Metallurgical Engineering Transmission Electron Microscopy dept

2 2 2 1

Technology Metallurgy & Production College

Metallurgical Engineering Welding Lab 2 2

Technology Metallurgy & Production College

Metallurgical Engineering X-Ray Lab 1 1 1 1

Technology Metallurgy & Production College

Production Engineering CNC Lab 10 10 10 6

Technology Metallurgy & Production College

Production Engineering Computer Lab 25 15 25 10

Technology Metallurgy & Production College

Production Engineering Metal Cutting 6 6 6 2

Technology Metallurgy & Production College

Production Engineering Metal Deformation 6 4 6 2

Technology Metallurgy & Production College

Production Engineering Metrology Lab 6 6 6 3

Technology Metallurgy & Production College

Production Engineering Strength of Material Lab 6 6 6 3

Technology Technical Education College

Electrical Engineering AC. Machine 5 1 0 0

Technology Technical Education College

Electrical Engineering Communication + Advanced Communication

5 1 0 0

Technology Technical Education College

Electrical Engineering Computer 60 10 40 10

167

Technology Technical Education College

Electrical Engineering Computer Control 10 5 5 5

Technology Technical Education College

Electrical Engineering DC. Machine 5 1 0 0

Technology Technical Education College

Electrical Engineering Digital Electronics 5 1 0 0

Technology Technical Education College

Electrical Engineering Electronic + Advanced Electronic 5 1

Technology Technical Education College

Electrical Engineering Lab - Electrical Engineering dept 5 1 0 0

Technology Technical Education College

Electrical Engineering Measurement 5 1 0 0

Thi-Qar Science College Biology Lab - Biology dept 500 500 500 500Thi-Qar Science College Chemistry Lab - Chemistry dept 5000 500 500 500Thi-Qar Science College Computer Science Lab - Computer dept 5000 5000 500 500Thi-Qar Science College Physics Lab - Physics dept 1000 1000 500 500Tikrit Agriculture College Plant Production Lab - Horticulture dept 4 10 20 10Tikrit Agriculture College Plant Production Lab - Horticulture dept 5 12 30 15Tikrit Agriculture College Plant Production Lab - Horticulture dept 6 15 35 10Tikrit Education College Biology Lab - Biology dept 2 1 1 1Tikrit Education College Physics Lab - Physics dept 2 1 1 1Tikrit Education College -

Samarra Biology Biotechnics Lab 2000 500 500 500

Tikrit Education College - Samarra

Biology General Botany Lab 2000 500 500 500

Tikrit Education College - Samarra

Biology General Chemistry Lab 2000 500 500 500

Tikrit Education College - Samarra

Biology General Micro Bio Lab 2000 500 500 500

Tikrit Education College - Samarra

Biology General Zoology Lab 2000 500 500 500

Tikrit Education College - Samarra

Biology Histology And Embryology Lab 2000 500 500 500

Tikrit Engineering College Chemical Engineering Analytical Chemistry Lab 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Mass Transfer Lab 25000 15000 3000 2500Tikrit Engineering College Chemical Engineering Operation Unit 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Organic Chemistry Lab 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Petroleum Refinery Lab 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Physical Chemistry Lab 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Postgraduate Lab 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Process Control Lab 25000 3000 2500 3000Tikrit Engineering College Chemical Engineering Research Lab 5000 3000 2500 3000Tikrit Engineering College Civil Engineering Soil Lab 500 0 0 0Tikrit Engineering College Electrical Engineering Electric Lab 25000 15000 3000 2500Tikrit Engineering College Mechanical Engineering Heat Transfer Lab 25000 100000 100000 3000Tikrit Medicine College Anatomy Anatomy and Histology Lab 3000 2000 1000 2000Tikrit Medicine College Biochemistry Biochemistry Lab 1500 1000 500 1000Tikrit Medicine College Community Health Community Medicine Lab 1500 1000 500 1000Tikrit Medicine College Community Health Ecological Unit Lab 1500 1000 500 1000Tikrit Medicine College Microbiology Microbiology Lab 1500 1000 500 1000Tikrit Medicine College Pathology Pathology Lab 1500 1000 500 1000Tikrit Medicine College Pharmacology Medical Postgraduate Research

Unit Lab 1500 1000 500 1000

Tikrit Medicine College Pharmacology Pharmacology Lab 25000 2000 2000 3000Tikrit Medicine College Physiology Physiology Lab 1500 1000 500 1000Tikrit Science College Biology & Biotechnology Animal & Plant Physiology Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Biotechnology Unit Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Botany Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Ecology Pollution Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Entomology Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Herbarium Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Microbiology Lab 2000 250 500 300Tikrit Science College Biology & Biotechnology Parasitology Invertebrate Lab 2000 2500 500 300Tikrit Science College Chemistry Analytical Chemistry Lab 2000 1000 700Tikrit Science College Chemistry Inorganic & Industrial Lab 6000 2000 2100 2000Tikrit Science College Chemistry Organic & Biochemistry Lab 4000 2000 1500 2000Tikrit Science College Computer Science Training Lab 30000 5000 10500 2000Tikrit Science College Computer Science Training Lab 30000 5000 10500 2000Tikrit Science College Computer Science Training Lab 30000 5000 10500 2000Tikrit Science College Computer Science Training Lab 30000 5000 10500 2000Tikrit Science College Computer Science Training Lab - Computer Science

dept 30000 5000 10500 2000

Tikrit Science College Computer Science Training Lab - Computer Science dept

30000 5000 10500 2000

Tikrit Science College Mathematics Computer Center - Internet Unit 15000 3000 1500 1500Tikrit Science College Mathematics Computer Center - Training Lab 0 0 0 0Tikrit Science College Mathematics Computer Lab - Mathematics dept 23000 5000 7500 3000

168

Wassit Science College Biology Histology Lab 25000 15000 10000 10000Wassit Science College Biology Mycology Lab 25000 15000 10000 10000Wassit Science College Physics Chemical Lab 25000 15000 10000 10000Wassit Science College Physics Electricity Lab 25000 15000 10000 10000Wassit Science College Physics Mechanic Lab 25000 15000 10000 10000

169

22. Values of Equipment Damages and Needs at University College Labs

University College Name Lab Name Approximate

value of damages

Immediate needs

Total needs

Total university laboratories Al Nahrain Informatic Technology College Lab - College of Informatic Technology 15,000 15,000 Al Nahrain Science College Internet Center 25,000 25,000

Al Nahrain 40,000 40,000 Anbar Agriculture College Biochemistry Lab 2,000 5,000 Anbar Agriculture College Computer Lab 2,000 5,000 Anbar Agriculture College Crop Production Lab 2,000 5,000 Anbar Agriculture College Ecology Lab 5,000 Anbar Agriculture College Fertility & Fertilizer Lab 2,000 5,000 Anbar Agriculture College Fishery Lab 2,000 5,000 Anbar Agriculture College Fruit Production Lab 2,000 5,000 Anbar Agriculture College Garden Engineering Lab 2,000 5,000 Anbar Agriculture College General Chemistry Lab 5,000 Anbar Agriculture College Genetics & Plant Breeding Lab 5,000 Anbar Agriculture College Graduate Student 1 Lab 3,000 6,000 Anbar Agriculture College Graduate Students 2 Lab 2,000 5,000 Anbar Agriculture College Horticulture - Plant Physiology Lab 2,000 5,000 Anbar Agriculture College Horticulture Plant Breeding Lab 2,000 5,000 Anbar Agriculture College Industrial Crop Prod. Lab 3,000 7,000 Anbar Agriculture College Irrigation & Water Lab 2,000 5,000 Anbar Agriculture College Nutrient Plant Lab 2,000 5,000 Anbar Agriculture College Plant Physiology Lab 2,000 5,000 Anbar Agriculture College Protection & Storage Lab 2,000 5,000 Anbar Agriculture College Soil & Water Lab 3,000 6,000 Anbar Agriculture College Soil Lab 3,000 5,000 Anbar Agriculture College Soil Physics Lab 3,000 6,000 Anbar Agriculture College Surveying Lab 2,000 3,500 Anbar Agriculture College Taxonomy & Survey of Soil Lab 2,000 5,000 Anbar Agriculture College Tissue culture Lab 2,000 5,000 Anbar Agriculture College Vegetable Lab 2,000 5,000 Anbar Dentistry College Dentistry 6,000 5,000 10,500 Anbar Education College for Girls Computer 38,625 38,625 68,625 Anbar Education College for Girls Computer 29,650 29,650 54,000 Anbar Law College Computer laboratory 40,000 20,000 35,000 Anbar Medicine College Laboratory of College of Medicine 0 36,000 146,000

Anbar 114,275 180,275 447,625 Babylon Engineering College General Lab 125,000 200,000 550,000 Babylon Engineering College Modern Physics Lab 75,000 100,000 Babylon Fine Arts College Art Education 1 - Fine Arts College 10,000 20,000 Babylon Fine Arts College Art Education 2 - Fine Arts College 10,000 81,000 156,000 Babylon Law College Teaching Lab 4,000 6,000 Babylon Science College for Girls Advanced Lab 1 5,000 20,000 Babylon Science College for Girls Teaching Lab 1 10,000 30,000 Babylon Science College for Girls Teaching Lab 2 2,000 30,000 80,000 Babylon Science College for Girls Teaching Lab 3 20,000 30,000 80,000 Babylon Science College for Girls Teaching Lab 4 20,000 30,000 80,000 Babylon Science College for Girls Teaching Lab 5 20,000 30,000 80,000 Babylon Science College for Girls Teaching Lab 6 20,000 30,000 80,000 Babylon Science College for Girls Teaching Lab 7 5,000 20,000 Babylon Science College for Girls Teaching Lab 8 50,000 200,000 Babylon Science College for Girls Teaching Lab 9 50,000 200,000 Babylon Teachers College Biology Lab 9,000 18,000 Babylon Teachers College Chemistry Lab 8,000 10,000 Babylon Teachers College Computer Lab 2,000 700 1,000 Babylon Teachers College Physics Lab 1,500 2,000

Babylon 219,000 659,200 1,733,000 Baghdad Engineering College 2 Lab - College of Engineering II 400,000 700,000 Baghdad Fine Arts College Lab - Fine Arts 25,000 40,000 Baghdad Languages College College of Languages Lab 200,000 Baghdad Law College College of law 120,000 Baghdad Law College LAW 120,000 Baghdad Mass Communication College MASS COMMUNICATION 7,000,000 3,000,000 5,000,000 Baghdad Nursing College Lab-Nursing College 500,000 600,000 Baghdad Pharmacy College Lab - College of Pharmacy 1,500,000 4,000,000 Baghdad Political Science College College of Political Science 19,425

Baghdad RS - Embryology Research Center Lab - Fetus Research 5,000 200,000

Baghdad RS - Postgraduate Institute for Laser Studies

Lab- Research Institute Laser Postgraduate Studies 3,000,000 5,000,000

Baghdad Urban & Regional Planning - Postgraduate Institute Lab - PIURP Institute 20,000 30,000

170

Baghdad Veterinary Medicine College Veterinary Medicine College 2,500,000 4,000,000 Baghdad 7,200,000 10,950,000 19,829,425

Basrah Agriculture College Lab - Dean Office 920,000 1,510,000 Basrah CF - Computer Center Lab - Computer Center 20,000 50,000 Basrah CF - Computer Center Lab - Computer Center 4,000 4,000 Basrah Education for Girls College Computer Center 20,000 50,000 Basrah Education for Girls College Computer Center 4,000 4,000 Basrah Engineering College Lab - Dean off & Computer & Internet Center 40,000 201,250 201,250 Basrah Engineering College Lab. Workshop 100,000 106,850 106,850 Basrah Fine Arts College Lab - College of Fine Arts 50,000 50,000 55,000 Basrah HQ - Basrah University Lab- Physical Oceanography 185,000 188,500 Basrah RS - Date Palm Research Center Lab - Date Palm Research Center 3,000,000 2,000,000 3,000,000 Basrah RS - Marine Science Center Autoanalyzer Lab-Marine Geology 30,000 45,000 Basrah RS - Marine Science Center Bacteriology Lab-Marine Chemistry 20,000 30,000 Basrah RS - Marine Science Center Benthic Lab- Marine Biology 10,000 15,000 Basrah RS - Marine Science Center Crustacean Lab-Marine Biology 10,000 15,000 Basrah RS - Marine Science Center Ecology Lab-Marine Vertebrates 7,500 8,850

Basrah RS - Marine Science Center Engineering Geology Lab -Marine Geology 65,000 75,000

Basrah RS - Marine Science Center Environmental Pollution Lab -Chemistry 15,000 25,000

Basrah RS - Marine Science Center Experimental Fish Food Lab-Marine Vertebrates 2,300 2,500

Basrah RS - Marine Science Center Fish Biology Lab-Marine Vertebrates 2,000 2,500

Basrah RS - Marine Science Center Fish Chemical Analysis Lab-Marine Vertebrates 7,000 8,500

Basrah RS - Marine Science Center Fish Hatchery Lab-Marine Vertebrates 6,500 7,500 Basrah RS - Marine Science Center Fish tissue and diseases Lab-Marine Vertebrates 5,000 5,700 Basrah RS - Marine Science Center G.C- Lab - Marine Chemistry 20,000 30,000 Basrah RS - Marine Science Center Geophysics lab-Marine Geology 75,000 90,000 Basrah RS - Marine Science Center HPLC Lab- Marine Chemistry 35,000 45,000 Basrah RS - Marine Science Center Hydrocarbon Lab-Marine Chemistry 35,000 50,000 Basrah RS - Marine Science Center Icthyoplankton Lab-Marine Vertebrates 3,400 3,800 Basrah RS - Marine Science Center Lab - Physical Oceanography 185,000 188,500 Basrah RS - Marine Science Center Marine environment Lab-Marine Chemistry 20,000 30,000 Basrah RS - Marine Science Center Oil Pollution Lab-Marine Chemistry 40,000 60,000 Basrah RS - Marine Science Center Optical Lab-Marine Geology 25,000 35,000 Basrah RS - Marine Science Center Phytoplankton Lab-Marine Biology 15,000 20,000 Basrah RS - Marine Science Center Remote Sensing lab-Physical Oceanography 20,000 30,000 Basrah RS - Marine Science Center Rock Lab-Marine Geology 15,000 20,000 Basrah RS - Marine Science Center Sedimentation Lab-Marine Geology 45,000 60,000 Basrah RS - Marine Science Center Sound Lab - Physical Oceanography 10,000 15,000 Basrah RS - Marine Science Center Thin Section Lab-Marine Geology 10,000 15,000

Basrah RS - Marine Science Center Water Analysis Lab- Marine Chemistry 15,000 25,000

Basrah RS - Marine Science Center Zooplankton 15,000 20,000 Basrah RS - Polymer Research Center Lab- Material Science 12,300 18,450

Basrah RS - Polymer Research Center Lab- Polymer-Chemistry Research Center 12,900 17,700

Basrah Science College Lab - For all Science College depts 100,000,000 Basrah Veterinary Medicine College Anatomy Lab 17,000 37,000 Basrah Veterinary Medicine College Medicine Lab 5,000 15,000 Basrah Veterinary Medicine College Microbiology Lab 5,000 100,000 Basrah Veterinary Medicine College Pathology Lab 10,000 25,000 Basrah Veterinary Medicine College Physiology Lab 10,000 25,000

Basrah 3,190,000 4,347,000 106,385,600 Diyala Education College College of Education Lab. 400,000 400,000 Diyala HQ - Diyala University College of Science 200,000 250,000 Diyala Physical Education College College of Physical Education Lab 100,000 150,000

Diyala 700,000 800,000

Diwaniya Administration & Economics College Computer Lab 30,000 45,000

Diwaniya Administration & Economics College Postgraduate Study Lab 3,000 6,000

Diwaniya Arts College Lab - College of Arts 2,000,000 1,000,000 2,000,000 Diwaniya Education College Computer Center 300,000 200,000 300,000 Diwaniya Education College - Muthanna Workshop - Education College 1,500,000 250,000 500,000 Diwaniya Medicine College Bacteriology Lab 100,000 50,000 100,000 Diwaniya Medicine College Biochemistry Lab 100,000 50,000 100,000 Diwaniya Medicine College Chemistry Lab 75,000 50,000 75,000 Diwaniya Medicine College Histopathology Lab 120,000 60,000 120,000 Diwaniya Medicine College Immunology Lab 50,000 25,000 50,000 Diwaniya Medicine College Medical Physics Lab 75,000 50,000 75,000 Diwaniya Medicine College Parasitology Lab 100,000 50,000 100,000 Diwaniya Medicine College Physiology Lab 100,000 50,000 100,000 Diwaniya Medicine College Workshop - College of Medicine 50,000 25,000 50,000 Diwaniya Physical Education College Physical Education & Sport Lab 100,000 40,000 100,000

171

Diwaniya Veterinary College Biology Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Computers Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Internal Medicine Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Microbiology Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Nutrition Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Parasitology Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Pathology Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Pharmacology Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Physiology Lab 3,000,000 1,000,000 3,000,000 Diwaniya Veterinary College Surgery & Obstetrics Lab 3,000,000 1,000,000 3,000,000

Diwaniya Veterinary College Workshop - Drug Factory - Veterinary College 1,000,000 250,000 750,000

Diwaniya 35,670,000 12,183,000 34,471,000

Kerbala Administration & Economics College Computer Lab 70,000 140,000

Kerbala Education College Computer Lab 70,000 140,000 Kerbala Science College computer 70,000 70,000

Kerbala 210,000 350,000

Mosul Administration & Economics College

Lab - Administration & Economics College 145,000 301,000 401,000

Mosul Agriculture College Lab - Agriculture & Forestry College 300,000,000 25,000,000 100,000,000 Mosul Arts College Lab - Arts College 100,000 196,000 311,000

Mosul Computers & Mathematics College

Lab - Computer & Mathematics College 500,000 750,000

Mosul Dentistry College Lab - Dentistry College 1,000,000,000 750,000,000 1,000,000,000 Mosul Education College Lab - Biology dept & Chemistry dept & Physics dept 50,000 80,000 Mosul Engineering College Lab - Engineering College 2,200,000 0 Mosul Law College Lab - Law College 56,000 40,000 56,000 Mosul Medicine College 1 Lab - Medicine College 1 3,000,000 8,000,000

Mosul Medicine College 2 Anatomy-Physiology- Biochemistry-Microbiology Lab 50,000 100,000 150,000

Mosul Nursing College Lab - Nursing College 200,000 500,000 300,000 Mosul Pharmacy College Lab - Pharmacy College 600,000 386,000 1,386,000 Mosul Physical Education College Lab - Physical Education College 160,000 140,000 200,000

Mosul RS - Dams & Water Resources Research Center

Lab - Research Center for Dams & Water Resources 500,000 1,000,000

Mosul RS - Environment Research Center Lab - Environment Research Center 100,000 100,000

Mosul RS - Remote Sensing Center Lab - Institute of Remote Sensing 500,000 500,000 Mosul RS - Turkish Studies Center Lab - Turkish Studies Center 100,000 150,000 Mosul Teachers College Lab - College of Teachers 10,000 11,000 Mosul Veterinary College Lab - Veterinary Medicine College 5,000,000 3,000,000 4,000,000

Mosul 1,306,311,000 786,623,000 1,117,395,000 Mustansirya Dentistry College Lab - Dentistry College 300,000 Mustansirya Law College Lab - Law College 150,000 250,000

Mustansirya Medicine College Lab - Library & Store House of Free Learning Unit 500

Mustansirya Pharmacy College Lab - Pharmacy College 3,000,000 2,000,000 3,000,000

Mustansirya RS - Arab Homeland Center Arab Homeland Studies & Research Center Lab 75,000 50,000 75,000

Mustansirya RS - Diabetes Center Lab - National Diabetes Center 750,000 1,000,000 Mustansirya Teachers College Lab - Internet Center 15,000 15,000 15,000

Mustansirya 3,090,500 2,965,000 4,640,000

Salah Al-Din Administration & Economics College

Lab - Administration & Economics College 0 15,000 40,000

Salah Al-Din 15,000 40,000

Sulaymaniyah Administration & Economics College Lab - Admin & Economy College 0 1,000 1,500

Sulaymaniyah Agriculture College 0 10,000 18,000 Sulaymaniyah Agriculture College Lab - Agriculture College 0 150,000 250,000 Sulaymaniyah Commerce College Lab - Commerce College 0 2,000 14,000 Sulaymaniyah Dentistry College Lab - Dentistry College 0 1,000 1,700 Sulaymaniyah Fine Arts College 0 2,000 7,000 Sulaymaniyah Fine Arts College Lab - Fine Arts College 0 15,000 30,000 Sulaymaniyah Humanities College Lab - Humanities College 0 2,000 3,000 Sulaymaniyah Law College Lab - Law College 0 1,500 2,500 Sulaymaniyah Law/ Evening College 0 10,000 18,000 Sulaymaniyah Law/ Evening College Lab - College of Law (evening) 0 1,500 2,500 Sulaymaniyah Medicine College Lab - Medicine College 0 50,000 75,000 Sulaymaniyah Medicine College Medicine 0 100,000 15,000 Sulaymaniyah Nursing College 0 10,000 18,000 Sulaymaniyah Nursing College Lab - Nursing College 0 1,000 1,800 Sulaymaniyah Science College Lab - Science College 0 816,898 2,316,898 Sulaymaniyah Sharia & Law College Lab - Sharia & Law College 0 0 600 Sulaymaniyah Veterinary Medicine College Lab - College of Veterinary Medicine 0 600,000 850,000 Sulaymaniyah 0 1,773,898 3,625,498 Technology Architecture College Lab - Architecture College 100,000 250,000

172

Technology Building & Constructions College Asphalt Lab 1,000,000 1,500,000 Technology Building & Constructions College Building Materials Lab 500,000 750,000 Technology Building & Constructions College Computer Lab ( Postgraduate ) 100,000 100,000 Technology Building & Constructions College Computer Lab ( Undergraduate ) 500,000 500,000 Technology Building & Constructions College Concrete Tech Lab 750,000 1,250,000 Technology Building & Constructions College Fluid Mechanics Lab 1,000,000 1,500,000 Technology Building & Constructions College Geology Lab 500,000 500,000 Technology Building & Constructions College Heavy Structure Lab 1,500,000 2,500,000 Technology Building & Constructions College Non Destructive Testing Lab 350,000 500,000 Technology Building & Constructions College Remote Sensing Lab 500,000 500,000 Technology Building & Constructions College Sanitary Eng Lab 1,250,000 1,250,000 Technology Building & Constructions College Soil Mechanics Lab 1,750,000 2,250,000 Technology Building & Constructions College Surveying Lab 1,250,000 1,500,000 Technology Chemical College Lab - Chemical Engineering 70,000,000 10,000,000 Technology Computer Center Lab - Computer Center 9,000 10,000 Technology Computer Center Lab - Computer Center 9,300 14,000 Technology Computer Control College Control & Computer Lab 1,500,000 2,500,000 Technology Continuous Learning Center Continuous Education Center 100,000 100,000 Technology Electrical College AC Electrical Machines Lab 2,000,000 2,500,000 Technology Electrical College Advanced Communication Lab 0 3,000,000 Technology Electrical College Antenna Lab 0 2,000,000 Technology Electrical College DC Electrical Machine Lab 2,000,000 2,250,000 Technology Electrical College Digital Communication Lab 0 2,000,000 Technology Electrical College Digital Electronics Lab 2,500,000 3,500,000 Technology Electrical College Electrical Engineering Fundamentals Lab 750,000 1,000,000 Technology Electrical College Microprocessor Lab 3,000,000 4,000,000 Technology Electrical College Microwave Lab 0 2,000,000 Technology Electrical College Power & High Voltage Lab 4,000,000 4,500,000 Technology Electrical College Power Electronics Lab 1,000,000 1,500,000 Technology Electrical College Second Year Electronics Lab 2,000,000 3,000,000 Technology Materials College Lab - Materials Engineering College 28,960 28,960 Technology Materials College Lab - Materials Engineering College 60,215 60,215 Technology Materials College Lab - Materials Engineering College 310,000 310,000 Technology Materials College Lab - Materials Engineering College 150,000 150,000 Technology Materials College Lab - Materials Engineering College 169,000 169,000 Technology Materials College Lab - Materials Engineering College 547,050 547,050 Technology Materials College Lab - Materials Engineering College 116,980 116,980 Technology Materials College Lab - Materials Engineering College 238,300 238,300 Technology Materials College Lab - Materials Engineering College 320,000 320,000 Technology Materials College Lab - Materials Engineering College 1,226,000 1,226,000 Technology Mechanical College Lab - Mechanical Engineering College 1,300,000 2,000,000 Technology Science of Computer College Lab - Internet Lab 800 900 Technology Science of Computer College Lab - NW Lab 500 600

Technology 104,386,105 63,892,005 Thi-Qar Arts College Lab - Arts College 100,000 50,000 100,000 Thi-Qar Education College Lab - Education College 10,000 15,000 10,000 Thi-Qar Engineering College Civil Engineering Lab 10,000 5,000 10,000

Thi-Qar 120,000 70,000 120,000

Tikrit Administration & Economics College

Lab - Administration & Economics College 50,000 80,000 100,000

Tikrit Pharmacy College Lab - Pharmacy College 0 750,000 1,000,000 Tikrit 50,000 830,000 1,100,000

Wassit Science College Computer Lab 68,000 5,000 8,000 Wassit 68,000 5,000 8,000

173

23. University Infrastructure, Physical Status & Priority

Governorate Area M2 Students

Number Of Declared Colleges

War Damaged Colleges

Burnt Colleges

Looted Colleges

Not Damaged Colleges

Priority 1 Rehabilitation/Reconstruction

War Damaged Or/And Burnt Buildings

Priority 1a Rehabilitation

Looted Buildings

Anbar 117649 6381 12 03 01 09 02

1.DENTISTRY COLLEGE (266 students) 2.COMPUTER COLLEGE (506 students) 3. EDUCATION COLLEGE for women (835 students)

1. College of Law (266 students) 2. College of engineering (1215 students)3. Administration college (346 students)4. Arts college (320 students) 5. College of sciences (492 students) 6. College of agriculture (535 students) 7. Education college (1720 students)

NOT

DAMAGED BUILDINGS

PRIORITY

Basrah 181884 20780 13 05 02 08 01

1. COLLEGE OF LAW (500 students) 2. COLLEGE of SCIENCE (2243 students)4.COLLEGE OF ARTS (80 students) 5.COLLEGE OF AGRICULTURE (540 students but incomplete figures) 6.COLLEGE of OCEANOGRAPHY (No data)

1. Engineering college (3188 students) 2. Date palm research center (No data)

Qadissiya 111088 5808 09 02 07 08 0

1. VETERINARY MEDICINE (357 students)2. PHYSICAL EDUCATION (320 students) 3. COLLEGE OF SCIENCE (159 students) 4.COLLEGE OF EDUCATION (4149 students) 5. EDUCATION COLLEGE/ Samawa (858 students) 6.COLLEGE OF ADMINISTRATION & ECONOMICS (2092 students0

1.College of Medicine (275 students)

Babylon 139984 10768 11 02 01 07 03

1. SCIENCE FOR WOMEN COLLEGE (100 students) 2. Teachers COLLEGE (573 students) 3. COLLEGE OF DENTISTRY (87 students)

1. Engineering college (2135 students) 2. Medicine college (2037 students) 3. Science college (1690 students) 4. college of education – Arabic and physics

depts.(783 students)

Baghdad 1,089,880 84266

BAGHDAD UNIVERSITY 1. College of Law (1629 students) 2. College of education/Ibn Rushed

BAGHDAD UNIVERSITY 1. Medicine college (2077 students) 2. pharmacology college (1700 students)

174

28

13

15

06

09

03

01

04

06

04

06

00

11

07

15

02

05

01 0

01

(4364 students) 3. Education college (6800 students) 4. Art college (2125 students) 5. College of geology (3541 students) 6. Veterinary college (2158 students) 7. College physical education/girls (400

students) 8. Education for women College (3200 students) 9. college of physical education/boys

(1443 students) 10 college of biochemistry (231 students) 11.journalism dept (1466 students) 12.college of Science (1291students) MUSTANSIRYA UNIVERSITY 1. Pharmacy college (221 students) 2.college of science (4461 students) 3.Education college (3087 students) 4. Engineering college (3417 students) 5.High institute for political and international studies (120 students) UNIVERSITY OF TECHNOLOGY 1.Continuous Education Center (no data) 2.Electric and electronic college (1465 students) 3.Petroleum college (1264 students) 4.Architecture college (397 students) 5.College of material engineering (432 students) 6. College of production engineering and metallurgy (1194 students) NAHREEN UNIVERSITY 1. International law studies (147 students) :1400m2 2.College of engineering (609 students) 3.Political science college (133 students) 4.college of science (395 students) :

3. dentistry college (1565 students) 4. Languages college (6510 students) 5. Fetus research (36 students) MUSTANSIRYA UNIVERSITY 1. College of dentistry (234 students) UN. OF TECHNOLOGY 1. Mechanical engineering college

(1822 students) 2. College of control and computer

engineering (921 students) 3. School of applied science (866 students) 4. Computer science college (681 students) 5. College of building construction

(2358 students) NAHREEN UNIVERSITY ISLAMIC UNIVERSITY 1. College of Arabic language and Quran

175

03

01

00

00

00

01

03

01

0

0

Informatics institute for post graduate (No data)

studies (5364students) 2. College of Islamic thinking (439 students) 3. College of jurisprudence (559 students)

Thi-Qar 40034 2277

03

02

03

03

0

1. EDUCATION COLLEGE (426 students) 2.COLLEGE OF SCIENCES (2701 students) 3. College of Arts (793 students)

Diyala

68451 5184

06

02

0

04

0

1. Physical Education college (745 students)2. Education college (3112 students)

1. college of sciences (305 students) 2. College of law (317 students)

Kerbala

43686

3430

04

03

01

03

0

1. College of administration (1117 students)2. college of science (281 students) 3. education college (535 students)

Ninewa 236263 20268

21

02

02

15

04

1. COMPUTER CENTER (1703 students) 2. College of Agriculture (860 students) 3. Engineering college (2244 students) 4. College of science – Dept of geology

(153 students)

Salah Al-Din 72072 5544

11

02

01

05

04

1. College of law (597 students) 2. College of engineering - civil engineer dept (185 students) 3. College of agriculture – food technology dept (80 students)

1. College of sciences (679 students) 2. College of education/girls (543 students) 3. 1. College of engineering – electrical dept

(190 students) TOTAL 156 40 25 101 60 33

176

Annex 3: Statistical Data for the Technical Institute/Technical College Level Unless otherwise noted, the statistics presented in this section is based on data submitted to UNESCO by Iraqi technical institutes and colleges in Iraq, August 2003. 1. List of TCTI per governorate ...................................................................................................177 2. Number of Teaching Staff and Students by Department .........................................................178 3. Numbers of Teaching Staff and Students by Departments ......................................................188 4. Ratio of Teaching Staff and Students by Department and Institute.........................................194 5. List of departments in Technical Institutes/Technical Colleges per Governorate ...................199 6. Qualification of TCTI teaching staff per Institute ...................................................................203 7. Qualification of TCTI Teaching Staff per Governorate...........................................................204 8. Weekly teaching load at Iraqi Technical Colleges and Technical Institutes ...........................204 9. Outgoing TCTI Staff since 1992..............................................................................................205 10. Areas of most urgent interventions at TCTIs...........................................................................205 11. Expressed Needs For Curricula Development .........................................................................208 12. Library equipment needs..........................................................................................................211 13. Technical Institute – Status, Cost and Priorities ......................................................................215

177

24. List of TCTI per governorate

Governorate Institute name

Anbar Technical Institute Anbar Babylon Technical College Musayab Technical Institute Babylon Technical Institute Musayab Baghdad Applied Arts Institute Baghdad Commission of Technical Education Institute of Administration, Baghdad-Rasafa Institute of Medical Technology, Baghdad Staff Development Center, Baghdad Technical College Baghdad Technical College for Medicine & Health, Baghdad Technical College of Management, Baghdad Technical Electrical & Electronic College Technical Institute Administration, Baghdad-Zafaraniya Technical Institute Baghdad-Mansoor Technical Institute Baghdad-Zaafaraniya Technical Institute for Technicians Training, Baghdad Basrah Technical College Basrah Technical Institute Basrah Dahuk Technical Institute Dahuk Technical Institute Zakho Diyala Technical Institute Ba'qubah Erbil FTI Erbil Technical Institute Erbil Technical Institute Koya Technical Institute Shaqlawa Technical Institute Soran Kerbala Technical Institute Kerbala Missan Technical Institute Al Amarah Muthanna Technical Institute Samawa Najaf Technical College Najaf Technical Institute Kufa Technical Institute Najaf Ninewa Technical College Mosul Technical Institute Akra Technical Institute Mosul Technical Institute Ninewa Salah al-Din Technical Institute - Al Door Sulaymaniyah FTI Sulaymaniyah Technical Institute Chamchamal Technical Institute Kalar Technical Institute Sulaymaniyah Tameem Technical College Kirkuk Technical Institute Huweja Technical Institute Kirkuk Thi–Qar Technical Institute Nassriyah Technical Institute Qadissiya Technical Institute Shatra Wassit Technical Institute - Al Kut Technical Institute Suweirah

178

25. Number of Teaching Staff and Students by Department

ProfAssistProf

LecturerAssistant Lecturer

ResearchStaff

Teaching staff

Students Institute name Department name

F M F M F M F M F M F M % F % M

Totalteaching

staff F M % F % M

Total Students

Total Iraq 972 1621 37.5% 62.5% 2593 15006 52200 22.3% 77.7% 67206 Applied Arts Institute Baghdad Architecture & Decoration 0 0 0 0 1 1 2 0 0 1 3 25.0% 75.0% 4 80 93 46.2% 53.8% 173 Designing & Sewing 0 1 0 1 0 1 1 0 0 3 1 75.0% 25.0% 4 150 7 95.5% 4.5% 157 Graphic Design 1 0 0 1 0 0 2 2 0 0 3 3 50.0% 50.0% 6 77 107 41.8% 58.2% 184 Interior Design 0 1 0 0 0 2 2 0 0 3 2 60.0% 40.0% 5 70 54 56.5% 43.5% 124 Textile 0 0 0 1 1 0 4 1 0 0 5 2 71.4% 28.6% 7 41 24 63.1% 36.9% 65 Total 15 11 57.7% 42.3% 26 418 285 59.5% 40.5% 703 Commission of Technical Education Chemical Industries 1 1 4 1 5 16.7% 83.3% 6 25 120 17.2% 82.8% 145 Total 1 5 16.7% 83.3% 6 25 120 17.2% 82.8% 145 Institute of Administration, Baghdad-Rasafa Accounting 0 1 2 3 6 3 9 4 0 0 17 11 60.7% 39.3% 28 639 509 55.7% 44.3% 1148 Banking 0 0 2 2 2 2 4 1 0 0 8 5 61.5% 38.5% 13 441 412 51.7% 48.3% 853 Computer Systems 0 0 1 2 2 2 6 1 0 0 9 5 64.3% 35.7% 14 298 195 60.4% 39.6% 493 Insurance 0 0 1 3 3 8 1 0 0 0 5 11 31.3% 68.8% 16 241 133 64.4% 35.6% 374 Secretarial Management 0 0 0 3 4 1 13 1 0 0 17 5 77.3% 22.7% 22 400 377 51.5% 48.5% 777 Statistics 0 0 5 0 0 3 6 2 0 0 11 5 68.8% 31.3% 16 151 94 61.6% 38.4% 245 Storage Management 0 0 1 1 1 6 9 2 0 0 11 9 55.0% 45.0% 20 254 339 42.8% 57.2% 593 Total 78 51 60.5% 39.5% 129 2424 2059 54.1% 45.9% 4483 Institute of Medical Technology , Baghdad Anaesthetics 0 0 2 1 1 1 2 3 0 0 5 5 50.0% 50.0% 10 13 102 11.3% 88.7% 115 Community Health 0 0 3 5 7 5 4 3 0 0 14 13 51.9% 48.1% 27 35 30 53.8% 46.2% 65 Dental Prevention 0 0 0 1 2 3 2 2 0 0 4 6 40.0% 60.0% 10 68 0 100.0% 0.0% 68 Dialysis 0 0 1 2 2 0 2 2 0 0 5 4 55.6% 44.4% 9 10 33 23.3% 76.7% 43 Handicapped Care 0 0 3 2 1 1 3 1 0 0 7 4 63.6% 36.4% 11 27 92 22.7% 77.3% 119 Intensive Care 1 0 2 1 0 0 3 0 0 0 6 1 85.7% 14.3% 7 6 6 50.0% 50.0% 12 Medical Rehabilitation 0 0 1 2 0 0 1 2 0 0 2 4 33.3% 66.7% 6 5 11 31.3% 68.8% 16 Nursing 1 0 1 2 1 2 4 3 0 0 7 7 50.0% 50.0% 14 6 323 1.8% 98.2% 329 Physiotherapy 1 0 3 2 0 0 0 3 0 0 4 5 44.4% 55.6% 9 28 28 50.0% 50.0% 56 Prosthetics 0 1 2 0 1 3 4 2 0 0 7 6 53.8% 46.2% 13 40 42 48.8% 51.2% 82 Radiology 0 0 0 2 1 1 3 1 0 0 4 4 50.0% 50.0% 8 51 39 56.7% 43.3% 90 Total 65 59 52.4% 47.6% 124 289 706 29.0% 71.0% 995 Staff Development Center, Baghdad Continuous Education 1 1 1 1 50.0% 50.0% 2 Educational Technology 1 0 1 0.0% 100.0% 1 Teachers Training 1 1 0 2 0.0% 100.0% 2 Total 1 4 20.0% 80.0% 5 Technical College Mosul Computer Systems 0 0 0 0 0 1 3 5 0 0 3 6 33.3% 66.7% 11 632 Electricity 0 0 0 0 0 3 3 0 0 0 3 3 50.0% 50.0% 6 132 Medical Instrument 0 0 0 0 0 2 6 1 0 0 6 3 66.7% 33.3% 9 119 Refrigeration & Air-Conditioning Technology 0 0 0 0 0 2 1 2 0 0 1 4 20.0% 80.0% 5 95 Total 13 16 44.8% 55.2% 31 978

179

Technical College Najaf Automobile Technology 0 0 0 1 0 2 0 2 0 0 0 5 0.0% 100.0% 5 0 200 0.0% 100.0% 200 Communication Technology 0 0 0 1 0 1 0 3 0 0 0 5 0.0% 100.0% 5 55 165 25.0% 75.0% 220 Total 0 10 0.0% 100.0% 10 55 365 13.1% 86.9% 420 Technical College Baghdad Automobile Technology 0 0 0 0 0 2 0 1 0 0 0 3 0.0% 100.0% 3 0 153 0.0% 100.0% 153 Dies & Tools Technology 0 0 0 1 0 2 0 1 0 0 0 4 0.0% 100.0% 4 5 133 3.6% 96.4% 138 Glass & Ceramics Technology 0 0 1 0 1 0 1 2 0 0 3 2 60.0% 40.0% 5 21 33 38.9% 61.1% 54 Materials Technology 0 0 0 0 1 1 0 0 0 0 1 1 50.0% 50.0% 2 37 76 32.7% 67.3% 113 Refrigeration & Air-Conditioning Technology 0 0 0 2 0 1 0 1 0 0 0 4 0.0% 100.0% 4 14 82 14.6% 85.4% 96 Surveying 0 1 0 3 0 1 1 2 0 0 1 7 12.5% 87.5% 8 47 59 44.3% 55.7% 106 Welding Technology 0 0 0 2 0 0 0 3 0 0 0 5 0.0% 100.0% 5 4 103 3.7% 96.3% 107 Total 5 26 16.1% 83.9% 31 128 639 16.7% 83.3% 767 Technical College Basrah Electricity 0 0 0 0 0 1 1 2 0 0 1 3 25.0% 75.0% 4 48 362 11.7% 88.3% 410 Environment & Pollution 0 0 0 0 0 0 2 1 0 0 2 1 66.7% 33.3% 3 26 77 25.2% 74.8% 103 Fuel & Energy Technology 0 0 0 0 0 1 1 0 0 0 1 1 50.0% 50.0% 2 45 298 13.1% 86.9% 343 Petrochemical Technology 0 0 0 0 0 2 0 1 0 0 0 3 0.0% 100.0% 3 26 127 17.0% 83.0% 153 Refrigeration & Air-Conditioning Technology 3 0 3 0.0% 100.0% 3 17 132 11.4% 88.6% 149 Total 4 11 26.7% 73.3% 15 162 996 14.0% 86.0% 1158 Technical College for Medicine & Health, Baghdad Anaesthetics 0 0 0 3 1 0 0 1 0 0 1 4 20.0% 80.0% 5 39 115 25.3% 74.7% 154 Clinical Laboratory 22 343 Dental Technology 0 0 0 3 1 1 5 2 7 6 13 12 52.0% 48.0% 25 129 Optical Technology 0 0 1 1 0 1 3 0 0 0 4 2 66.7% 33.3% 6 43 52 45.3% 54.7% 95 Physiotherapy 1 3 3 4 1 0 5 1 0 0 10 8 55.6% 44.4% 18 52 Public Health 0 2 1 0 1 0 3 0 0 0 5 2 71.4% 28.6% 7 41 65 38.7% 61.3% 106 Radiology 6 154 RS - Research Unit Total 48 41 54.1% 45.9% 89 357 676 34.6% 65.4% 1033 Technical College Kirkuk Electronics & Control Technology 0 0 0 2 0 1 0 2 0 0 0 5 0.0% 100.0% 5 61 209 22.6% 77.4% 270 Fuel & Energy Technology 0 0 1 2 0 2 0 4 0 0 1 8 11.1% 88.9% 9 122 286 29.9% 70.1% 408 Medical Lab Technology 0 0 1 2 1 0 4 2 0 0 6 4 60.0% 40.0% 10 224 136 62.2% 37.8% 360 Refrigeration & Air-Conditioning Technology 0 0 0 1 0 2 0 4 0 0 0 7 0.0% 100.0% 7 83 22 79.0% 21.0% 105 Software Engineering 0 0 0 1 0 2 3 1 0 0 3 4 42.9% 57.1% 7 198 201 49.6% 50.4% 399 Surveying 0 0 0 2 0 4 1 0 0 0 1 6 14.3% 85.7% 7 104 136 43.3% 56.7% 240 Total 11 34 24.4% 75.6% 45 792 990 44.4% 55.6% 1782 Technical College Musayab Animal Production 0 1 0 4 0 1 0 2 0 0 0 8 0.0% 100.0% 8 7 42 14.3% 85.7% 49 Mechanical Engineering & Agriculture Instrument 0 0 0 0 0 1 0 0 0 0 0 1 0.0% 100.0% 2 30 180 14.3% 85.7% 210 Plant Production 0 0 0 1 0 1 0 0 0 0 1 16 5.9% 94.1% 17 32 258 11.0% 89.0% 66 Pumping Technology 0 0 0 10 1 3 0 3 0 0 0 2 0.0% 100.0% 2 17 16 51.5% 48.5% 297 Technical Engineering & Electrical Power 0 0 0 0 0 0 0 4 0 0 0 4 0.0% 100.0% 4 36 88 29.0% 71.0% 124 Total 1 32 3.1% 96.9% 33 122 584 17.3% 82.7% 746 Technical College of Management, Baghdad Accounting 10 511 Information Technology 0 0 0 0 0 0 0 0 0 0 10 134 Operation Technology 0 0 0 0 0 0 0 0 0 0 10 371 Total 30 1016 Technical Electrical & Electronic College Computer Systems 0 0 0 1 1 0 1 0 0 0 2 1 66.7% 33.3% 3 67 153 30.5% 69.5% 220

180

Medical Instrument Technology 0 0 0 0 0 3 1 0 0 0 1 3 25.0% 75.0% 4 36 274 11.6% 88.4% 310 Power Technology 0 0 0 0 0 2 0 2 0 0 0 4 0.0% 100.0% 4 33 203 14.0% 86.0% 236 Total 3 8 27.3% 72.7% 11 136 630 17.8% 82.2% 766 Technical Institute - Al Door Accounting 0 0 0 2 0 2 1 2 0 0 1 6 14.3% 85.7% 7 42 126 25.0% 75.0% 168 Electronics 0 0 0 0 0 1 2 1 0 0 2 2 50.0% 50.0% 4 14 612 2.2% 97.8% 626 Mechanics 0 0 0 0 0 0 2 5 0 0 2 5 28.6% 71.4% 7 0 486 0.0% 100.0% 486 Medical Technology 0 0 0 0 0 0 1 2 0 0 1 2 33.3% 66.7% 3 38 33 53.5% 46.5% 71 Pharmacy 0 0 0 1 0 1 0 2 0 0 0 5 0.0% 100.0% 5 102 122 45.5% 54.5% 224 Total 6 20 23.1% 76.9% 26 196 1379 12.4% 87.6% 1575 Technical Institute - Al Kut Accounting 6 156 Automobile Technology 3 204 Community Health 2 82 Electricity 2 247 Irrigation & Drainage 2 Mechanics 3 297 Medical Laboratory Technology 3 89 Storage Management 4 92 Surveying 2 76 Total 27 1243 Technical Institute Administration, Baghdad-Zaafarania Accounting 2 3 1 5 2 8 5 61.5% 38.5% 13 280 140 66.7% 33.3% 420 Computer Systems 2 2 1 1 2 3 5 37.5% 62.5% 8 159 129 55.2% 44.8% 288 Legal Administration 1 6 3 8 3 70.0% 30.0% 11 193 405 32.3% 67.7% 598 Secretarial Management 4 1 1 1 5 2 71.4% 28.6% 7 98 96 50.5% 49.5% 194 Storage Management 2 1 1 2 2 3 5 37.5% 62.5% 8 80 230 25.8% 74.2% 310 Tourism 1 2 1 1 1 2 3 5 37.5% 62.5% 8 5 295 1.7% 98.3% 300 Total 30 25 54.5% 45.5% 55 815 1295 38.6% 61.4% 2110 Technical Institute Akra Computer Systems 0 0 0 0 0 0 1 2 1 2 2 4 33.3% 66.7% 6 45 32 58.4% 41.6% 77 Legal Administration 0 0 0 0 0 0 0 1 0 3 0 4 0.0% 100.0% 4 10 32 23.8% 76.2% 42 Water Resources Technology 0 0 0 0 0 1 0 2 1 1 1 4 20.0% 80.0% 5 6 16 27.3% 72.7% 22 Total 3 12 20.0% 80.0% 15 61 80 43.3% 56.7% 141 Technical Institute Al Amarah Accounting 6 148 Civil Works 7 60 Community Health 5 47 Electricity 5 445 Electronics 4 187 Mechanics 3 384 Machinery & Equipment 7 218 Nursing 4 116 Sewing & Clothes Design Storage Management 5 85 Total 46 1690 Technical Institute Anbar Accounting 0 0 0 0 0 3 1 2 0 0 1 5 16.7% 83.3% 6 4 119 3.3% 96.7% 123 Chemical Industries 0 0 0 0 0 1 2 2 0 0 2 3 40.0% 60.0% 5 75 Civil Works 0 0 0 0 0 0 1 4 0 0 1 4 20.0% 80.0% 5 1 36 2.7% 97.3% 37 Community Health 0 0 0 0 0 0 1 1 0 0 1 1 50.0% 50.0% 2 9 10 47.4% 52.6% 19 Computer Systems 0 0 0 0 0 3 1 2 0 0 1 5 16.7% 83.3% 6 4 119 3.3% 96.7% 123

181

Electricity 0 0 0 0 0 0 1 2 0 0 1 2 33.3% 66.7% 3 572 Machines & Equipment 0 0 0 1 0 1 0 4 0 0 0 6 0.0% 100.0% 6 117 Mechanics 0 0 0 0 0 0 1 5 0 0 1 5 16.7% 83.3% 6 314 Secretarial Management 0 0 0 2 0 2 1 2 0 0 1 6 14.3% 85.7% 7 17 Storage Management 0 0 0 2 0 2 0 1 0 0 0 5 0.0% 100.0% 5 9 10 47.4% 52.6% 19 Total 9 42 17.6% 82.4% 51 119 1297 8.4% 91.6% 1416 Technical Institute Babylon Accounting 0 0 1 2 3 1 4 0 8 3 16 6 72.7% 27.3% 22 65 85 43.3% 56.7% 150 Civil Works 0 0 0 2 1 5 1 5 2 12 4 24 14.3% 85.7% 28 20 91 18.0% 82.0% 111 Community Health 0 0 0 0 2 1 3 1 5 2 10 4 71.4% 28.6% 14 30 61 33.0% 67.0% 91 Computer Systems 0 0 0 0 0 2 2 0 2 2 4 4 50.0% 50.0% 8 57 40 58.8% 41.2% 97 Electronics 0 0 0 0 0 1 5 4 5 5 10 10 50.0% 50.0% 20 7 624 1.1% 98.9% 631 Legal Administration 0 0 0 0 0 1 1 3 1 4 2 8 20.0% 80.0% 10 39 107 26.7% 73.3% 146 Mechanics 0 0 0 1 2 2 9 2 12 1 23 6 79.3% 20.7% 29 0 637 0.0% 100.0% 637 Nursing 0 0 0 1 2 2 1 2 3 5 6 10 37.5% 62.5% 16 37 138 21.1% 78.9% 175 Storage Management 0 0 0 3 0 1 5 2 8 3 13 9 59.1% 40.9% 22 44 115 27.7% 72.3% 159 Surveying 0 0 0 2 0 1 1 1 1 4 2 8 20.0% 80.0% 10 21 64 24.7% 75.3% 85 Textile Technology 0 0 0 0 0 1 2 0 2 1 4 2 66.7% 33.3% 6 35 215 14.0% 86.0% 250 Total 94 91 50.8% 49.2% 185 355 2177 14.0% 86.0% 2532 Technical Institute Baghdad-Mansoor Clinical Pathology 1 1 5 6 2 5 2 8 5 25 10 71.4% 28.6% 35 334 306 52.2% 47.8% 640 Electronics 0 0 1 1 2 2 1 2 0 0 4 5 44.4% 55.6% 9 4 318 1.2% 98.8% 322 Health Management 0 0 1 1 0 1 2 0 0 0 3 2 60.0% 40.0% 5 59 143 29.2% 70.8% 202 Library Management 0 0 0 1 6 1 6 0 0 0 12 2 85.7% 14.3% 14 107 80 57.2% 42.8% 187 Pharmacy 0 0 2 0 3 0 2 3 0 0 7 3 70.0% 30.0% 10 195 232 45.7% 54.3% 427 Vision Testing 0 0 0 1 1 1 1 0 0 0 2 2 50.0% 50.0% 4 39 28 58.2% 41.8% 67 Total 53 24 68.8% 31.2% 77 738 1107 40.0% 60.0% 1845 Technical Institute Baghdad-Zaafaraniya Building & Construction 0 1 0 1 1 4 1 5 0 1 2 12 14.3% 85.7% 14 141 410 25.6% 74.4% 551 Electricity 0 0 0 0 0 2 1 7 1 0 3 14 18.2% 81.8% 17 16 1470 1.1% 98.9% 1486 Electronics 0 0 0 0 1 1 1 4 0 1 2 6 25.0% 75.0% 8 210 681 23.6% 76.4% 891 Industrial Chemistry 0 0 0 1 3 2 6 1 1 0 10 4 71.4% 28.6% 14 29 300 8.8% 91.2% 329 Irrigation & Drainage 0 0 0 2 2 3 1 2 1 0 4 7 36.4% 63.6% 11 50 166 23.1% 76.9% 216 Machines & Equipment 0 0 1 2 0 3 3 5 0 2 4 12 25.0% 75.0% 16 0 1063 0.0% 100.0% 1063 Mechanics 0 0 0 0 1 3 1 5 0 1 2 12 14.3% 85.7% 14 0 715 0.0% 100.0% 715 Surveying 0 0 0 0 2 2 2 3 2 0 6 5 54.5% 45.5% 11 59 101 36.9% 63.1% 160 Total 33 72 31.4% 68.6% 105 505 4906 9.3% 90.7% 5411 Technical Institute Ba'qubah Accounting 0 0 0 0 1 0 0 3 0 0 2 7 22.2% 77.8% 9 71 220 24.4% 75.6% 291 Community Health 0 0 0 0 1 3 1 2 0 0 2 5 28.6% 71.4% 7 26 30 46.4% 53.6% 56 Computer Systems 0 0 0 0 0 1 2 2 0 0 2 3 40.0% 60.0% 5 64 65 49.6% 50.4% 129 Electricity 0 0 0 0 0 2 1 6 0 0 1 8 11.1% 88.9% 9 5 617 0.8% 99.2% 622 Machinery & Equipments 0 0 0 0 0 0 0 4 0 0 0 11 0.0% 100.0% 11 0 538 0.0% 100.0% 538 Mechanics 0 0 0 1 0 2 1 5 0 0 2 15 11.8% 88.2% 17 0 702 0.0% 100.0% 702 Nursing 0 0 0 1 1 0 1 1 0 0 2 2 50.0% 50.0% 4 3 86 3.4% 96.6% 89 Storage Management 0 0 0 1 0 3 2 1 0 0 4 9 30.8% 69.2% 13 30 270 10.0% 90.0% 300 Surveying 0 0 0 2 0 0 4 4 0 0 4 6 40.0% 60.0% 10 50 75 40.0% 60.0% 125 Total 19 66 22.4% 77.6% 85 249 2603 8.7% 91.3% 2852 Technical Institute Basrah Accounting 0 0 0 0 1 1 7 3 8 4 66.7% 33.3% 12 100 196 33.8% 66.2% 296

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Anaesthetics 0 0 0 1 1 0 1 1 2 2 50.0% 50.0% 4 15 35 30.0% 70.0% 50 Chemical Industries 0 0 1 1 0 0 0 4 1 5 16.7% 83.3% 6 85 120 41.5% 58.5% 205 Civil Works 0 0 0 0 1 1 2 2 3 3 50.0% 50.0% 6 29 90 24.4% 75.6% 119 Community Health 0 0 0 1 1 1 0 1 1 3 25.0% 75.0% 4 53 39 57.6% 42.4% 92 Computer Systems 0 0 0 2 0 1 6 1 6 4 60.0% 40.0% 10 73 60 54.9% 45.1% 133 Electricity 0 0 0 0 1 0 5 7 6 7 46.2% 53.8% 13 0 1270 0.0% 100.0% 1270 Electronics 0 0 0 0 0 2 3 2 3 4 42.9% 57.1% 7 0 464 0.0% 100.0% 464 Machines & Equipments 0 0 0 0 0 0 2 3 2 3 40.0% 60.0% 5 0 550 0.0% 100.0% 550 Legal Administration 0 0 0 0 0 1 2 0 2 1 66.7% 33.3% 3 38 50 43.2% 56.8% 88 Mechanics 0 0 0 1 0 1 2 8 2 10 16.7% 83.3% 12 0 980 0.0% 100.0% 980 Medical Laboratory Technology 0 0 0 2 3 3 0 1 3 6 33.3% 66.7% 9 90 84 51.7% 48.3% 174 Nursing 0 0 0 1 1 0 0 3 1 4 20.0% 80.0% 5 0 71 0.0% 100.0% 71 Pharmacy 0 0 0 4 1 2 1 0 2 6 25.0% 75.0% 8 170 100 63.0% 37.0% 270 Secretarial Management 0 0 0 0 0 0 4 7 4 7 36.4% 63.6% 11 11 57 16.2% 83.8% 68 Storage Management 0 0 0 0 0 0 3 5 3 5 37.5% 62.5% 8 51 100 33.8% 66.2% 151 Surveying 0 0 0 0 1 0 4 7 5 7 41.7% 58.3% 12 16 65 19.8% 80.2% 81 Total 54 81 40.0% 60.0% 135 731 4331 14.4% 85.6% 5062 Technical Institute Chamchamal Computer Systems 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 12 7 63.2% 36.8% 19 Electricity 0 0 0 0 0 0 0 0 0 0 42 42 50.0% 50.0% 84 Nursing 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 48 33 59.3% 40.7% 81 Total 0 2 0.0% 100.0% 2 102 82 55.4% 44.6% 184 Technical Institute Dahuk Accounting 0 0 0 0 0 0 0 3 0 3 0 6 0.0% 100.0% 6 56 40 58.3% 41.7% 96 Computer Systems 0 0 0 0 0 1 0 4 0 4 0 9 0.0% 100.0% 9 42 30 58.3% 41.7% 72 Construction 0 0 0 0 0 0 0 2 0 2 0 4 0.0% 100.0% 4 20 57 26.0% 74.0% 77 Mechanics 0 0 0 0 0 0 0 1 0 1 0 2 0.0% 100.0% 2 43 140 23.5% 76.5% 183 Medical Laboratory Technology 0 0 0 0 0 0 0 1 0 1 0 2 0.0% 100.0% 2 27 32 45.8% 54.2% 59 Nursing 0 0 0 0 0 0 0 1 0 1 0 2 0.0% 100.0% 2 40 20 66.7% 33.3% 60 Office Management 0 0 0 0 0 0 0 1 0 1 0 2 0.0% 100.0% 2 45 29 60.8% 39.2% 74 Physiotherapy 0 0 0 0 0 1 0 2 0 3 0 6 0.0% 100.0% 6 6 8 42.9% 57.1% 14 Surveying 0 0 0 1 0 0 1 1 1 2 2 4 33.3% 66.7% 6 19 50 27.5% 72.5% 69 Storage Management 0 0 0 0 0 2 0 1 0 1 0 4 0.0% 100.0% 4 45 28 61.6% 38.4% 73 Total 2 41 4.7% 95.3% 43 343 434 44.1% 55.9% 777 Technical Institute Erbil Accounting 0 0 0 0 2 4 0 0 0 0 2 4 33.3% 66.7% 6 16 91 15.0% 85.0% 107 Anaesthetics 0 0 0 0 0 1 0 0 0 0 0 1 0.0% 100.0% 1 23 31 42.6% 57.4% 54 Community Health 0 0 0 0 0 2 0 3 0 0 0 5 0.0% 100.0% 5 37 32 53.6% 46.4% 69 Computer Systems 0 0 0 0 0 0 1 0 0 0 1 0 100.0% 0.0% 1 31 49 38.8% 61.3% 80 Dental Technology 0 0 0 0 0 1 0 0 0 0 0 1 0.0% 100.0% 1 21 18 53.8% 46.2% 39 Electricity 0 0 0 0 0 0 1 3 0 0 1 3 25.0% 75.0% 4 131 102 56.2% 43.8% 233 Legal Administration 0 0 0 0 0 0 0 0 0 0 13 72 15.3% 84.7% 85 Library Management 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 13 10 56.5% 43.5% 23 Mechanics 0 0 0 1 0 0 0 6 0 0 0 7 0.0% 100.0% 7 61 84 42.1% 57.9% 145 Media 0 0 0 0 0 0 0 6 0 0 0 6 0.0% 100.0% 6 49 32 60.5% 39.5% 81 Nursing 0 0 0 0 0 0 1 2 0 0 1 2 33.3% 66.7% 3 78 72 52.0% 48.0% 150 Pharmacy 0 0 0 0 0 1 0 0 0 0 0 1 0.0% 100.0% 1 23 26 46.9% 53.1% 49 Physiotherapy 0 0 0 0 0 0 0 0 0 0 24 20 54.5% 45.5% 44 Plant Production 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 Road Constructions 0 0 0 0 0 3 2 2 0 0 2 5 28.6% 71.4% 7 90 77 53.9% 46.1% 167

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Total 7 38 15.6% 84.4% 45 610 716 46.0% 54.0% 1326 Technical Institute for Technicians Training, Baghdad Automobile Technology 0 0 0 0 1 0 3 2 0 0 9 4 66.7% 33.3% 13 0 469 0.0% 100.0% 469 Electricity 0 0 0 1 1 0 5 3 0 0 6 4 60.0% 40.0% 10 27 332 7.5% 92.5% 359 Electronics 0 0 0 1 1 0 5 3 0 0 6 4 60.0% 40.0% 10 27 332 7.5% 92.5% 359 Mechanics 0 0 0 0 2 3 7 2 0 0 9 5 64.3% 35.7% 14 0 353 0.0% 100.0% 353 Total 30 17 63.8% 36.2% 47 54 1486 3.5% 96.5% 1540 Technical Institute Huweja Animal Production Automobile Technology 0 0 0 0 0 1 1 5 0 0 1 6 14.3% 85.7% 7 0 0 Irrigation & Water Projects 1 1 1 1 1 3 25.0% 75.0% 4 Mechanics 0 0 0 1 0 1 0 5 0 0 0 7 0.0% 100.0% 7 2 300 0.7% 99.3% 302 Plant Production 0 0 0 4 0 0 1 9 0 0 1 13 7.1% 92.9% 14 0 0 Secretarial Management 4 0 4 0.0% 100.0% 4 Storage Management 0 0 0 0 0 0 3 4 0 0 3 4 42.9% 57.1% 7 0 0 Water Technology 1 1 3 1 4 20.0% 80.0% 5 Total 7 41 14.6% 85.4% 48 3 502 0.7% 99.3% 505 Technical Institute Kalar Administration & Economics 0 0 0 0 0 0 0 0 0 0 22 5 81.5% 18.5% 27 Agriculture 0 0 0 0 0 0 0 0 0 0 14 22 38.9% 61.1% 36 Electricity 0 0 0 0 0 1 1 0 0 0 1 1 50.0% 50.0% 2 27 31 46.6% 53.4% 58 Nursing 0 0 0 0 0 1 0 1 0 0 0 2 0.0% 100.0% 2 31 28 52.5% 47.5% 59 Veterinary Studies 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 3 29 9.4% 90.6% 32 Total 1 4 20.0% 80.0% 5 97 115 45.8% 54.2% 212 Technical Institute Kerbala Accounting 0 0 0 0 0 1 4 2 0 0 4 3 57.1% 42.9% 7 23 82 21.9% 78.1% 105 Computer Systems 0 0 0 0 0 1 2 0 0 0 2 1 66.7% 33.3% 3 43 73 37.1% 62.9% 116 Electricity 0 0 0 0 0 4 2 7 0 0 2 11 15.4% 84.6% 13 0 466 0.0% 100.0% 466 Mechanics 0 0 0 0 0 4 4 9 0 0 4 13 23.5% 76.5% 17 0 409 0.0% 100.0% 409 Public Health 0 0 0 1 0 0 3 2 0 0 3 3 50.0% 50.0% 6 48 45 51.6% 48.4% 93 Secretarial Management 0 0 0 1 0 0 0 1 0 0 0 2 0.0% 100.0% 2 5 28 15.2% 84.8% 33 Total 15 33 31.3% 68.8% 48 119 1103 9.7% 90.3% 1222 Technical Institute Kirkuk Accounting 0 0 0 0 0 1 5 2 0 0 5 3 62.5% 37.5% 8 172 63 73.2% 26.8% 235 Chemical Industries 0 0 0 0 1 0 2 2 0 0 3 2 60.0% 40.0% 5 39 12 76.5% 23.5% 51 Civil Works 0 0 0 0 0 0 8 3 0 0 8 3 72.7% 27.3% 11 41 28 59.4% 40.6% 69 Community Health 0 0 1 2 0 0 1 2 0 0 2 4 33.3% 66.7% 6 49 24 67.1% 32.9% 73 Computer Systems 0 0 1 0 0 1 9 1 0 0 10 2 83.3% 16.7% 12 136 73 65.1% 34.9% 209 Electricity 0 0 0 0 0 3 2 1 0 0 2 5 33.3% 66.7% 7 2 908 0.2% 99.8% 910 Electronics 0 0 0 1 1 0 2 2 0 0 3 4 42.9% 57.1% 7 7 343 2.0% 98.0% 350 Legal Administration 0 0 0 0 0 1 1 3 0 0 1 4 20.0% 80.0% 5 218 300 42.1% 57.9% 518 Mechanics 0 0 0 0 0 0 2 7 0 0 2 7 22.2% 77.8% 9 0 490 0.0% 100.0% 490 Machinery & Equipments 0 0 0 0 0 0 0 5 0 0 0 5 0.0% 100.0% 5 23 85 21.3% 78.7% 108 Nursing 0 0 0 0 4 2 1 1 0 0 5 3 62.5% 37.5% 8 74 60 55.2% 44.8% 134 Sewing & Clothes Design 0 0 0 0 0 0 2 1 0 0 2 1 66.7% 33.3% 3 33 8 80.5% 19.5% 41 Storage Management 0 0 0 1 1 1 2 5 0 0 3 7 30.0% 70.0% 10 65 91 41.7% 58.3% 156 Surveying 0 0 0 0 0 1 2 2 0 0 2 3 40.0% 60.0% 5 32 13 71.1% 28.9% 45 Total 48 53 47.5% 52.5% 101 891 2498 26.3% 73.7% 3389 Technical Institute Koya Accounting 0 0 0 0 0 0 1 0 0 0 1 0 100.0% 0.0% 1 24 21 53.3% 46.7% 45 Business Management 0 0 0 0 0 0 0 0 0 0 31 16 66.0% 34.0% 47 Community Health 0 0 0 0 0 0 0 0 0 0 22 65 25.3% 74.7% 87

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Legal Administration 0 0 0 0 0 0 0 0 0 0 32 33 49.2% 50.8% 65 Medical Laboratory Technology 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 7 26 21.2% 78.8% 33 Nursing 0 0 0 0 0 1 0 0 0 0 0 1 0.0% 100.0% 1 78 71 52.3% 47.7% 149 Total 1 2 33.3% 66.7% 3 194 232 45.5% 54.5% 426 Technical Institute Kufa Automobile Technology 0 0 0 0 0 2 0 4 0 0 0 6 0.0% 100.0% 6 0 405 0.0% 100.0% 405 Clinical Pathology 0 0 0 1 0 2 3 2 0 0 3 5 37.5% 62.5% 8 62 72 46.3% 53.7% 134 Community Health 0 0 0 2 0 1 1 1 0 0 1 4 20.0% 80.0% 5 46 59 43.8% 56.2% 105 Electricity 0 0 0 0 0 1 0 5 0 0 0 6 0.0% 100.0% 6 0 460 0.0% 100.0% 460 Mechanics 0 0 0 0 0 1 1 4 0 0 1 5 16.7% 83.3% 6 0 274 0.0% 100.0% 274 Nursing 0 0 0 2 2 0 0 2 0 0 2 4 33.3% 66.7% 6 0 124 0.0% 100.0% 124 Pharmacy 0 0 0 2 0 1 3 1 0 0 3 4 42.9% 57.1% 7 91 102 47.2% 52.8% 193 Plant Production 0 0 0 4 1 3 0 7 0 0 1 14 6.7% 93.3% 15 0 273 0.0% 100.0% 273 Storage Management 0 0 0 1 0 1 1 4 0 0 1 6 14.3% 85.7% 7 11 46 19.3% 80.7% 57 Total 12 54 18.2% 81.8% 66 210 1815 10.4% 89.6% 2025 Technical Institute Mosul Anaesthetics 0 0 2 2 2 0 2 3 0 0 6 5 54.5% 45.5% 11 11 31 26.2% 73.8% 42 Animal Production 15 23 Chemical Industries 0 0 1 3 6 2 2 0 0 0 9 5 64.3% 35.7% 14 1 24 4.0% 96.0% 25 Civil Works 0 0 3 2 1 4 5 13 0 0 9 19 32.1% 67.9% 28 31 67 31.6% 68.4% 98 Community Health 0 0 0 2 1 0 4 2 0 0 5 4 55.6% 44.4% 9 26 34 43.3% 56.7% 60 Computer Systems 0 0 1 4 0 4 1 5 0 0 2 13 13.3% 86.7% 15 111 54 67.3% 32.7% 165 Electricity 0 0 0 1 1 4 7 13 0 0 8 18 30.8% 69.2% 26 6 756 0.8% 99.2% 762 Electronics 0 0 0 3 0 5 5 8 0 0 5 16 23.8% 76.2% 21 7 194 3.5% 96.5% 201 Irrigation 0 0 1 0 0 4 3 3 0 0 4 7 36.4% 63.6% 11 3 57 5.0% 95.0% 60 Library Management 0 0 0 0 2 1 3 4 0 0 5 5 50.0% 50.0% 10 10 9 52.6% 47.4% 19 Agricultural Machines 0 0 0 1 0 5 0 9 0 0 0 15 0.0% 100.0% 15 0 168 0.0% 100.0% 168 Mechanics 0 0 0 0 0 6 11 8 0 0 11 14 44.0% 56.0% 25 0 547 0.0% 100.0% 547 Machinery & Equipments 0 0 0 1 0 1 3 9 0 0 3 11 21.4% 78.6% 14 0 274 0.0% 100.0% 274 Medical Laboratory Technology 0 0 0 1 2 1 3 1 0 0 5 3 62.5% 37.5% 8 62 55 53.0% 47.0% 117 Nursing 0 0 0 1 2 1 3 1 0 0 5 3 62.5% 37.5% 8 1 116 0.9% 99.1% 117 Pharmacy 0 1 1 3 2 0 0 3 0 0 3 7 30.0% 70.0% 10 40 84 32.3% 67.7% 124 Plant Production 10 36 Radiology 0 0 0 0 0 0 0 3 0 0 0 3 0.0% 100.0% 3 31 13 70.5% 29.5% 44 Secretarial Management 0 0 1 0 1 3 5 8 0 0 7 11 38.9% 61.1% 18 60 74 44.8% 55.2% 134 Storage Management 0 0 0 1 1 5 6 3 0 0 7 9 43.8% 56.3% 16 5 96 5.0% 95.0% 101 Surveying 0 0 1 0 1 2 3 6 0 0 5 8 38.5% 61.5% 13 10 52 16.1% 83.9% 62 Total 108 192 36.0% 64.0% 300 423 2756 13.3% 86.7% 3179 Technical Institute Musayab Accounting 24 144 Agricultural Machines 19 87 Animal Production 15 110 Automobile Technology Civil Works 18 57 Electricity 15 472 Irrigation & Water Project 14 121 Mechanics 9 149 Plant Production 34 82 Soil Studies 25 68 Total 173 1290

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Technical Institute Najaf Accounting 0 0 0 3 0 2 2 2 0 0 2 7 22.2% 77.8% 9 40 76 34.5% 65.5% 116 Civil Works 0 0 0 2 0 3 0 2 0 0 0 7 0.0% 100.0% 7 20 24 45.5% 54.5% 44 Communication Technology 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 4 194 2.0% 98.0% 198 Computer Systems 0 0 0 0 0 1 3 0 0 0 3 1 75.0% 25.0% 4 17 29 37.0% 63.0% 46 Design & Tailoring 1 0 100.0% 0.0% 1 78 Electricity 0 0 0 0 0 0 2 4 0 0 2 4 33.3% 66.7% 6 0 713 0.0% 100.0% 713 Electronics 0 0 0 0 0 0 0 3 0 0 0 3 0.0% 100.0% 3 200 Legal Administration 3 0 3 0.0% 100.0% 3 110 Mechanics 0 0 0 0 0 1 1 3 0 0 1 4 20.0% 80.0% 5 0 400 0.0% 100.0% 250 Machinery & Equipments 1 4 1 4 20.0% 80.0% 5 250 0.0% 100.0% 400 Total 10 35 22.2% 77.8% 45 99 2056 4.6% 95.4% 2155 Technical Institute Nassriyah Accounting 1 2 1 3 2 5 28.6% 71.4% 7 222 80 73.5% 26.5% 302 Community Health 1 2 1 0 4 0.0% 100.0% 4 30 48 38.5% 61.5% 78 Computer Systems 1 3 2 3 3 50.0% 50.0% 6 94 69 57.7% 42.3% 163 Electricity 1 1 0 2 0.0% 100.0% 2 12 448 2.6% 97.4% 460 Legal Administration 1 2 1 2 33.3% 66.7% 3 19 67 22.1% 77.9% 86 Mechanics 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 0 505 0.0% 100.0% 505 Nursing 1 1 1 1 2 33.3% 66.7% 3 21 197 9.6% 90.4% 218 Secretarial Management 3 3 0 100.0% 0.0% 3 51 38 57.3% 42.7% 89 Automobile & Machines Surveying Diseases Analysis Irrigation & Drainage Production Storage Management Design & Tailoring 2 0 2 0.0% 100.0% 2 103 0 100.0% 0.0% 103 Total 10 22 31.3% 68.8% 32 552 1452 27.5% 72.5% 2004 Technical Institute Ninewa Accounting 0 0 0 0 0 1 4 1 3 3 7 5 58.3% 41.7% 12 18 111 14.0% 86.0% 129 Banking 0 0 0 0 0 0 3 3 3 3 6 6 50.0% 50.0% 12 3 76 3.8% 96.2% 79 Computer Systems 0 0 0 0 0 1 0 2 0 3 0 6 0.0% 100.0% 6 15 13 53.6% 46.4% 28 Design & Tailoring 0 0 0 0 0 0 0 0 0 0 Legal Administration 0 0 0 0 0 1 3 0 4 1 7 2 77.8% 22.2% 9 17 147 10.4% 89.6% 164 Tourism 0 0 0 0 0 1 1 4 1 5 2 10 16.7% 83.3% 12 2 107 1.8% 98.2% 109 Total 22 29 43.1% 56.9% 51 55 454 10.8% 89.2% 509 Technical Institute Qadissiya Accounting 0 0 0 1 0 1 1 1 0 0 1 3 25.0% 75.0% 4 38 62 38.0% 62.0% 100 Community Health 0 0 0 0 1 0 2 0 0 0 3 0 100.0% 0.0% 3 60 21 74.1% 25.9% 81 Mechanics 0 0 0 0 0 2 1 8 0 0 1 10 9.1% 90.9% 11 11 789 1.4% 98.6% 800 Nursing 0 0 0 1 1 0 1 0 0 0 2 1 66.7% 33.3% 3 4 193 2.0% 98.0% 197 Storage Management 0 0 0 1 0 0 3 1 0 0 3 2 60.0% 40.0% 5 50 30 62.5% 37.5% 80 Total 10 16 38.5% 61.5% 26 163 1095 13.0% 87.0% 1258 Technical Institute Samawa Accounting 0 0 0 0 0 0 2 4 0 0 2 4 33.3% 66.7% 6 31 68 31.3% 68.7% 99 Community Health 0 0 0 0 1 0 2 0 0 0 3 0 100.0% 0.0% 3 35 19 64.8% 35.2% 54 Electricity 0 0 0 0 0 1 0 4 0 0 0 5 0.0% 100.0% 5 0 293 0.0% 100.0% 293 Mechanics 0 0 0 0 0 1 0 4 0 0 0 5 0.0% 100.0% 5 0 343 0.0% 100.0% 343 Nursing 0 0 0 0 0 0 2 0 0 0 2 0 100.0% 0.0% 2 3 35 7.9% 92.1% 38 Surveying 0 0 0 0 0 1 0 4 0 0 0 5 0.0% 100.0% 5 10 27 27.0% 73.0% 37 Total 7 19 26.9% 73.1% 26 79 785 9.1% 90.9% 864

186

Technical Institute Shaqlawa Computer Systems 0 0 0 0 0 0 0 3 0 0 0 3 0.0% 100.0% 3 18 43 29.5% 70.5% 61 Engineering Design 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 24 7 77.4% 22.6% 31 Medical Laboratory Technology 0 0 0 0 0 0 1 2 0 0 1 2 33.3% 66.7% 3 13 33 28.3% 71.7% 46 Office Management 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 20 14 58.8% 41.2% 34 Tourism 0 0 0 0 0 0 0 0 0 0 Veterinary 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 7 37 15.9% 84.1% 44 Total 1 11 8.3% 91.7% 12 216 Technical Institute Shatra Agriculture 3 86 Animal Hygiene 5 73 Animal Production 4 64 Automobile Technology Electricity 7 356 Irrigation & Drainage 2 65 Mechanics 4 236 Plant Production 4 70 Storage Management 7 123 Surveying 5 46 Total 41 1119 Technical Institute Soran Computer Systems 0 0 0 0 0 0 1 4 0 0 1 4 20.0% 80.0% 5 28 60 31.8% 68.2% 88 Nursing 0 0 0 0 0 0 1 1 0 0 1 1 50.0% 50.0% 2 15 19 44.1% 55.9% 34 Obstetrics 0 0 0 0 0 0 1 1 0 0 1 1 50.0% 50.0% 2 20 0 100.0% 0.0% 20 Physiotherapy 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 10 17 37.0% 63.0% 27 Total 3 7 30.0% 70.0% 10 73 96 43.2% 56.8% 169 Technical Institute Sulaymaniyah Accounting 0 0 0 0 0 1 4 0 0 1 4 20.0% 80.0% 5 0 124 0.0% 100.0% 124 Anaesthetics 0 0 0 0 0 0 0 1 0 1 0 2 0.0% 100.0% 2 16 21 43.2% 56.8% 37 Business Administration 0 0 0 0 0 1 1 2 0 0 1 3 25.0% 75.0% 4 118 60 66.3% 33.7% 178 Clinical Pathology 0 0 0 0 0 0 0 1 0 0 0 1 0.0% 100.0% 1 17 34 33.3% 66.7% 51 Community Health 0 0 0 0 0 0 2 1 1 1 3 2 60.0% 40.0% 5 18 35 34.0% 66.0% 53 Electricity 0 0 0 0 0 0 0 3 0 0 0 3 0.0% 100.0% 3 59 69 46.1% 53.9% 128 Journalism 0 0 0 0 0 0 0 2 0 0 2 0.0% 100.0% 2 21 23 47.7% 52.3% 44 Mechanics 0 0 0 0 0 0 0 4 0 4 0 8 0.0% 100.0% 8 66 89 42.6% 57.4% 155 Nursing 0 0 0 0 0 1 2 1 0 2 2 50.0% 50.0% 4 72 33 68.6% 31.4% 105 Pharmacy 0 0 0 0 0 0 1 0 1 0 2 0.0% 100.0% 2 13 43 23.2% 76.8% 56 Physiotherapy 0 0 0 0 0 0 0 2 0 0 0 2 0.0% 100.0% 2 20 15 57.1% 42.9% 35 Plant Protection 0 0 0 0 0 0 0 1 4 0 4 1 80.0% 20.0% 5 0 29 0.0% 100.0% 29 Radiology 0 0 0 0 0 0 1 1 1 0 2 1 66.7% 33.3% 3 22 13 62.9% 37.1% 35 Surveying 0 0 0 0 0 1 0 5 0 6 0 12 0.0% 100.0% 12 102 62 62.2% 37.8% 164 Total 13 45 22.4% 77.6% 58 544 650 45.6% 54.4% 1194 Technical Institute Suweirah Accounting 0 0 0 1 0 2 0 2 0 0 0 5 0.0% 100.0% 5 21 51 29.2% 70.8% 72 Automobile Technology 0 0 0 1 0 0 1 4 0 0 1 5 16.7% 83.3% 6 0 210 0.0% 100.0% 210 Electricity 0 0 0 0 0 1 0 0 0 0 0 3 0.0% 100.0% 3 0 304 0.0% 100.0% 304 Mechanics 0 0 0 0 0 1 1 3 0 0 1 4 20.0% 80.0% 5 0 132 0.0% 100.0% 132 Total 2 17 10.5% 89.5% 19 21 697 2.9% 97.1% 718 Technical Institute Zakho Banking 0 0 6 15 28.6% 71.4% 21 Computer Systems 0 0 11 24 31.4% 68.6% 35 Total 0 0 0 17 39 30.4% 69.6% 56

188

26. Numbers of Teaching Staff and Students by Departments

Institute name Department name Total

teachingstaff

Total Students Ratio students/ teachers

Total Iraq 2,587 67,061 26.2 Applied Arts Institute Baghdad Architecture & Decoration 4 173 43.3 Designing & Sewing 4 157 39.3 Graphic Design 6 184 30.7 Interior Design 5 124 24.8 Textile 7 65 9.3

Total 26 703 27.0 Institute of Administration, Baghdad-Rasafa

Accounting 28 1,148 41.0

Banking 13 853 65.6 Computer Systems 14 493 35.2 Insurance 16 374 23.4 Secretarial Management 22 777 35.3 Statistics 16 245 15.3 Storage Management 20 593 29.7

Total 129 4,483 34.8 Institute of Medical Technology, Baghdad

Anesthetics 10 115 11.5

Community Health 27 65 2.4 Dental Prevention 10 68 6.8 Dialysis 9 43 4.8 Handicapped Care 11 119 10.8 Intensive Care 7 12 1.7 Medical Rehabilitation 6 16 2.7 Nursing 14 329 23.5 Physiotherapy 9 56 6.2 Prosthetics 13 82 6.3 Radiology 8 90 11.3

Total 124 995 8.0 Staff Development Center, Baghdad Continuous Education 2 Educational Technology 1 Teachers Training 2

Total 5 Technical College Mosul Computer Systems 11 632 57.5 Electricity 6 132 22.0 Medical Instrument 9 119 13.2 Refrigeration & Air-Conditioning Technology 5 95 19.0

Total 31 978 31.5 Technical College Najaf Automobile Technology 5 200 40.0 Communication Technology 5 220 44.0

Total 10 420 42.0 Technical College Baghdad Automobile Technology 3 153 51.0 Dies & Tools Technology 4 138 34.5 Glass & Ceramics Technology 5 54 10.8 Materials Technology 2 113 56.5 Refrigeration & Air-Conditioning Technology 4 96 24.0 Surveying 8 106 13.3 Welding Technology 5 107 21.4

Total 31 767 24.7 Technical College Basrah Electricity 4 410 102.5 Environment & Pollution 3 103 34.3 Fuel & Energy Technology 2 343 171.5 Petrochemical Technology 3 153 51.0 Refrigeration & Air-Conditioning Technology 3 149 49.7

Total 15 1,158 77.2 Technical College for Medicine & Health, Baghdad

Anesthetics 5 154 30.8

Clinical Laboratory 22 343 15.6 Dental Technology 25 129 5.2 Optical Technology 6 95 Physiotherapy 18 52 Public Health 7 106 15.1 Radiology 6 154 25.7 RS - Research Unit

Total 89 1,033 11.6 Technical College Kirkuk Electronics & Control Technology 5 270 54.0 Fuel & Energy Technology 9 408 45.3 Medical Lab Technology 10 360 36.0 Refrigeration & Air-Conditioning Technology 7 105 15.0 Software Engineering 7 399 57.0 Surveying 7 240 34.3

189

Total 45 1,782 39.6 Technical College Musayab Animal Production 8 49 6.1 Mechanical Engineering & Agriculture Instrument 2 210 105.0 Plant Production 17 66 3.9 Pumping Technology 2 297 148.5 Technical Engineering & Electrical Power 4 124 31.0

Total 33 746 22.6 Technical College of Management, Baghdad

Accounting 10 511 51.1

Information Technology 10 134 13.4 Operation Technology 10 371 37.1

Total 30 1,016 33.9 Technical Electrical & Electronic College

Computer Systems 3 220 73.3

Medical Instrument Technology 4 310 77.5 Power Technology 4 236 59.0

Total 11 766 69.6 Technical Institute - Al Door Accounting 7 168 24.0 Electronics 4 626 156.5 Mechanics 7 486 69.4 Medical Technology 3 71 23.7 Pharmacy 5 224 44.8

Total 26 1,575 60.6 Technical Institute - Al Kut Accounting 6 156 26.0 Automobile Technology 3 204 68.0 Community Health 2 82 41.0 Electricity 2 247 123.5 Irrigation & Drainage 2 Mechanics 3 297 99.0 Medical Laboratory Technology 3 89 29.7 Storage Management 4 92 23.0 Surveying 2 76 38.0

Total 27 1,243 46.0 Technical Institute Administration, Baghdad-Zaafarania

Accounting 13 420 32.3

Computer Systems 8 288 36.0 Legal Administration 11 598 54.4 Secretarial Management 7 194 27.7 Storage Management 8 310 38.8 Tourism 8 300 37.5

Total 55 2,110 38.4 Technical Institute Akra Computer Systems 6 77 12.8 Legal Administration 4 42 10.5 Water Resources Technology 5 22 4.4

Total 15 141 9.4 Technical Institute Al Amarah Accounting 6 148 24.7 Civil Works 7 60 8.6 Community Health 5 47 9.4 Electricity 5 445 89.0 Electronics 4 187 46.8 Machinery & Equipment 7 218 31.1 Mechanics 3 384 128.0 Nursing 4 116 29.0 Sewing & Clothes Design Storage Management 5 85 17.0

Total 46 1,690 36.7 Technical Institute Anbar Accounting 6 123 20.5 Chemical Industries 5 75 15.0 Civil Works 5 37 7.4 Community Health 2 19 9.5 Computer Systems 6 123 20.5 Electricity 3 572 190.7 Machinery & Equipments 6 117 19.5 Mechanics 6 314 52.3 Secretarial Management 7 17 2.4 Storage Management 5 19 3.8

Total 51 1,416 27.8 Technical Institute Babylon Accounting 22 150 6.8 Civil Works 28 111 4.0 Community Health 14 91 6.5 Computer Systems 8 97 12.1 Electronics 20 631 31.6 Legal Administration 10 146 14.6 Mechanics 29 637 22.0 Nursing 16 175 10.9 Storage Management 22 159 7.2 Surveying 10 85 8.5

190

Textile Technology 6 250 41.7 Total 185 2,532 13.7

Technical Institute Baghdad-Mansoor

Clinical Pathology 35 640 18.3

Electronics 9 322 35.8 Health Management 5 202 40.4 Library Management 14 187 13.4 Pharmacy 10 427 42.7 Vision Testing 4 67 16.8

Total 77 1,845 24.0 Technical Institute Baghdad-Zaafaraniya

Civil Works 14 551 39.4

Electricity 17 1,486 87.4 Electronics 8 891 111.4 Industrial Chemistry 14 329 23.5 Irrigation & Drainage 11 216 19.6 Machinery & Equipments 16 1,063 66.4 Mechanics 14 715 51.1 Surveying 11 160 14.5

Total 105 5,411 51.5 Technical Institute Ba'qubah Accounting 9 291 32.3 Community Health 7 56 8.0 Computer Systems 5 129 25.8 Electricity 9 622 69.1 Machinery & Equipments 11 538 48.9 Mechanics 17 702 41.3 Nursing 4 89 22.3 Storage Management 13 300 23.1 Surveying 10 125 12.5

Total 85 2,852 33.6 Technical Institute Basrah Accounting 12 296 24.7 Anesthetics 4 50 12.5 Chemical Industries 6 205 34.2 Civil Works 6 119 19.8 Community Health 4 92 23.0 Computer Systems 10 133 13.3 Electricity 13 1,270 97.7 Electronics 7 464 66.3 Legal Administration 3 88 29.3 Machinery & Equipments 5 550 110.0 Mechanics 12 980 81.7 Medical Laboratory Technology 9 174 19.3 Nursing 5 71 14.2 Pharmacy 8 270 33.8 Secretarial Management 11 68 6.2 Storage Management 8 151 18.9 Surveying 12 81 6.8

Total 135 5,062 37.5 Technical Institute Chamchamal Computer Systems 1 19 19.0 Electricity 84 Nursing 1 81 81.0

Total 2 184 92.0 Technical Institute Dahuk Accounting 6 96 16.0 Civil Works 4 77 19.3 Computer Systems 9 72 8.0 Mechanics 2 183 91.5 Medical Laboratory Technology 2 59 29.5 Nursing 2 60 30.0 Office Management 2 74 37.0 Physiotherapy 6 14 2.3 Storage Management 4 73 18.3 Surveying 6 69 11.5

Total 43 777 18.1 Technical Institute Erbil Accounting 6 107 17.8 Anesthetics 1 54 54.0 Community Health 5 69 13.8 Computer Systems 1 80 80.0 Dental Technology 1 39 39.0 Electricity 4 233 58.3 Legal Administration 85 Library Management 1 23 23.0 Mechanics 7 145 20.7 Media 6 81 13.5 Nursing 3 150 50.0 Pharmacy 1 49 49.0 Physiotherapy 44 Plant Production 2 0.0

191

Road Constructions 7 167 23.9 Total 45 1,326 29.5

Technical Institute for Technicians Training, Baghdad

Automobile Technology 13 469 36.1

Electricity 10 359 35.9 Electronics 10 359 35.9 Mechanics 14 353 25.2

Total 47 1,540 32.8 Technical Institute Huweja Animal Production Automobile Technology 7 Irrigation & Water Projects 4 Mechanics 7 302 43.1 Plant Production 14 Secretarial Management 4 Storage Management 7 Water Technology 5

Total 48 505 10.5 Technical Institute Kalar Administration & Economics 27 Agriculture 36 Electricity 2 58 29.0 Nursing 2 59 29.5 Veterinary Studies 1 32 32.0

Total 5 212 42.4 Technical Institute Kerbala Accounting 7 105 15.0 Computer Systems 3 116 38.7 Electricity 13 466 35.8 Mechanics 17 409 24.1 Public Health 6 93 15.5 Secretarial Management 2 33 16.5

Total 48 1,222 25.5 Technical Institute Kirkuk Accounting 8 235 29.4 Chemical Industries 5 51 10.2 Civil Works 11 69 6.3 Community Health 6 73 12.2 Computer Systems 12 209 17.4 Electricity 7 910 130.0 Electronics 7 350 50.0 Legal Administration 5 518 103.6 Machinery & Equipments 5 108 21.6 Mechanics 9 490 54.4 Nursing 8 134 16.8 Sewing & Clothes Design 3 41 13.7 Storage Management 10 156 15.6 Surveying 5 45 9.0

Total 101 3,389 33.6 Technical Institute Koya Accounting 1 45 45.0 Business Management 47 Community Health 87 Legal Administration 65 Medical Laboratory Technology 1 33 33.0 Nursing 1 149 149.0

Total 3 426 142.0 Technical Institute Kufa Automobile Technology 6 405 67.5 Clinical Pathology 8 134 16.8 Community Health 5 105 21.0 Electricity 6 460 76.7 Mechanics 6 274 45.7 Nursing 6 124 20.7 Pharmacy 7 193 27.6 Plant Production 15 273 18.2 Storage Management 7 57 8.1

Total 66 2,025 30.7 Technical Institute Mosul Agricultural Machines 15 168 11.2 Anesthetics 11 42 3.8 Animal Production 15 23 1.5 Chemical Industries 14 25 1.8 Civil Works 28 98 3.5 Community Health 9 60 6.7 Computer Systems 15 165 11.0 Electricity 26 762 29.3 Electronics 21 201 9.6 Irrigation 11 60 5.5 Library Management 10 19 1.9 Machinery & Equipments 14 274 19.6 Mechanics 25 547 21.9 Medical Laboratory Technology 8 117 14.6 Nursing 8 117 14.6

192

Pharmacy 10 124 12.4 Plant Production 10 36 3.6 Radiology 3 44 14.7 Secretarial Management 18 134 7.4 Storage Management 16 101 6.3 Surveying 13 62 4.8

Total 300 3,179 10.6 Technical Institute Musayab Accounting 24 144 6.0 Agricultural Machines 19 87 4.6 Animal Production 15 110 7.3 Automobile Technology Civil Works 18 57 3.2 Electricity 15 472 31.5 Irrigation & Water Project 14 121 8.6 Mechanics 9 149 16.6 Plant Production 34 82 2.4 Soil Studies 25 68 2.7

Total 173 1,290 7.5 Technical Institute Najaf Accounting 9 116 12.9 Civil Works 7 44 6.3 Communication Technology 2 198 99.0 Computer Systems 4 46 11.5 Design & Tailoring 1 78 78.0 Electricity 6 713 118.8 Electronics 3 200 66.7 Legal Administration 3 110 36.7 Machinery & Equipments 5 250 50.0 Mechanics 5 400 80.0

Total 45 2,155 47.9 Technical Institute Nassriyah Accounting 7 302 43.1 Automobile & Machines Community Health 4 78 19.5 Computer Systems 6 163 27.2 Design & Tailoring 2 103 51.5 Diseases Analysis Electricity 2 460 230.0 Irrigation & Drainage Legal Administration 3 86 28.7 Mechanics 2 505 252.5 Nursing 3 218 72.7 Production Secretarial Management 3 89 29.7 Storage Management Surveying

Total 32 2,004 62.6 Technical Institute Ninewa Accounting 12 129 10.8 Banking 12 79 Computer Systems 6 28 4.7 Design & Tailoring Legal Administration 9 164 18.2 Tourism 12 109 9.1

Total 51 509 10.0 Technical Institute Qadissiya Accounting 4 100 25.0 Community Health 3 81 27.0 Mechanics 11 800 72.7 Nursing 3 197 65.7 Storage Management 5 80 16.0

Total 26 1,258 48.4 Technical Institute Samawa Accounting 6 99 16.5 Community Health 3 54 18.0 Electricity 5 293 58.6 Mechanics 5 343 68.6 Nursing 2 38 19.0 Surveying 5 37 7.4

Total 26 864 33.2 Technical Institute Shaqlawa Computer Systems 3 61 20.3 Engineering Design 2 31 15.5 Medical Laboratory Technology 3 46 15.3 Office Management 2 34 17.0 Tourism Veterinary 2 44 22.0

Total 12 216 18.0 Technical Institute Shatra Agriculture 3 86 28.7 Animal Hygiene 5 73 14.6 Animal Production 4 64 16.0 Automobile Technology Electricity 7 356 50.9

193

Irrigation & Drainage 2 65 32.5 Mechanics 4 236 59.0 Plant Production 4 70 17.5 Storage Management 7 123 17.6 Surveying 5 46 9.2

Total 41 1,119 27.3 Technical Institute Soran Computer Systems 5 88 17.6 Nursing 2 34 17.0 Obstetrics 2 20 10.0 Physiotherapy 1 27 27.0

Total 10 169 16.9 Technical Institute Sulaymaniyah Accounting 5 124 24.8 Anesthetics 2 37 18.5 Business Administration 4 178 44.5 Clinical Pathology 1 51 51.0 Community Health 5 53 10.6 Electricity 3 128 42.7 Journalism 2 44 22.0 Mechanics 8 155 19.4 Nursing 4 105 26.3 Pharmacy 2 56 28.0 Physiotherapy 2 35 17.5 Plant Protection 5 29 5.8 Radiology 3 35 11.7 Surveying 12 164 13.7

Total 58 1,194 20.6 Technical Institute Suweirah Accounting 5 72 14.4 Automobile Technology 6 210 35.0 Electricity 3 304 101.3 Mechanics 5 132 26.4

Total 19 718 37.8 Technical Institute Zakho Banking 21 Computer Systems 35

Total 56

The numbers in italics are estimated or obtained from other sources

194

27. Ratio of Teaching Staff and Students by Department and Institute

Institute name Department name Total

teaching staff

Total Students

Ratio students

/ teachers Institute of Administration, Baghdad-Rasafa Accounting 28 1,148 41.0 Technical College of Management, Baghdad Accounting 10 511 51.1 Technical Institute - Al Door Accounting 7 168 24.0 Technical Institute - Al Kut Accounting 6 156 26.0 Technical Institute Administration, Baghdad-Zaafarania Accounting 13 420 32.3 Technical Institute Al Amarah Accounting 6 148 24.7 Technical Institute Anbar Accounting 6 123 20.5 Technical Institute Babylon Accounting 22 150 6.8 Technical Institute Ba'qubah Accounting 9 291 32.3 Technical Institute Basrah Accounting 12 296 24.7 Technical Institute Dahuk Accounting 6 96 16.0 Technical Institute Erbil Accounting 6 107 17.8 Technical Institute Kerbala Accounting 7 105 15.0 Technical Institute Kirkuk Accounting 8 235 29.4 Technical Institute Koya Accounting 1 45 45.0 Technical Institute Musayab Accounting 24 144 6.0 Technical Institute Najaf Accounting 9 116 12.9 Technical Institute Nassriyah Accounting 7 302 43.1 Technical Institute Ninewa Accounting 12 129 10.8 Technical Institute Qadissiya Accounting 4 100 Technical Institute Samawa Accounting 6 99 16.5 Technical Institute Sulaymaniyah Accounting 5 124 24.8 Technical Institute Suweirah Accounting 5 72 14.4 Technical Institute Kalar Administration & Economics 27 Technical Institute Mosul Agricultural Machines 15 168 11.2 Technical Institute Musayab Agricultural Machines 19 87 4.6 Technical Institute Kalar Agriculture 36 Technical Institute Shatra Agriculture 3 86 28.7 Institute of Medical Technology, Baghdad Anesthetics 10 115 11.5 Technical College for Medicine & Health, Baghdad Anesthetics 5 154 30.8 Technical Institute Basrah Anesthetics 4 50 12.5 Technical Institute Erbil Anesthetics 1 54 54.0 Technical Institute Mosul Anesthetics 11 42 3.8 Technical Institute Sulaymaniyah Anesthetics 2 37 18.5 Technical Institute Shatra Animal Hygiene 5 73 14.6 Technical College Musayab Animal Production 8 49 6.1 Technical Institute Huweja Animal Production Technical Institute Mosul Animal Production 15 23 1.5 Technical Institute Musayab Animal Production 15 110 7.3 Technical Institute Shatra Animal Production 4 64 16.0 Applied Arts Institute Baghdad Architecture & Decoration 4 173 43.3 Technical Institute Huweja Automobile Technology 7 Technical Institute Nassriyah Automobile & Machines Technical College Baghdad Automobile Technology 3 153 51.0 Technical College Najaf Automobile Technology 5 200 40.0 Technical Institute - Al Kut Automobile Technology 3 204 68.0 Technical Institute for Technicians Training, Baghdad Automobile Technology 13 469 36.1 Technical Institute Kufa Automobile Technology 6 405 67.5 Technical Institute Musayab Automobile Technology Technical Institute Shatra Automobile Technology Technical Institute Suweirah Automobile Technology 6 210 35.0 Institute of Administration, Baghdad-Rasafa Banking 13 853 65.6 Technical Institute Ninewa Banking 12 79 Technical Institute Zakho Banking 21 Technical Institute Sulaymaniyah Business Administration 4 178 44.5 Technical Institute Koya Business Management 47 Commission of Technical Education Chemical Industries 6 145 24.2 Technical Institute Anbar Chemical Industries 5 75 15.0 Technical Institute Basrah Chemical Industries 6 205 34.2 Technical Institute Kirkuk Chemical Industries 5 51 10.2 Technical Institute Mosul Chemical Industries 14 25 1.8 Technical Institute Al Amarah Civil Works 7 60 8.6 Technical Institute Anbar Civil Works 5 37 7.4 Technical Institute Babylon Civil Works 28 111 4.0 Technical Institute Baghdad-Zafaraniya Civil Works 14 551 39.4 Technical Institute Basrah Civil Works 6 119 19.8 Technical Institute Kirkuk Civil Works 11 69 6.3 Technical Institute Mosul Civil Works 28 98 3.5 Technical Institute Musayab Civil Works 18 57 3.2 Technical Institute Najaf Civil Works 7 44 6.3 Technical College for Medicine & Health, Baghdad Clinical Laboratory 22 343 15.6 Technical Institute Baghdad-Mansoor Clinical Pathology 35 640 18.3 Technical Institute Kufa Clinical Pathology 8 134 16.8 Technical Institute Sulaymaniyah Clinical Pathology 1 51 51.0 Technical College Najaf Communication Technology 5 220 44.0 Technical Institute Najaf Communication Technology 2 198 99.0 Institute of Medical Technology, Baghdad Community Health 27 65 2.4 Technical Institute - Al Kut Community Health 2 82 41.0 Technical Institute Al Amarah Community Health 5 47 9.4 Technical Institute Anbar Community Health 2 19 9.5 Technical Institute Babylon Community Health 14 91 6.5 Technical Institute Ba'qubah Community Health 7 56 8.0

195

Technical Institute Basrah Community Health 4 92 23.0 Technical Institute Erbil Community Health 5 69 13.8 Technical Institute Kirkuk Community Health 6 73 12.2 Technical Institute Koya Community Health 87 Technical Institute Kufa Community Health 5 105 21.0 Technical Institute Mosul Community Health 9 60 6.7 Technical Institute Nassriyah Community Health 4 78 19.5 Technical Institute Qadissiya Community Health 3 81 27.0 Technical Institute Samawa Community Health 3 54 18.0 Technical Institute Sulaymaniyah Community Health 5 53 10.6 Institute of Administration, Baghdad-Rasafa Computer Systems 14 493 35.2 Technical College Mosul Computer Systems 11 632 57.5 Technical Electrical & Electronic College Computer Systems 3 220 73.3 Technical Institute Administration, Baghdad-Zaafarania Computer Systems 8 288 36.0 Technical Institute Akra Computer Systems 6 77 12.8 Technical Institute Anbar Computer Systems 6 123 20.5 Technical Institute Babylon Computer Systems 8 97 12.1 Technical Institute Ba'qubah Computer Systems 5 129 25.8 Technical Institute Basrah Computer Systems 10 133 13.3 Technical Institute Chamchamal Computer Systems 1 19 19.0 Technical Institute Dahuk Computer Systems 9 72 8.0 Technical Institute Erbil Computer Systems 1 80 80.0 Technical Institute Kerbala Computer Systems 3 116 38.7 Technical Institute Kirkuk Computer Systems 12 209 17.4 Technical Institute Mosul Computer Systems 15 165 11.0 Technical Institute Najaf Computer Systems 4 46 11.5 Technical Institute Nassriyah Computer Systems 6 163 27.2 Technical Institute Ninewa Computer Systems 6 28 4.7 Technical Institute Shaqlawa Computer Systems 3 61 20.3 Technical Institute Soran Computer Systems 5 88 17.6 Technical Institute Zakho Computer Systems 35 Technical Institute Dahuk Civil Works 4 77 19.3 Staff Development Center, Baghdad Continuous Education 2 0.0 Institute of Medical Technology, Baghdad Dental Prevention 10 68 Technical College for Medicine & Health, Baghdad Dental Technology 25 129 5.2 Technical Institute Erbil Dental Technology 1 39 39.0 Technical Institute Najaf Design & Tailoring 1 78 78.0 Technical Institute Nassriyah Design & Tailoring 2 103 51.5 Technical Institute Ninewa Design & Tailoring Applied Arts Institute Baghdad Designing & Sewing 4 157 39.3 Institute of Medical Technology, Baghdad Dialysis 9 43 4.8 Technical College Baghdad Dies & Tools Technology 4 138 34.5 Technical Institute Nassriyah Diseases Analysis Staff Development Center, Baghdad Educational Technology 1 Technical College Mosul Electricity 6 132 22.0 Technical College Basrah Electricity 4 410 102.5 Technical Institute - Al Kut Electricity 2 247 123.5 Technical Institute Al Amarah Electricity 5 445 89.0 Technical Institute Anbar Electricity 3 572 190.7 Technical Institute Baghdad-Zafaraniya Electricity 17 1,486 87.4 Technical Institute Ba'qubah Electricity 9 622 69.1 Technical Institute Basrah Electricity 13 1,270 97.7 Technical Institute Chamchamal Electricity 84 Technical Institute Erbil Electricity 4 233 58.3 Technical Institute for Technicians Training, Baghdad Electricity 10 359 35.9 Technical Institute Kalar Electricity 2 58 29.0 Technical Institute Kerbala Electricity 13 466 35.8 Technical Institute Kirkuk Electricity 7 910 130.0 Technical Institute Kufa Electricity 6 460 76.7 Technical Institute Mosul Electricity 26 762 29.3 Technical Institute Musayab Electricity 15 472 31.5 Technical Institute Najaf Electricity 6 713 118.8 Technical Institute Nassriyah Electricity 2 460 230.0 Technical Institute Samawa Electricity 5 293 58.6 Technical Institute Shatra Electricity 7 356 50.9 Technical Institute Sulaymaniyah Electricity 3 128 42.7 Technical Institute Suweirah Electricity 3 304 101.3 Technical Institute - Al Door Electronics 4 626 156.5 Technical Institute Al Amarah Electronics 4 187 46.8 Technical Institute Babylon Electronics 20 631 31.6 Technical Institute Baghdad-Mansoor Electronics 9 322 35.8 Technical Institute Baghdad-Zafaraniya Electronics 8 891 111.4 Technical Institute Basrah Electronics 7 464 66.3 Technical Institute for Technicians Training, Baghdad Electronics 10 359 35.9 Technical Institute Kirkuk Electronics 7 350 50.0 Technical Institute Mosul Electronics 21 201 9.6 Technical Institute Najaf Electronics 3 200 66.7 Technical College Kirkuk Electronics & Control Technology 5 270 54.0 Technical Institute Shaqlawa Engineering Design 2 31 15.5 Technical College Basrah Environment & Pollution 3 103 34.3 Technical College Basrah Fuel & Energy Technology 2 343 171.5 Technical College Kirkuk Fuel & Energy Technology 9 408 45.3 Technical College Baghdad Glass & Ceramics Technology 5 54 10.8 Applied Arts Institute Baghdad Graphic Design 6 184 30.7 Institute of Medical Technology, Baghdad Handicapped Care 11 119 10.8 Technical Institute Baghdad-Mansoor Health Management 5 202 40.4 Technical Institute Baghdad-Zafaraniya Industrial Chemistry 14 329 23.5

196

Technical College of Management, Baghdad Information Technology 10 134 13.4 Institute of Administration, Baghdad-Rasafa Insurance 16 374 23.4 Institute of Medical Technology, Baghdad Intensive Care 7 12 1.7 Applied Arts Institute Baghdad Interior Design 5 124 24.8 Technical Institute Mosul Irrigation 11 60 5.5 Technical Institute - Al Kut Irrigation & Drainage 2 Technical Institute Baghdad-Zafaraniya Irrigation & Drainage 11 216 19.6 Technical Institute Nassriyah Irrigation & Drainage Technical Institute Shatra Irrigation & Drainage 2 65 32.5 Technical Institute Musayab Irrigation & Water Project 14 121 8.6 Technical Institute Huweja Irrigation & Water Projects 4 Technical Institute Sulaymaniyah Journalism 2 44 22.0 Technical Institute Administration, Baghdad-Zaafarania Legal Administration 11 598 54.4 Technical Institute Akra Legal Administration 4 42 10.5 Technical Institute Babylon Legal Administration 10 146 14.6 Technical Institute Basrah Legal Administration 3 88 29.3 Technical Institute Erbil Legal Administration 85 Technical Institute Kirkuk Legal Administration 5 518 103.6 Technical Institute Koya Legal Administration 65 Technical Institute Najaf Legal Administration 3 110 36.7 Technical Institute Nassriyah Legal Administration 3 86 28.7 Technical Institute Ninewa Legal Administration 9 164 18.2 Technical Institute Baghdad-Mansoor Library Management 14 187 13.4 Technical Institute Erbil Library Management 1 23 23.0 Technical Institute Mosul Library Management 10 19 1.9 Technical Institute Al Amarah Machinery & Equipment 7 218 31.1 Technical Institute Kirkuk Machinery & Equipments 5 108 21.6 Technical Institute Mosul Machinery & Equipments 14 274 19.6 Technical Institute Najaf Machinery & Equipments 5 250 50.0 Technical Institute Anbar Machinery & Equipments 6 117 19.5 Technical Institute Baghdad-Zafaraniya Machinery & Equipments 16 1,063 66.4 Technical Institute Ba'qubah Machinery & Equipments 11 538 48.9 Technical Institute Basrah Machinery & Equipments 5 550 110.0 Technical College Baghdad Materials Technology 2 113 56.5 Technical College Musayab Mechanical Engineering & Agriculture Instrument 2 210 105.0 Technical Institute - Al Door Mechanics 7 486 69.4 Technical Institute - Al Kut Mechanics 3 297 99.0 Technical Institute Al Amarah Mechanics 3 384 128.0 Technical Institute Anbar Mechanics 6 314 52.3 Technical Institute Babylon Mechanics 29 637 22.0 Technical Institute Baghdad-Zafaraniya Mechanics 14 715 51.1 Technical Institute Ba'qubah Mechanics 17 702 41.3 Technical Institute Basrah Mechanics 12 980 81.7 Technical Institute Dahuk Mechanics 2 183 91.5 Technical Institute Erbil Mechanics 7 145 20.7 Technical Institute for Technicians Training, Baghdad Mechanics 14 353 25.2 Technical Institute Huweja Mechanics 7 302 43.1 Technical Institute Kerbala Mechanics 17 409 24.1 Technical Institute Kirkuk Mechanics 9 490 54.4 Technical Institute Kufa Mechanics 6 274 45.7 Technical Institute Mosul Mechanics 25 547 21.9 Technical Institute Musayab Mechanics 9 149 16.6 Technical Institute Najaf Mechanics 5 400 80.0 Technical Institute Nassriyah Mechanics 2 505 252.5 Technical Institute Qadissiya Mechanics 11 800 72.7 Technical Institute Samawa Mechanics 5 343 68.6 Technical Institute Shatra Mechanics 4 236 59.0 Technical Institute Sulaymaniyah Mechanics 8 155 19.4 Technical Institute Suweirah Mechanics 5 132 26.4 Technical Institute Erbil Media 6 81 13.5 Technical College Mosul Medical Instrument 9 119 13.2 Technical Electrical & Electronic College Medical Instrument Technology 4 310 77.5 Technical College Kirkuk Medical Lab Technology 10 360 36.0 Technical Institute - Al Kut Medical Laboratory Technology 3 89 29.7 Technical Institute Basrah Medical Laboratory Technology 9 174 19.3 Technical Institute Dahuk Medical Laboratory Technology 2 59 29.5 Technical Institute Koya Medical Laboratory Technology 1 33 33.0 Technical Institute Mosul Medical Laboratory Technology 8 117 14.6 Technical Institute Shaqlawa Medical Laboratory Technology 3 46 15.3 Institute of Medical Technology, Baghdad Medical Rehabilitation 6 16 2.7 Technical Institute - Al Door Medical Technology 3 71 23.7 Institute of Medical Technology, Baghdad Nursing 14 329 23.5 Technical Institute Al Amarah Nursing 4 116 29.0 Technical Institute Babylon Nursing 16 175 10.9 Technical Institute Ba'qubah Nursing 4 89 22.3 Technical Institute Basrah Nursing 5 71 14.2 Technical Institute Chamchamal Nursing 1 81 81.0 Technical Institute Dahuk Nursing 2 60 30.0 Technical Institute Erbil Nursing 3 150 50.0 Technical Institute Kalar Nursing 2 59 29.5 Technical Institute Kirkuk Nursing 8 134 16.8 Technical Institute Koya Nursing 1 149 149.0 Technical Institute Kufa Nursing 6 124 20.7 Technical Institute Mosul Nursing 8 117 14.6 Technical Institute Nassriyah Nursing 3 218 72.7 Technical Institute Qadissiya Nursing 3 197 65.7 Technical Institute Samawa Nursing 2 38 19.0

197

Technical Institute Soran Nursing 2 34 17.0 Technical Institute Sulaymaniyah Nursing 4 105 26.3 Technical Institute Soran Obstetrics 2 20 10.0 Technical Institute Dahuk Office Management 2 74 37.0 Technical Institute Shaqlawa Office Management 2 34 17.0 Technical College of Management, Baghdad Operation Technology 10 371 37.1 Technical College for Medicine & Health, Baghdad Optical Technology 6 95 Technical College Basrah Petrochemical Technology 3 153 51.0 Technical Institute - Al Door Pharmacy 5 224 44.8 Technical Institute Baghdad-Mansoor Pharmacy 10 427 42.7 Technical Institute Basrah Pharmacy 8 270 33.8 Technical Institute Erbil Pharmacy 1 49 49.0 Technical Institute Kufa Pharmacy 7 193 27.6 Technical Institute Mosul Pharmacy 10 124 12.4 Technical Institute Sulaymaniyah Pharmacy 2 56 28.0 Institute of Medical Technology, Baghdad Physiotherapy 9 56 6.2 Technical College for Medicine & Health, Baghdad Physiotherapy 18 52 Technical Institute Dahuk Physiotherapy 6 14 2.3 Technical Institute Erbil Physiotherapy 44 Technical Institute Soran Physiotherapy 1 27 27.0 Technical Institute Sulaymaniyah Physiotherapy 2 35 17.5 Technical College Musayab Plant Production 17 66 3.9 Technical Institute Erbil Plant Production 2 0.0 Technical Institute Huweja Plant Production 14 Technical Institute Kufa Plant Production 15 273 18.2 Technical Institute Mosul Plant Production 10 36 3.6 Technical Institute Musayab Plant Production 34 82 2.4 Technical Institute Shatra Plant Production 4 70 17.5 Technical Institute Sulaymaniyah Plant Protection 5 29 5.8 Technical Electrical & Electronic College Power Technology 4 236 59.0 Technical Institute Nassriyah Production Institute of Medical Technology, Baghdad Prosthetics 13 82 6.3 Technical College for Medicine & Health, Baghdad Public Health 7 106 15.1 Technical Institute Kerbala Public Health 6 93 15.5 Technical College Musayab Pumping Technology 2 297 148.5 Technical College for Medicine & Health, Baghdad Radiology 6 154 25.7 Technical Institute Mosul Radiology 3 44 14.7 Technical Institute Sulaymaniyah Radiology 3 35 11.7 Institute of Medical Technology, Baghdad Radiology 8 90 11.3 Technical College Mosul Refrigeration & Air-Conditioning Technology 5 95 19.0 Technical College Baghdad Refrigeration & Air-Conditioning Technology 4 96 24.0 Technical College Basrah Refrigeration & Air-Conditioning Technology 3 149 49.7 Technical College Kirkuk Refrigeration & Air-Conditioning Technology 7 105 15.0 Technical Institute Erbil Road Constructions 7 167 23.9 Technical College for Medicine & Health, Baghdad RS - Research Unit Institute of Administration, Baghdad-Rasafa Secretarial Management 22 777 35.3 Technical Institute Administration, Baghdad-Zaafarania Secretarial Management 7 194 27.7 Technical Institute Anbar Secretarial Management 7 17 2.4 Technical Institute Basrah Secretarial Management 11 68 6.2 Technical Institute Huweja Secretarial Management 4 Technical Institute Kerbala Secretarial Management 2 33 16.5 Technical Institute Mosul Secretarial Management 18 134 7.4 Technical Institute Nassriyah Secretarial Management 3 89 29.7 Technical Institute Al Amarah Sewing & Clothes Design Technical Institute Kirkuk Sewing & Clothes Design 3 41 13.7 Technical College Kirkuk Software Engineering 7 399 57.0 Technical Institute Musayab Soil Studies 25 68 2.7 Institute of Administration, Baghdad-Rasafa Statistics 16 245 15.3 Technical Institute - Al Kut Storage Management 4 92 23.0 Technical Institute Anbar Storage Management 5 19 3.8 Technical Institute Ba'qubah Storage Management 13 300 23.1 Technical Institute Basrah Storage Management 8 151 18.9 Technical Institute Dahuk Storage Management 4 73 18.3 Technical Institute Kufa Storage Management 7 57 8.1 Technical Institute Mosul Storage Management 16 101 6.3 Technical Institute Nassriyah Storage Management Technical Institute Qadissiya Storage Management 5 80 16.0 Technical Institute Shatra Storage Management 7 123 17.6 Institute of Administration, Baghdad-Rasafa Storage Management 20 593 29.7 Technical Institute Al Amarah Storage Management 5 85 17.0 Technical Institute Babylon Storage Management 22 159 7.2 Technical Institute Huweja Storage Management 7 Technical Institute Kirkuk Storage Management 10 156 15.6 Technical Institute Administration, Baghdad-Zaafarania Storage Management 8 310 38.8 Technical College Baghdad Surveying 8 106 13.3 Technical College Kirkuk Surveying 7 240 34.3 Technical Institute - Al Kut Surveying 2 76 38.0 Technical Institute Babylon Surveying 10 85 8.5 Technical Institute Baghdad-Zafaraniya Surveying 11 160 14.5 Technical Institute Ba'qubah Surveying 10 125 12.5 Technical Institute Basrah Surveying 12 81 6.8 Technical Institute Dahuk Surveying 6 69 11.5 Technical Institute Kirkuk Surveying 5 45 9.0 Technical Institute Mosul Surveying 13 62 4.8 Technical Institute Nassriyah Surveying Technical Institute Samawa Surveying 5 37 7.4 Technical Institute Shatra Surveying 5 46 9.2

198

Technical Institute Sulaymaniyah Surveying 12 164 13.7 Staff Development Center, Baghdad Teachers Training 2 Technical College Musayab Technical Engineering & Electrical Power 4 124 31.0 Applied Arts Institute Baghdad Textile 7 65 9.3 Technical Institute Babylon Textile Technology 6 250 41.7 Technical Institute Administration, Baghdad-Zaafarania Tourism 8 300 37.5 Technical Institute Ninewa Tourism 12 109 9.1 Technical Institute Shaqlawa Tourism Technical Institute Shaqlawa Veterinary 2 44 22.0 Technical Institute Kalar Veterinary Studies 1 32 32.0 Technical Institute Baghdad-Mansoor Vision Testing 4 67 16.8 Technical Institute Akra Water Resources Technology 5 22 4.4 Technical Institute Huweja Water Technology 5 Technical College Baghdad Welding Technology 5 107 21.4

199

28. List of departments in Technical Institutes/Technical Colleges per Governorate Governorate

name TCTI name Departments

Anbar Accounting Chemical Technology Civil Works Community Health Computer Systems Electricity Machines & Equipment Mechanics Secretarial Management

Technical Institute Anbar

Storage Management Babylon Animal Production Mechanical Engineering & Agricultural Instruments Plant Production Pumping Technology

Technical College Musayab

Technical Engineering & Electrical Power Accounting Animal Production Automobile Technology Civil Works Electricity Agricultural Machines Mechanics Plant Production Soil Studies

Technical Institute Musayab

Water Plant Technology Accounting Civil Works Community Health Computer Systems Electronics Legal Management Mechanics Nursing Storage Management Surveying

Technical Institute Babylon

Textile Technology Baghdad Architectural Decoration Design & Tailoring Graphic Design Interior Design

Applied Arts Institute Baghdad

Textile Technology Accounting Banking Computer Systems Insurance Secretarial Management Statistics

Institute of Administration, Baghdad-Rasafa

Storage Management Anesthetics Community Health Dental Prevention Dialysis Handicapped Care Intensive Care Medical Rehabilitation Nursing Physiotherapy Prosthetics

Institute of Medical Technology, Baghdad

Radiology Anesthetics Clinical Laboratory Dental Technology Optical Technology Physiotherapy Community Health Research Unit

Technical College for Medicine & Health, Baghdad

Radiology Accounting Information Technology

Technical College of Management, Baghdad

Operation Technology Computer Systems Medical Instrument Technology

Technical College for Electricity & Electronics

Power Technology Accounting Computer Systems Legal Administration Secretarial Management Storage Management

Technical Institute Administration, Baghdad-Zaafarania

Tourism Clinical Pathology Electronics

Technical Institute Baghdad-Mansoor

Health Management

200

Library Management Pharmacy

Vision Testing Building & Construction Computer Center Electricity Electronics Chemical Industries Irrigation & Drainage Machines & Equipment Mechanics

Technical Institute Baghdad-Za'afraniya

Surveying Automobile Technology Electricity Electronics

Technical Institute for Technicians Training, Baghdad

Mechanics Automobile Technology Computer Center Dies & Tools Technology Glass & Ceramics Technology Materials Technology Refrigeration & Air-conditioning Technology Surveying

Technical College Baghdad

Welding Technology Basrah Electricity Environment & Pollution Fuel & Energy Petrochemical Technology

Technical College Basrah

Refrigeration & Air-conditioning Technology Accounting Anesthestics Chemical Industries Civil Works Community Health Computer Systems Electricity Electronics Machines & Equipment Legal Administration Mechanics Medical Laboratory Technology Nursing Pharmacy Secretarial Management Storage Management

Technical Institute Basrah

Surveying Dahuk Computer Systems Legal Administration

Technical Institute Akra

Water Resources Technology Accounting Computer Systems Construction Mechanics Medical Laboratory Technology Nursing Office Management Physiotherapy Surveying

Technical Institute Dahuk

Storage Management Banking Computer Systems

Technical Institute Zakho

Laboratory Diyala Accounting Community Health Computer Systems Electricity Machines & Equipment Mechanics Nursing Storage Management

Technical Institute Ba'qubah

Surveying Erbil Accounting Anesthetics Community Health Computer Systems Dental Technology Electricity Legal Administration Library Management Mechanics Media Nursing Pharmacy Physiotherapy Plant Production

Technical Institute Erbil

Road Construction Technical Institute Shaqlawa Computer Systems

201

Engineering Drawing Medical Laboratory Technology Office Management Tourism

Animal Health Computer Systems Nursing Obstetrics

Technical Institute Soran

Physiotherapy Kerbala Accounting Computer Systems Electricity Mechanics Public Health

Technical Institute Kerbala

Secretarial Management Missan Accounting Civil Works Community Health Electricity Electronics Mechanics Machinery & Equipment Nursing Design & Tailoring

Technical Institute Al Amarah

Storage Management Muthanna Accounting Community Health Electricity Mechanics Nursing

Technical Institute Samawa

Surveying Najaf Automobile Technology

Technical College Najaf Communication

Accounting Civil Works Communication Computer Systems Design & Tailoring Electricity Electronics Legal Administration Machinery & Equipment

Technical Institute Najaf

Mechanics Automobile Technology Clinical Pathology Community Health Computer Center Electricity Mechanics Nursing Pharmacy Plant Production

Technical Institute Kufa

Storage Management Ninewa Computer Systems Electricity Medical Instruments

Technical College Mosul

Refrigeration Technology Anesthetics Animal Production Chemical Industries Civil Works Community Health Computer Systems Electricity Electronics Irrigation Library Management Agricultural Machines Mechanics Machinery & Equipment Medical Laboratory Technology Nursing Pharmacy Plant Production Radiology Secretarial Management Storage Management

Technical Institute Mosul

Surveying Accounting Banking Computer Systems Design & Tailoring Legal Administration

Technical Institute Ninewa

Tourism Qadissiya Accounting Community Health

Technical Institute Qadissiya

Mechanics

202

Nursing

Storage Management

Salah Al-Din Accounting Computer Center Electronics Mechanics Medical Technology

Technical Institute - Al Door

Pharmacy Sulaymaniyah Computer Systems Electricity

Technical Institute Chamchamal

Nursing Administration Agriculture Electricity Nursing

Technical Institute Kalar

Veterinary Studies Accounting Business Management Community Health Legal Administration Medical Laboratory Technology

Technical Institute Koya

Nursing Accounting Anesthetics Business Administration Clinical Pathology Community Health Electricity Journalism Mechanics Nursing Pharmacy Physiotherapy Plant Protection Radiology

Technical Institute Sulaymaniyah

Surveying Tameem Electronics & Control Technology Fuel & Energy Technology Medical Laboratory Technology Refrigeration & Air-conditioning Technology Software Engineering

Technical College Kirkuk

Surveying Animal Production Automobile Technology Irrigation & Water Projects Mechanics Plant Production Secretarial Management Storage Management

Technical Institute Huweja

Water Technology Accounting Chemical Industries Civil Works Community Health Computer Systems Electricity Electronics Legal Administration Mechanics Machinery & Equipment Nursing Design & Tailoring Storage Management

Technical Institute Kirkuk

Surveying Thi-Qar Accounting Community Health Computer Systems Electricity Legal Administration Mechanics Nursing Secretarial Management

Technical Institute Nassriyah

Design & Tailoring Agriculture Animal Hygiene Animal Production Automobile Technology Electricity Irrigation Mechanics Plant Production Storage Management

Technical Institute Shatra

Surveying Wassit Accounting Automobile Technology Community Health

Technical Institute - Al Kut

Electricity

203

Irrigation & Drainage Mechanics Medical Laboratory Technology Storage Management

Surveying Accounting Automobile Technology Electricity

Technical Institute Suweirah

Mechanics

29. Qualification of TCTI teaching staff per Institute

Institute name Ph.D F

Ph.DM

Ph.DTotal

Ph.D%

MScF

MScM

MScTotal

MSc %

BSc F

BSc M

BSc Total

BSc %

Total Iraq 39 238 277 367 758 1125 671 764 1435 Applied Arts Institute Baghdad 2 3 5 21.7% 7 5 12 52.2% 3 3 6 26.1% Commission of Technical Education 1 1 2 2.2% 3 18 21 23.3% 26 41 67 74.4% FTI Erbil 5 1 6 FTI Sulaymaniyah Institute of Administration, Baghdad-Rasafa 1 8 9 6.5% 42 39 81 58.3% 39 10 49 35.3% Institute of Medical Technology, Baghdad 2 3 5 5.2% 35 22 57 58.8% 17 18 35 36.1% Staff Development Center, Baghdad 4 4 36.4% 5 5 45.5% 1 1 2 18.2% Technical College Mosul 0 4 4 4.8% 14 18 32 38.6% 27 20 47 56.6% Technical College Najaf 0 4 4 16.7% 0 6 6 25.0% 6 8 14 58.3% Technical College Baghdad 2 11 13 25.5% 3 15 18 35.3% 12 8 20 39.2% Technical College Basrah 0 1 1 4.3% 4 10 14 60.9% 6 2 8 34.8% Technical College for Medicine & Health, Baghdad 6 11 17 9.9% 30 12 42 24.6% 76 36 112 65.5% Technical College Kirkuk 1 15 16 36.4% 11 17 28 63.6% 0 0 0 0.0% Technical College Musayab 0 17 17 38.6% 3 13 16 36.4% 5 6 11 25.0% Technical College of Management, Baghdad 3 9 12 48.0% 10 3 13 52.0% 0 0 0 0.0% Technical Electrical & Electronic College 1 5 6 50.0% 2 4 6 50.0% 0 0 0 0.0% Technical Institute - Al Door 0 3 3 12.0% 0 9 9 36.0% 6 7 13 52.0% Technical Institute - Al Kut 0 5 5 18.5% 1 10 11 40.7% 5 6 11 40.7% Technical Institute Administration, Baghdad-Zaafarania 0 5 5 9.4% 11 11 22 41.5% 17 9 26 49.1% Technical Institute Akra 0 1 1 6.3% 1 6 7 43.8% 2 6 8 50.0% Technical Institute Al Amarah 0 2 2 3.7% 2 24 26 48.1% 8 18 26 48.1% Technical Institute Anbar 0 9 9 22.0% 3 10 13 31.7% 5 14 19 46.3% Technical Institute Babylon 1 17 18 19.6% 10 13 23 25.0% 25 26 51 55.4% Technical Institute Baghdad-Mansoor 6 1 7 8.9% 26 11 37 46.8% 21 14 35 44.3% Technical Institute Baghdad-Zaafaraniya 1 4 5 5.8% 10 37 47 54.7% 16 18 34 39.5% Technical Institute Ba'qubah 0 6 6 10.2% 7 25 32 54.2% 7 14 21 35.6% Technical Institute Basrah 1 7 8 4.0% 12 38 50 24.9% 57 86 143 71.1% Technical Institute Chamchamal 0 0 0 0.0% 0 2 2 13.3% 3 10 13 86.7% Technical Institute Dahuk 0 1 1 2.7% 1 17 18 48.6% 12 6 18 48.6% Technical Institute Erbil 2 2 4 3.7% 8 39 47 43.9% 29 27 56 52.3% Technical Institute for Technicians Training, Baghdad 0 0 0 0.0% 11 8 19 45.2% 14 9 23 54.8% Technical Institute Huweja 0 4 4 4.7% 0 22 22 25.6% 16 44 60 69.8% Technical Institute Kalar 0 1 1 2.8% 0 3 3 8.3% 5 27 32 88.9% Technical Institute Kerbala 0 4 4 8.3% 6 16 22 45.8% 9 13 22 45.8% Technical Institute Kirkuk 0 6 6 5.1% 16 23 39 33.3% 44 28 72 61.5% Technical Institute Koya 0 2 2 6.9% 17 10 27 93.1% Technical Institute Kufa 0 3 3 4.3% 7 25 32 46.4% 5 29 34 49.3% Technical Institute Mosul 8 35 43 13.0% 42 96 138 41.6% 66 85 151 45.5% Technical Institute Musayab 1 12 13 19.1% 3 30 33 48.5% 1 21 22 32.4% Technical Institute Najaf 0 2 2 3.8% 2 18 20 38.5% 11 19 30 57.7% Technical Institute Nassriyah 0 4 4 12.1% 2 4 6 18.2% 11 12 23 69.7% Technical Institute Ninewa 0 0 0 0.0% 7 10 17 77.3% 4 1 5 22.7% Technical Institute Qadissiya 0 1 1 4.0% 3 9 12 48.0% 6 6 12 48.0% Technical Institute Samawa 0 1 1 3.8% 2 6 8 30.8% 5 12 17 65.4% Technical Institute Shaqlawa 0 0 0 0.0% 1 9 10 83.3% 0 2 2 16.7% Technical Institute Shatra 0 3 3 7.1% 0 12 12 28.6% 10 17 27 64.3% Technical Institute Soran 3 7 10 38.5% 9 7 16 61.5% Technical Institute Sulaymaniyah 0 1 1 4.8% 5 15 20 95.2% Technical Institute Suweirah 0 2 2 15.4% 1 4 5 38.5% 1 5 6 46.2% Technical Institute Zakho 1 2 3

204

30. Qualification of TCTI Teaching Staff per Governorate Governorate

Number of institutions

Ph.DTotal

MSc Total

BSc Total Total

Total Iraq 47 277 1125 1435 2837

Anbar 1 9 13 19 41 Babylon 3 48 72 84 204 Baghdad 12 90 380 409 879 Basrah 2 9 64 151 224 Dahuk 2 1 18 21 40 Diyala 1 6 32 21 59 Erbil 4 4 69 107 180 Kerbala 1 4 22 22 48 Missan 1 2 26 26 54 Muthanna 1 1 8 17 26 Najaf 3 9 58 78 145 Ninewa 4 48 194 211 453 Salah al-Din 1 3 9 13 25 Sulaymaniyah 3 2 25 45 72 Tameem 3 26 89 132 247 Thi–Qar 3 8 30 62 100 Wassit 2 7 16 17 40

31. Weekly teaching load at Iraqi Technical Colleges and Technical Institutes

TCTI Name Department Name

Prof as

rule

Prof in

reality

Assistant Prof

as rule

Assistant Prof

in reality

Lecturer as rule

Lecturer in

reality

Assistant Lectureras rule

Assistant Lecturerin reality

TCTI average: 7.6 16.6 9.6 18.3 12.0 21.5 15.3 24.6

Applied Arts Institute Baghdad

8 16 10 20 12 22 14 21

FTI Erbil 8 10 12 16 14 14 Institute of Administration, Baghdad-Rasafa

8 10 19 10 12 20 14

Institute of Medical Technology, Baghdad

8 18 10 22 12 26 14 26

Staff Development Center, Baghdad

8 10 12 16

TC Mosul 8 10 20 12 24 14 28 TC Najaf Automobile 10 10 12 10 14 14 TC Baghdad 8 24 10 26 12 28 14 30 TC Basrah Electricity 8 10 12 28 14 26 TC for Medicine & Health 8 22 10 26.4 12 30.4 14 36.8 TC Kirkuk 10 24 12 24 14 28 TC Musayab, average 8 15.5 10 21.3 12 22.5 14 23.8 TC of Management, Baghdad 8 14 10 18 12 20 14 22 TC Electricity & Electronics 10 26 13 29 14 30 TI - Al Door 10 15 12 20 14 24 TI - Al Kut 8 16 10 20 12 24 14 28 TI Administration, Baghdad-Zaafarania

8 16 11 20 14 24

TI Akra 12 18 14 24 TI Al Amarah 10 20 12 24 14 28 TI Anbar 10 10 12 12 14 14 TI Babylon 8 29 10 26 12 28 14 30 TI Baghdad-Mansoor, average: 8 16 9.6 16 11.6 20 13.6 23.2 TI Ba'qubah 8 16 10 16 12 16 14 16 TI Chamchamal 14 14 TI Dahuk 8 10 17 12 20 14 25 TI Erbil 10 13 12 19 14 20 TI for Technicians Training, Baghdad

10 26 12 28 14 30

TI Huweja 10 16 12 20 14 24 TI Kalar 12 40 14 40 TI Kerbala 10 26 12 28 14 30 TI Kirkuk 10 13 12 23 14 18 TI Koya 5 10 TI Kufa 10 16 14 20 16 24 TI Mosul 4 12 8 16 12 20 14 20 TI Musayab 8 24 10 26 12 28 14 30 TI Najaf 8 16 10 20 12 24 14 28 TI Ninewa 36 30 TI Qadissiya 10 26 12 28 14 30 TI Samawa Accounting 4 8 12 12 14 14 TI Shaqlawa 14 24 TI Soran 14 10 TI Sulaymaniyah 2 2 4 10 16 14 25 TI Suweirah 10 12 16 14 24 TI Zakho 8 10 17 12 18 14 25

205

32. Outgoing TCTI Staff since 1992

TCTI Name Department Name Country/

Organisation Name

Postgraduates Outgoing < 3 months

Outgoing 3 months-5 years

Technical Institute - Al Door Electronic na 0 0 1 Technical Institute - Al Door Mechanics na 0 0 2 Technical Institute - Al Kut HQ na 0 0 2 Technical Institute for Technicians Training, Baghdad Electronics na 0 1 0 Technical Institute Samawa Electricity na 0 0 2 Technical Institute Samawa Mechanics na 0 0 2 Technical Institute Samawa Surveying na 0 0 1 Technical Institute Al Amarah HQ na 1 0 0 Technical Institute Anbar Chemical Technology na 2 0 0 Technical Institute Qadissiya Mechanics Jordan, Libya 1 0 2 Technical Institute Musayab Soil Studies China 0 0 1 Technical College Najaf Communication India 1 0 1 Technical Institute Babylon Electronics Libya 0 0 4 Technical College Baghdad Welding Technology Libya 0 0 1 Technical Institute Mosul Community Health na 0 0 1 Technical Institute Mosul Computer Systems na 0 0 3 Technical Institute Mosul Electricity na 0 0 1 Technical Institute Mosul Electronics na 0 0 3 Technical Institute Mosul Mechanical Teacher na 0 0 2 Technical Institute Mosul Machinery & Equipment na 0 0 1 Technical Institute Mosul Pharmacy na 0 0 1 FTI Erbil HQ Australia Tafe 0 1 0 Technical Institute Koya Accounting UNESCO 0 0 0 Technical Institute Koya Business Management UNESCO 0 0 0 Technical Institute Koya Legal Management UNESCO 0 0 0 Technical Institute Koya Community Health WHO 0 0 0 Technical Institute Koya Medical Laboratory WHO 0 0 0 Technical Institute Koya Nursing WHO 0 0 0 Technical College Baghdad Surveying Yemen 0 1 0

Total 5 3 31

33. Areas of most urgent interventions at TCTIs

TCTI Name Department Name Areas listed as priorities 1- Communication between teaching staff inside Iraq and outside 2 -Scholarship

Applied Arts Institute Baghdad HQ

3- War effects on the teaching materials 1- Modern computer systems 2- Communication systems ( including Internet, Intranet & Fax mail) 3- Accessories to the computer labs 4- Modern facilities such as scanners and Printers 5- Data show systems 6- Working facilities ( heating and cooling systems, window and out door types) 7- Photocopying systems (different types) 8- New publications of books and periodicals 9- Furniture to the rooms and classes 10- Arranging short and long-term courses of different management faculties

Institute of Administration, Baghdad-Rasafa HQ

11- Stationary Participation in international scientific conference Access to internet Give attention for sports activities Hall for teaching Improve the qualification of the staff Maintenance the destroyed building Offer scholarships for Ph.D in: Nutritional education, Home economic, Oral medicine, Oral pathology, Oral & maxillofacial surgery, Prevention for dentists. Scholarship for the staff of the Institute for specialisation Staff exchange with other countries Supply the Equipment and Laboratory materials Supply the teaching material

Institute of Medical Technology, Baghdad HQ

Supply with new books and journals Building 2 computers laboratories Building 4 medical laboratories Building 6 additional classrooms

Technical College Basrah Electricity

Providing the institute with internet Technical College Musayab Animal Production 1- Field ( Cattle, Poultry, Sheep )

206

2- Laboratories for Embryo Translation, Heletery, genetic engineering 1- Research Center 2- References

Plant Production

3- Scientific journals 1- We need laboratories in these fields 1- DC Machine 2- ARC Machine 3- Center and computer laboratory 4- Measurement and instrument laboratory 5- Electrical circuit 6- Power electronic 7- Distribution for transmission line 8- Micro-processor

Technical Engineering & Electrical Power

9- Workshop for welding Technical Institute - Al Door HQ 1- providing lecturers

Computer System 1-Construction of two buildings for scientific department & administration

Technical Institute Akra

HQ 2- Supply the institute with PCs 3- Access to internet. 4- Scientific equipment for all departments

Technical Institute Babylon

HQ 1- The needs which is indicated in form 4 for building form 2,3,42- The needs which is indicated in form 2.1 for Dep 3- Training needs and joint projects research 4- Equipment of Libraries which is indicated in form 6, 6.1, 6.2 5- Curriculum development Providing computers, printers, CDs & print paper Providing means of transportation for staff & stud Providing modern means of explanation, books and modern references (2000 at least) Providing the principal services like furniture, refrigerators, water & electricity

Clinical Pathology

Repairing Al Shaheed Yahiya building, doors and windows Rehabilitation of classrooms and drawing hall more than one Rehabilitation of laboratories and supply them with equipments, instruments and measuring devices

Electronics

Supply the department with rooms for staff members (teachers, technicians and secretary quarter) Refurnishing of library and restoring of instruments Rehabilitation of classrooms and staff offices

Technical Institute Baghdad-Mansoor

Pharmacy

Rehabilitation of laboratories 1. New building for new institute with advanced description 2. Providing the new equipment 3.Providing the new connecting styles 4.Supplying new scientific resources 5.Supplying new transportations styles. 6.Opening higher education to increase the higher certification

Technical Institute Chamchamal HQ

7.Increase experience by sending teaching staff out for application of new scientific styles

Computer System Providing the institute with internet (see details in file) Building 2 computer laboratories Building 4 medical laboratories Building 6 additional classrooms

Technical Institute Dahuk

HQ

Providing the institute with internet Technical Institute Huweja Mechanics Please check attached list.

1- Mechanics 2- Anatomy

Technical Institute Kalar HQ

3- Surgery Technical Institute Kerbala HQ 1- Development of building, water and sanitation facilities

2- Provision up-to-date laboratory apparatuses & equipment 3- Provision of text books 4- Provision of air conditioning equipment 5- Provision of transportation facilities 1- To release the budget, this will enable the institute to move towards completion of the urgent needs 2- Window glass for classrooms 3- Maintenance the external and internal lighting 3- posts through the campus 4- Maintenance of the external doors and window's, security frames 5- Tools, laboratory equipment and computer used in teaching process

Technical Institute Kirkuk HQ

6- Maintenance of water supply network

Technical Institute Koya HQ 1- Masters in Business Administration

207

2- Masters in Nursing 3- Masters in Legal Administration

4- Masters in Accounting Accounting 1- Government Accounting Laboratory

2- Specialized Accounting Laboratory 3- Primary Accounting Laboratory 4- Unified Accounting System Laboratory

Civil Works Soil mechanic laboratory Construction of material hydraulic laboratory Survey laboratory and advanced construction laboratory

Communication Laboratories

Technical Institute Najaf

Electricity 1- Electronic laboratory 2- Power electronic laboratory 3- Installation laboratory 4- Electrics circuits laboratory 5- Network laboratory 6- Electric workshop 7- Machine laboratory

Technical Institute Qadissiya HQ 1- Rehabilitation of our building 1- Laboratories for department (Instrument of general office) 2- Computers (PCS), ( furniture & general Office) 3- Electric generator (one) 4- Electrical office instruments 5- Classroom furniture 6- Transportation facilities 7- Safe box 8- Network 9- Photocopy machine 10- Software

Technical Institute Samawa Accounting

11- Lecture Room (6 overhead projectors and 6 data show) 1- Management department & all necessary supplies 2- Agriculture equipments, building department 3- Building a fence, information & guards room 4- Building a students' club & educative center 5- Building dormitories for students 6- Building structure for institute associates 7- Campus & sport stadium for the institution 8- Conveyance electricity network to the institute 9- Building for Dean's office & main warehouse 10- Drilling a well & establishing a sewage system 11- Hall for multi-purposes 12- Kindergarten building & employees residence 13- Library 14- Opening of a new inner street 15- Repairing room

HQ

16- Termination & completion of the building of departments (Animal, administration & the guard-rooms) 17- Books and references

Technical Institute Shaqlawa

Medical Laboratory Technology Building a fence, information & guards room

Technical Institute Soran HQ 1- Computers 2- Nursing 3- Prothestatics 4- Obstetrics 5- Physics 6- Metallurgy 7- Chemistry 8- Biology 9- First aid 10- Electrics 11- Mechanics

Technical Institute Suweirah Mechanics 1- Financial support 2- Additional qualified staff (6 Ph.D in different fields 12 MSc as teachers, 10 BSc as technical trainers) 3- 6 Workshops

208

34. Expressed Needs For Curricula Development Name of TC/TI Department Name

Scientific Field (Programme to be revised)

Last Update of Curriculum

Objective (Exam to be passed)

Contacts to be established

Clinical Pathology All subjects 2001 All subjects Yes needed Electro Machines 1994 yes Yes Micro Computers 1994 yes Yes Medical Devices 1994 yes Yes

Electronics

Control Science 1994 yes Yes Information Techniques 1992 yes yes Library Management Information Service 1992 yes yes

TI Baghdad-Mansoor

Pharmacy All subjects 2000 All subjects Yes needed

TC Basrah Environment & Pollution Engineering study

Mathematics(2) 2001 Theoretical in Applied Field Koeln University, Germany

Electrical Technology 2001 Typical M/C Electricity Koeln University, Germany

Die Manufacturing 2001 Theoretical Topics Koeln University, Germany

TC Baghdad Dies & Tools Technology

Applied mathematics 2001 F.E. Approach Koeln University, Germany Architecture & Decoration 2002 Designing & Sewing 2002 Graphic Design 2002 Interior Design 2002

Applied Arts Institute Baghdad

Textile 2002 To Add a new fields: UNESCO 1- Acc. Information System UNESCO

Accounting

2- Managerial acc. UNESCO Civil Works 1- Concert Technology

2- Traffic Engineering 3- Pavement Material 4- Soil mechanics 1990 UNESCO 1- Nursing 1995 UNESCO

TI Babylon

Nursing 2- Medicine 1995 UNESCO

Accounting 1995 Building & Instruction 1995 Yes yes Constructing roads 1995 yes yes

Civil Works

Engineering Drawing 1995 yes yes Computer Systems all 1995 yes yes Electricity 1995 Electronics 1995 Legal Administration Legal Management yes yes Mechanics 1995

TI Najaf

Machinery & Equipment Machinery & Equipment 1995 yes

1- Pathology 1980 Community Health 2- Medicine 1980 1- Physiology 1980 Nursing 2- Microbiology 1980 1- Surveying / 1 + 2 1980

TI Samawa

Surveying 2- Photography 1+2 1980 Bacteriology 1991 yes Medical Technology 1991 yes Paracytology 1991 yes Clinical Chemistry 1991 yes Histology & Anatomy 1991 yes

Clinical Pathology

Immunology 1991 yes Pharmacognosy 1992 Industrial Pharmacy 1992 Pharmacology 1992 Quality Control 1992 Pharmaceutical Equipment 1992 Physical Pharmacy 1992 Physiology 1992 Microbiology 1992 Organic Chemistry 1992 Analytical Chemistry 1992 Biochemistry 1992 Pharmaceutical Chemistry 1992

Pharmacy

Pharmacy 1992 Date Palms 2000 Vegetative 2000 Necessary 2000

TI Kufa

Plant Production

Tissue Culture 2000

Accounting All Programs 1988 To get programs renewed

Community Health All Programs 2000 To meet WHO programs needs

TI Kirkuk

Surveying Surveying/ GPS, GIS Engineering Drawing/ 98

To meet the modern needs

Plant Production All of them 1982 Exam to be passed yes TI Huweja

Storage Management All of them 1982 Most modern information needed

Computer Systems Second year semester Students Development

TI for Electricity & Electronics College Medical Instrument

Technology Second year semester. Students development

209

Power Technology Four years semester

Students development

Staff Development Center, Baghdad HQ - SDC Baghdad Educational Technology we need your help in this field

Automobile Technology

Adding Internal Combustion Laboratory 2003

Electronics TV 1/9/1998 Electronics Drawing 1/9/1998

Electronics

Adding English Technical Language to the Curriculum of All the departments 1/2002

Electronics Communication 1/9/1998

TI for Technicians Training, Baghdad

Mechanic Manufacturing Processes 1/9/1998 Anesthetics Anesthestics Community Health Community Health Electronics Electronics Med Lab Medical Laboratories Nursing Nursing Pharmacy Pharmacy

TI Mosul

Secretarial Management Secretary Anesthetics 2000

Pathology 2000 Medicine 2000 Medical Laboratory Investigation 2000

Community Health

Microbiology 2000

Dental Anatomy Acknowledging new technologies needs

Medicine Acknowledging new technologies needs

Dental Prevention Acknowledging new technologies needs

Surgery Acknowledging new technologies needs

Radiology Acknowledging new technologies needs

Dental Prevention

Laser Application Acknowledging new technologies needs

Public health 2000 Microbiology 2000 Principles of artificial-kidney 2001 Clinical Chemistry 2000 Physiology 2000 Biology 2000 General Chemistry 2000 Nursing Principles 2000 Medical Surgical 2000 Artificial Kidney 2000 Instruments of Renal Dialysis 2000 Pharmacology 2000

Dialysis

Anatomy 2000 Handicapped Problems 1999

Psychological Health 1999 yes Contact expert in Comm.Health from Jordan & Egypt

Nutrition of Handicapped Contact expert in Comm.Health from Jordan & Egypt

Professional Rehabilitation 1996 yes Contact expert in Comm.Health from Jordan & Egypt

Handicapped Care

Physiology and Anatomy Medical Rehabilitation Rehabilitation 2000

Pediatric Nursing 2000 Nutritional Treatment 2000 Maternity Nursing 2000 Primary Health 2000

Nursing

Medical Surgical Nursing 2000 Rehabilitation of special cardio 1991 Rehabilitation of PNF & hydrotherapy 1991 Therapy equipment 1991 Management of sport 1991 Management of Rh. disease 1991 Management of therasic ing. 1991

Physiotherapy

Rehabilitation of cerebral paralysis 1991 Complete Denture 2000 Chromium Partial Denture 2000 Crowns & Bridges 2000 Partial Denture 2000 Dental Material 2000 Dental Anatomy 2000 Maxillofacial 2000

Prosthetics

Orthodontic 2000

Institute of Medical Technology, Baghdad

Radiology 2000 yes yes Accounting Accounting 2000 Changing the program of teaching Computer Systems Computer Programming 2000 Update the curriculum

Institute of Administration, Baghdad-Rasafa

Insurance Risk & Insurance 2000 NO

Open new departments: (Risk Management & Insurance )

210

Secretarial Management Secretarial Management 1986 NO

Change the name of the Department to Office Management

Statistics Statistics 2000 NO Changing program of Teaching

Storage Management Storage Management 2000 NO Direct connection with Arabic and foreign research

Anesthetics 15-6-2001 Maxillofacial Prosthetics 1991 A Dental Implant Removable & Fixed Prosthesis 1991 A Removed partial denture Dental Materials Dental Implant Technology 1991 A Crown & Bridge Prosthdontic 1991 A Completed Denture Maxillofacial Prosthetics

TC for Medicine & Health, Baghdad

Dental Technology

Dental Material 1991 A Prosthodontic

TI Chamchamal HQ Chamchamal Institute

1. Contact with the advanced universal institute/ 2. To send the first students out to complete the higher education

Accounting All 1991 Anesthetics All 1991 Community Health All 1991 Computer Systems All 1991 Dental Technology All 1991 Electricity All 1991 Legal Administration All 1991 Library Management All 1991 Mechanics All 1991 Media All 1991 Nursing Nursing 1991 Pharmacy All 1991 Physiotherapy All 1991 Plant Production All 1991

TI Erbil

Road Constructions All 1991 TI - Al Kut HQ - TI Al Kut 1998

FTI Erbil HQ - FTI Erbil 2000 Development of Curriculum

1. Library equipment needs

Institute name

Department name

No volumesavailable

No volumes

urgently needed

No Electronic teaching learning

aids available

No Electronic

learning aids needed

No journal titles

available

No journals urgently

needed

Applied Arts Institute Baghdad Architecture & Decoration 0 1000 0 100 0 100 Applied Arts Institute Baghdad Designing & Sewing 0 1500 0 150 0 100 Applied Arts Institute Baghdad Graphic Design 0 1500 0 150 0 100 Applied Arts Institute Baghdad Interior Design 0 1000 0 100 0 100 Applied Arts Institute Baghdad Textile 0 1000 0 100 0 100 Commission of Technical Education Chemical Industries 300 1000 FTI Erbil HQ - FTI Erbil 50 5000 0 4 0 10 Institute of Administration, Baghdad-Rasafa Accounting 550 1050 0 65 All Institute of Administration, Baghdad-Rasafa Banking 0 300 0 0 All Journal Concerned with scientific Fields Institute of Administration, Baghdad-Rasafa Computer Systems 0 0 0 65 0 All Journals concerned with our scientific Fields Institute of Administration, Baghdad-Rasafa HQ - TI A Baghdad - Rasafa 0 0 0 124 1000 All Journal concerned with our scientific fields Institute of Administration, Baghdad-Rasafa Insurance 0 500 0 65 0 All Journals concerned with our Scientific Fields Institute of Administration, Baghdad-Rasafa Secretarial Management 2915 500 0 65 0 All Journals concerned with our Scientific Fields Institute of Administration, Baghdad-Rasafa Statistics 0 500 0 65 0 All Journals Concerned With our Scientific Fields Institute of Administration, Baghdad-Rasafa Storage Management 0 915 0 65 0 All Journals Concerned with our Scientific Fields Institute of Medical Technology, Baghdad Anesthetics 100 na na na na na Institute of Medical Technology, Baghdad Community Health 100 na na na na na Institute of Medical Technology, Baghdad Dental Prevention 50 0 0 0 0 0 Institute of Medical Technology, Baghdad Dialysis 50 na na na na na Institute of Medical Technology, Baghdad Handicapped Care 75 na na na na na Institute of Medical Technology, Baghdad Intensive Care 50 na na na na na Institute of Medical Technology, Baghdad Medical Rehabilitation 75 na na na na na Institute of Medical Technology, Baghdad Nursing 150 na na na na na Institute of Medical Technology, Baghdad Physiotherapy 75 na na na na na Institute of Medical Technology, Baghdad Prosthetics 750 1 5 5 0 Institute of Medical Technology, Baghdad Radiology X-Ray 100 na na na na na Staff Development Center, Baghdad HQ - SDC Baghdad none none 25 none we welcome your requests and suggestions Technical College for Medicine & Health, Baghdad Anesthetics 2 3 0 0 0 2 Technical College for Medicine & Health, Baghdad Clinical Laboratory Technical College for Medicine & Health, Baghdad Dental Technology 12 300 0 0 0 200 Technical College Kirkuk Electronics & Control Technology 101 42 0 0 0 0 Technical College Kirkuk Fuel & Energy Technology 130 35 0 0 0 0 Technical College Kirkuk HQ - TC Kirkuk 792 200 0 34 0 0 Technical College Kirkuk Medical Lab Technology 83 19 0 0 0 0 Technical College Kirkuk Refrigeration & Air-Conditioning Technology 110 28 0 0 0 0 Technical College Kirkuk Software Engineering 55 10 0 0 0 0 Technical College Kirkuk Surveying 47 9 0 na na na Technical College Musayab Animal Production 40 138 1 30 0 20 Technical College Musayab Mechanical Engineering & Agriculture Instrument 20 100 Non 20 Non 20

Technical College Musayab Plant Production 20 120 0 20 0 30 Technical College Musayab Pumping Technology 80 200 Non 40 Non 20 Technical College Musayab Technical Engineering & Electrical Power 40 120 Non 60 Non 30 Technical College of Management, Baghdad HQ - TC M Baghdad 20 1000 0 5 0 50 Technical Electrical & Electronic College Computer Systems 10 100 0 5 0 100 Technical Electrical & Electronic College HQ - TC EE Baghdad 0 0 0 0 0 0 Technical Electrical & Electronic College Medical Instrument Technology 8 100 0 5 0 5 Technical Electrical & Electronic College Power Technology 12 100 5 100 Technical Institute - Al Door Medical Technology 83 19 Technical Institute - Al Kut HQ - TI Al Kut 17050 3500 0 5 0 200

Technical Institute Administration, Baghdad-Zaafarania Tourism

we needs all the new sources in the basic principles (out line ) of our Department especially from the time from (1990-2003) from books, electronic teaching ,learning material &periodicals.

Technical Institute Akra Computer Systems Technical Institute Akra HQ - TI Akra 616 45 0 10 0 4 Technical Institute Al Amarah HQ - TI Amara 70000 20000 0 5 300 300 Technical Institute Anbar HQ - TI Anbar 8000 600 0 2 0 15 Technical Institute Babylon CF - Library 17000 10000 0 20 0 30 Technical Institute Baghdad-Mansoor Clinical Pathology 5 20 0 20 0 20 Technical Institute Baghdad-Mansoor Electronics 0 50 0 10 0 8 Technical Institute Baghdad-Mansoor Health Management 0 0 0 0 0 0 Technical Institute Baghdad-Mansoor HQ Technical Institute Baghdad-Mansoor Library Management na 1 na 1 na 1 Technical Institute Baghdad-Mansoor Pharmacy 0 0 0 0 0 0 Technical Institute Baghdad-Zafaraniya HQ - TI Baghdad-Zafraniya 0 500 0 20 0 30 Technical Institute Ba'qubah CF - Library 3540 300 Volume in the field of Science 0 50 19 20 journal in the Fields of Science Technical Institute Chamchamal Computer Systems 150 250 0 0 0 25 Technical Institute Chamchamal Electricity 148 250 1 5 0 25 Technical Institute Chamchamal HQ Technical Institute Chamchamal Nursing 150 250 0 0 0 25 Technical Institute Erbil Accounting few 400 0 5 0 5 Technical Institute Erbil Anesthetics few 100 0 5 0 5 Technical Institute Erbil Community Health few 150 0 5 0 5 Technical Institute Erbil Computer Systems few 250 0 5 0 5 Technical Institute Erbil Dental Technology few 150 0 5 0 5 Technical Institute Erbil Electricity few 300 0 5 0 5 Technical Institute Erbil HQ - TI Erbil Technical Institute Erbil Legal Administration few 400 0 5 0 5 Technical Institute Erbil Library Management few 100 0 5 0 5 Technical Institute Erbil Mechanics few 300 0 5 0 5 Technical Institute Erbil Media few 350 0 5 0 5 Technical Institute Erbil Nursing 200 0 5 0 5 Technical Institute Erbil Pharmacy few 200 0 5 0 5 Technical Institute Erbil Physiotherapy few 150 0 5 0 5 Technical Institute Erbil Plant Production few 100 0 5 0 5 Technical Institute Erbil Road Constructions few 250 0 5 0 5 Technical Institute Huweja CF - Library 12000 6000 0 2 0 1000

Technical Institute Huweja HQ - TI Huweja 0 na 2 41 0 1 Technical Institute Huweja Mechanics 0 106 0 10 0 10 Technical Institute Kerbala Accounting 300 2000 0 10 0 10 Technical Institute Kerbala Computer Systems 0 1000 0 2 0 5 Technical Institute Kerbala Electricity 500 2000 0 15 0 10 Technical Institute Kerbala Mechanics 300 1200 0 4 0 5 Technical Institute Kerbala Public Health 200 1000 0 10 0 10 Technical Institute Kerbala Secretarial Management 50 50 0 2 0 2

Technical Institute Kirkuk HQ - TI Kirkuk 32000 1000 0

1- Overheard Projector 2- Data show 3- Computers 4- Slide Projectors 1,000 (old Journals ) Journals on 35 Subject

Technical Institute Koya Accounting 300 200 0 1OVERHEAD 0 1 Technical Institute Koya Business & Management 500 300 0 2 OVERHEAD 0 1 Technical Institute Koya Community Health 500 200 1OVERHEAD 2 OVERHEAD 0 1 Technical Institute Koya Legal Administration 400 150 0 1 Overhead 0 1 Technical Institute Koya Medical Laboratory 300 500 1 Overhead 0 1 2

Technical Institute Koya Nursing 700 300 2 Overhead Slid Projector 2 Overhead 1 1

Technical Institute Kufa CF - Library 26000 1000 3 250 500 Technical Institute Mosul CF - Library 10989 500 0 2 10 24 Technical Institute Musayab CF - Library 13000 10000 0 na 1890 4000

Technical Institute Musayab HQ - TI Musayab 6.5 10 0Audio-Optical over head video 1,890 4,000 journals / magazines

Technical Institute Najaf Civil Works 0 0 0 6 0 10 Technical Institute Najaf Communication Technology 124 20 4 30 na na Technical Institute Nassriyah Accounting 150 250 10 1 5 Technical Institute Nassriyah CF - Library 1534 1000 20 2 20 Technical Institute Nassriyah Community Health 100 200 10 2 5 Technical Institute Nassriyah Computer Systems 150 300 10 2 5 Technical Institute Nassriyah Computer Unit Technical Institute Nassriyah Electricity 200 300 10 2 5 Technical Institute Nassriyah HQ - TI Nassriya Technical Institute Nassriyah Legal Administration 120 200 10 2 5 Technical Institute Nassriyah Mechanics 250 400 0 10 1 5 Technical Institute Nassriyah Nursing 90 200 10 2 5 Technical Institute Nassriyah Secretarial Management 100 200 10 2 5 Technical Institute Nassriyah Sewing & Cloths Design 50 150 10 2 5 Technical Institute Ninewa HQ - TI Ninewa 0 150 0 0 2 30 Technical Institute Samawa Accounting 0 0 0 3 0 0 Technical Institute Samawa Community Health 0 31 0 3 0 0 Technical Institute Samawa Electricity 0 0 0 3 0 0 Technical Institute Samawa Mechanic 0 0 3 0 0 na Technical Institute Samawa Nursing 0 0 0 3 0 0 Technical Institute Samawa Surveying 0 11 0 3 0 No information Technical Institute Shaqlawa Computer Systems 20 50 0 0 0 0 Technical Institute Shaqlawa Engineering Design 0 40 0 0 0 0 Technical Institute Shaqlawa Medical Lab Technology 0 50 1 1 0 0

Technical Institute Shaqlawa Office Management 5 60 0 0 0 0 Technical Institute Shaqlawa Tourism 0 60 0 0 0 0 Technical Institute Shaqlawa Veterinary 0 40 0 0 0 0 Technical Institute Shatra HQ - TI Shatra 6301 0 10 na 130 Technical Institute Soran Computer Systems 100 100 2 3 0 10 Technical Institute Soran Nursing 80 100 2 3 0 10 Technical Institute Soran Obstetrics 30 100 2 3 0 10 Technical Institute Soran Physiotherapy 30 50 2 3 0 10

Technical Institute Suweirah CF - Computer Center internet connection

Technical Institute Suweirah CF - Computer Center video Technical Institute Suweirah CF - Computer Center micro-film Technical Institute Suweirah CF - Computer Center micro-fiche Technical Institute Suweirah CF - Computer Center CD ROM

Technical Institute Suweirah HQ - TI Suweirah, Dean's Office 1000 5000 0

computers/micro-films/micro-fish/videos/CD-ROMs/internet connection 10 200

215

36. Technical Institute – Status, Cost and Priorities

No Governorate HE institution Total area Constr. rehab (sq. M.)

Total Students

STATUS

PRIORITY 1 COST Rehabilitation/ReconstructionUSD

PRIORITY 2 COST Rehabilitation USD

PRIORITY 3 COST Rehabilitation USD

01 Anbar Anbar Technical Institution 10600 1393 No damaged by

war -

1,500,000 rehabilitation

02 Basrah Technical institute Basrah 57290 4407 War destroyed

and Looted 17,000,000 reconstruction

-

03 Muthanna Technical institute Samawa 17283 864 Looted

- 2,500,000 rehabilitation

04 Qadissiya Qadissiya Technical Institution 28750 1258 Burnt and Looted

- 5,000,000 rehabilitation

Chamchamal Technical Institution

N/A 184 No damaged by war

-

500,000 rehabilitation & extension

Kalar Technical Institution NA 212 No damaged by war

-

700,000 rehabilitation & extension

05 Sulaymaniyah

Sulaymaniyah Technical Institution

6500 1247 No damaged by war

-

2,000,000 rehabilitation & extension

Technical Education institute 5270 646 NA - -

06 Babylon Babel Technical Institution 11746 2463

War destroyed and Looted

5,000,000 rehabilitation & extension

-

1) Electrical and electronic technical college

8902 766 War destroyed, Burnt and Looted

1,600,000 rehabilitation

-

2) institute of technology / Zafaraniya

23270 5411 War destroyed, Burnt and Looted

10,000,000 rehabilitation & extension

-

3) Technical institute of Baghdad 2905 885 Burnt and Looted 2,000,000

rehabilitation & extension

-

4) Technical institute of Mansoor 2930 1844 Looted

- 5,000,000 rehabilitation & extension

5) Technician preparation institute

119834 2031 NA - -

6) Applied Arts Institute NA 703 Burnt and Looted 1,000,000

rehabilitation -

7) Commission Technical Education

81742* 1546* Burnt and Looted NA

-

8) Technical College of Baghdad 10077 767 War destroyed, Burned and Looted

1,800,000 rehabilitation

-

9) institute of technical Administration

31838 2110 War destroyed and Looted

5,750,000 rehabilitation

-

10. ALRASHEED COLLEGE

24956 ? War damaged and Burnt

5,000,000 rehabilitation

07 Baghdad

11) Institute of medical technology

1184 962 War destroyed, Burnt and Looted

2,800,000 rehabilitation & extension

-

Technical institute Aqra N/A 150 No damaged by

war -

450,000 Rehabilitation

Technical institute Zakho 8790* 50 No damaged by war

-

150,000 rehabilitation

08 Dahuk

Technical Institute Dahuk NA 777 No damaged by war

-

1,500,000 rehabilitation

09 Thi-Qar Nassriya Technical Institution 1930*

2004

War destroyed, Burnt and Looted

4,000,000 rehabilitation

216

Shatra Technical Institution 8612 1239

Looted/Not damaged

-

2,400,000 rehabilitation & extension

10 Diyala Technical institute Ba’qubah

NA 2317

No damaged by war

-

3,000,000 rehabilitation & extension

Foundation technical institute 2000* 1514

No damaged by war

-

1,500,000 rehabilitation & extension

Soran technical institute N/A NA

No damaged by war

-

-

Technical institute /Koya

2690 426 No damaged by war

-

1,000,000 rehabilitation & extension

11 Erbil

Technical Institute Shaqlawa

Na 297 No damaged by war

-

450,000 rehabilitation

12 Kerbala Technical institute

17883 1211

War destroyed and Looted

3,500,000 rehabilitation

-

Kirkuk Technical Institution

112779* 2665 War damaged and looted

4,000,000 rehabilitation

-

13 Tameem Hawijah

29186* 505 Looted

-

800,000 rehabilitation

14 Missan Technical institute Amra

4105 2153

War destroyed and Looted

5,250,000 rehabilitation

-

Mosul Technical Institution

46094* 2733 Looted

-

4,500,000 rehabilitation

Mosul Technical College 7350 1056

Looted

-

3,000,000 rehabilitation & extension

15 Ninewa

Ninewa Technical Institute 4502 481

Looted - 700,000 rehabilitation

16 Wassit Technical institute Wassit 124782* 718 Looted - 1,500,000

rehabilitation

1.Technical Institute Najaf 66272*

2043 War destroyed 4,000,000

rehabilitation -

17 Najaf 2) Najaf Technical college 3850

311 War destroyed, Burnt and Looted

800,000 rehabilitation

-

18 Salah al-Din University of Tikrit 139566 NA NA - -

TOTAL

GENERAL TOTAL

217

Annex 4: Secondary Education Questionnaire

218

School Code رمز المدرسة

استمارة خـاصة بالمدرسـةSchool Data Sheet (S.D.S)

Name of School in Arabic: ……………………………………………………….. اسم المدرسة باللغة العربية:

New Name of School (if changed): …………………………………………. اسم المدرسة الجديد في حالة تغييره :

Location: ………………………………………………………. :الموقع

Directorate: …………………………………………….. دائرة التربية:

Governorate: …....……………………………………………. :المحافظة

The requested information to be filled in this form

reflects the status of school as at …………..

)ب حالة المدرسةتمأل هذه االستمارة بالمعلومات المطلوبة حس(

?No Has the school been affected by war ال Yes هل تضررت المدرسة بالحرب؟ نعم

:If the answer is yes, is the damage because of : ، هل الضرر بفعل )نعم( إذا كانت اإلجابة Use by military forces استخدامها من قبل القوات العسكريةLooting النهب Burning الحرق Bombing القصف

H \ Teacher Name: …………………………………………………………… اسم مدير المدرسة : Signature of Head Teacher & School Stamp توقيع مدير المدرسة وختم المدرسة

Date: / / التاريخ:

منظمـة األمم المتحــدة للتربيـة والعلــوم والثـقافـةUnited Nations Educational, Scientific and Cultural Organization

بالتعاون مع وزارة التربية في جمهورية العراقin Cooperation with the Ministry of Education of the Republic of Iraq

Governorate Code

رمز المحافظة

District Code

رمز القضاء

Sub-district Code

رمز الناحية

Statistical Code

الرمز اإلحصائي

School Type نوع المدرسة

219

تـوضيحــــات .يمأل من قبل مدير المدرسة، وهو الرقم الذي أعطي للمدرسة من قبل الوزارة : رمز المدرسة. ١ .نجليزية الكبيرة، ويكتب آل حرف في مربعيكتب اسم المدرسة باألحرف اإل: اسم المدرسة . ٢ ، وإذا (R) ، أما إذا آان البناء مستأجرا يوضع الحرف (A)إذا آان البناء ملك الوزارة يوضع الحرف : مالك البناء . ٣

. إذا آانت األرض مستأجرة والبناء للوزارة (Lr) ويوضع الحرفان (D)آان البناء هبة أو خاصا بالدولة يوضع الحرف إذا آان في قضاء والحرف (D) ويوضع الحرف (T) اذا آان مكان المدرسة في مدينة يوضع الحرف : مكان المدرسة . ٤

(S) إذا آان في ناحية وإذا آان في قرية يوضع الحرف (V). .يمأل آما هو وارد في آل سؤال : دوام المدرسة ورمز المدرسة الثانية ٦ و ٥ :الشعب. ٧

عات وفق دوام المدرسة فإذا آانت المدرسة ذات دوام آامل أي على دفعة واحدة يوضع عدد الشعب تمأل هذه المرب -آانت جميع غرف التدريس أو بعضها تعمل على دفعتين توضع مقابل شعب الدوام الكامل او الدفعة األولى، أما إذا

".شعب الدفعة الثانية"ل وشعب الدفعة الثانية مقاب " شعب الدوام الكامل "شعب الدفعة األولى مقابل

إذا آان البناء المدرسي يستعمل من فبل مدرستين منفصلتين إداريا ، يمأل آل مدير مدرسة شعب مدرسته مقابل - .شعب الدوام الكامل او الدفعة األولى ، إذ المقصود بالدفعة الثانية شعب المدرسة التابعة إلدارة المدرسة نفسها

أما إذا آان في المدرسة . لقسم بعدد الطلبة في آل صف وذلك للمدارس التي تعمل بنظام الفترة الواحدة يمأل هذا ا : الطلبة. 8

بعض غرف التدريس أو جميعها تعمل على دفعتين وتابعة إلدارة مدرسة واحدة فيكتب عدد طلبة الدفعة األولى في هذا وإذا آان البناء المدرسي يستعمل لمدرستين " لدفعة الثانية طلبة ا " القسم وعدد طلبة الدفعة الثانية في القسم الذي يليه

.منفصلتين إداريا يكتب آل مدير مدرسة عدد طلبته في هذا القسم تمأل مربعات هذا القسم بعدد طلبة الدفعة الثانية التابعين إلدارة المدرسة نفسها التي تعمل بعض : طلبة الدفعة الثانية. 9

.نصفوفها أو جميعها على دفعتي

). زراعي الخ– صناعي – تجاري -أآاديمي(يحدد نوع التخصص في مرحلة الدراسة الثانوية : التخصص. 10

220

I .تمأل هذه االستمارة من قبل مدير المدرسة . (This form should be filled by the head teacher)

II .تمأل استمارة منفصلة لكل مدرسة، واذا اشترآت مدرستان منفصلتين اداريا في نفس البناء يمأل آل مدير استمارة المدرسة التي يديرها. (A separate form should be filled for each school. If two administratively separate schools shared the same premises, the head teacher of each should fill the form.)

III .تكتب جميع المعلومات باألرقام أو األحرف اإلنجليزية الكبيرة . (All information should be written in capitalized English figures or letters) IV .ضع رقما واحدُا أو حرفا واحدا في آل مربع . (Please put one number or letter in each box) V .قبل ملء االستمارة راجع التعليمات الواردة على صفحة التوضيحات بعناية (Before filling in the form, please read the clarifications on the last page carefully. :يكتب مدير المدرسة رمز المدرسة في المربعات التالية، وهو الرقم الذي أعطي للمدرسة من قبل الوزارة: رمز المدرسة -١

School Code: The head teacher should write the school code (the figure given by the Ministry) in the following boxes

School Name : اسم المدرسة-٢

Building Owner: Put one letter only in the opposite box :ضع حرفا واحدُا فقط في المربع المقابل: مالك البناء-٣

Ministry (Directorate) Property (A) التربية) دائرة( ملك لوزارة -أ Rented (R) مستأجر-ب Donated or state-owned (D) هبة أو خاص بالدولة-ج Rented land with ministry-owned building (Lr) األرض مستأجرة والبناء للوزارة-د Private Property (P) ملك خاص-هـ

School Location: Put one letter only in the opposite box :ضع حرفُا واحدُا في المربع المقابل: مكان المدرسة-٤

Town (T) : مدينة-أ District (D) : قضاء-ب Sub-district (S) : ناحية-جـ Village (V) : قرية-د

School Cycle : المرحلة الدراسية-٥ Intermediate (I) متوسط-أ

Secondary (S) ثانوي-ب Vocational (SV) مهني Secondary ثانوي-ج Islamic (SI) إسالمي Secondary ثانوي-د Literary (PL) ادبي Preparatory اعدادي-ج Scientific (PS) علمي Preparatory دي اعدا-دـ Literary-Scientific (LS) علمي-ادبي Preparatory اعدادي-هـ

Industrial (PI) صناعي Preparatory اعدادي-و Commercial (PC) تجاري Preparatory اعدادي. ز Vocational (V) مهني Preparatory اعدادي-ح Agricultural (PA) زراعي Preparatory اعدادي-ط Household Sciences (PM) علوم منزلية Preparatory اعدادي-ي Teacher Training Institute (5 years) (TT)5 ) سنوات٥( معهد اعداد المعلمين -ك Fine Arts Institute (FA) معهد الفنون الجميلة-ل Teachers Central Institute (2 years) (TC)2 )انسنت( معهد المعلمين المرآزي -م Tourism Institute (TI) معهد السياحة والفندقة-ص

B)( (Boys) بنين :(School Type) نوع المدرسة-٦ G)( (Girls)بنات C)( (Mixed)مختلط

: المقابل يتوافق مع دوام المدرسةضع رقمُا واحدُا فقط في المربع: دوام المدرسة-٧ School Working Hours: Insert the corresponding number in the opposite box

Single Shift (1) )أحادية( دوام آامل -أ Some classrooms used in two shifts (2) بعض غرف التدريس تستعمل على دفعتين-ب All classrooms run double shifts under one school administration (3) آل غرف التدريس مزدوجة على نفسها و تابعة إلدارة مدرسية واحدة-جـ

Building used for two administratively separate schools (4) البناء المدرسي يستعمل لمدرستين منفصلتين إداريًا-د Building used for three administratively split buildings (5)سي يستعمل لثالث مدارس مستقلة إداريًا البناء المدر-هـ Other (specify) (6) )اذآر بالتحديد( أخرى - و

A نموذج Sample

تعليمــــــات Instructions

1

221

: اذا آان البناء المدرسي يستعمل لمدرستين منفصلتين اداريُا اذآر رمز المدرسة الثانية-٨٨ If the school building is used for two administratively split schools, please write the second school code : أمأل المربعات التالية بعدد شعب آل صف وذلك وفق دوامه-٩

Fill in the following boxes with the number of sections for each class according to their working hours:

Intermediate المتوسط -أ

:

: Secondary الثانوي -ب

1 األول 2 الثاني 3 الثالث 4 الرابع 5الخامس 6ادس الس

Preparatory اإلعدادي -ج

:

1 األول 2 الثاني 3 الثالث 4 الرابع 5الخامس

Teachers Institute/Arts/Tourism: السياحة/الفنون/ معهد المعلمين -د

شعب الدوام الكامل أو الدفعة األولى-أ Full time or first shift sections

شعب الدفعة الثانية-أأ Second shift sections

1 األول 2 الثاني 3الثالث

شعب الدوام الكامل أو الدفعة األولى-أ Full time or first shift sections

شعب الدفعة الثانية-أأ Second shift sections

شعب الدوام الكامل أو الدفعة األولى -أ Full time or first shift sections

شعب الدفعة الثانية-أأ Second shift sections

بنين

Boys

بناتGirls

بنينBoys

بناتGirls

بناتGirls

بنينBoys

بنينBoys

بناتGirls

بنينBoys

بناتGirls

بنينBoys

بناتGirls

بنينBoys

بناتGirls

222

: Students Number عدد الطلبة

: اذكر العدد الكلي للطلبة الذين التحقوا بمدارسهم عند بدء الفصل الثاني-١٠Indicate the total number of students attending school at the beginning of the 2nd semester

Boys بنين -أ

Girls بنات -ب

:)باستثناء طلبة الدفعة الثانية لنفس المدرسة( امأل المربعات التالية بعدد الطلبة في جميع الشعب لكل صف -١١ Fill in the following boxes with the number of students in each class (excluding the second shift students of the same school)

1 األول 2 الثاني 3 الثالث

Intermediate المتوسط - أ

1 األول 2 الثاني 3 الثالث 4 الرابع 5 الخامس 6 السادس Secondary الثانوي -ب

4 الرابع 5 الخامس 6 السادس

Preparatory اإلعدادي -ج

1 األول 2 الثاني 3 الثالث 4 الرابع 5الخامس

Teachers Institute/Arts/Tourism: السياحة/الفنون/ المعلمين معهد -د

B نموذجSample

1

بنينBoys

بناتGirls

بنينBoys

بناتGirls

بنينBoys

بناتGirls

بناتGirls

بنينBoys

بناتGirls

بنينBoys

Scientificعلمي

Literaryأدبي

Scientificعلمي

Literaryأدبي

بنينBoys

بناتGirls

223

:Shift Students-Secondطلبة الدفعة الثانية

:دارة المدرسةامأل المربعات التالية بعدد طلبة الدفعة الثانية فقط اذا آانوا تابعين لنفس ا -١٢

Fill in the following boxes with the number of second-shift students only if they are under the same school administration

1 األول 2 الثاني 3 الثالث

Intermediate المتوسط - أ

1 األول 2 الثاني 3 الثالث 4 الرابع 5 الخامس 6 السادس Secondary الثانوي -ب

4 الرابع 5 الخامس 6 السادس

Preparatoryعدادي اإل-ج

1ول األ2 الثاني 3 الثالث 4 الرابع 5الخامس

Teachers Institute/Arts/Tourism: السياحة/الفنون/ معهد المعلمين -د

C

1

نموذجSample

بنينBoys

بناتGirls

بنينBoys

بناتGirls

بنينBoys

بناتGirls

بناتGirls

بنينBoys

بناتGirls

بنينBoys

Scientificعلمي

Literaryأدبي

Scientificعلمي

Literaryأدبي

بنينBoys

بناتGirls

224

What percentage of students were frequently absent in June/July 2003 due to:

بسبب ٢٠٠٣ما نسبة الطلبة الذين تكرر غيابهم في شهري حزيران وتموز

بنات بنين a. Displacement الترحيل Boys: ………. Girls: ……… b. Economic conditions الظروف االقتصادية Boys: ………. Girls: ……… c. Security األمن Boys: ………. Girls: ……… d. Psychological trauma األذى النفسي Boys: ………. Girls: ……… e. Other (specify): حددها(أسباب أخرى( Boys: ………. Girls: ………

: اذآر عدد الطلبة الذين يعانون من إعاقات

Severe visual disability عوق بصري شديد -أ

Severe deafness صمم شديد -ب

Physical deafness إعاقات بدنية -ج

Other handicaps

225

Teacher Assessment

Write the number of teachers who have the following qualifications according to the highest degree. اذآر عدد المدرسين الحاصلين على أي من المؤهالت التالية بناًء على أعلى شهادة

:الخدمة في أي من المجاالت التاليةثناء دورات تدريبية أ In-service training in any of the following fields:

Ph.D دآتوراه Master بكالوريوس ماجستيرBachelor M آور ذ F إناث M ذآور F إناث M ذآور F إناث

Mathematics رياضيات Physics فيزياء Chemistry آيمياء Biology أحياء Arabic لغة عربية English لغة إنكليزية Kurdish لغة آردية History تاريخ Economics اقتصاد Social Sciences علوم اجتماعية Education تربية Geography جغرافيا Physical Education تربية رياضية Religious studies دراسات دينية Arts Education تربية فنية Computer Science حاسوب Mechanical Engineering هندسة ميكانيك Electronic Engineering هندسة إلكترونية Electrical Engineering هندسة آهرباء Agronomy هندسة زراعية Civil Engineering هندسة مدني Veterinary medicine طب بيطري Preparatory-Industrial صناعي-إعدادي Other qualifications مؤهالت أخرى

Male ذآور Female إناث Post-graduate Diploma in Education

دبلوم تربية بعد الجامعة Teachers Institute معهد معلمين

Teachers Institute (3 years) سنوات٣(معهد مدرسين (

Male ذآور Female إناث Teaching methods طرق التدريس -أ Education psychology علم النفس التربوي -ب Teaching methods and specialization

طرق التدريس والتخصص-ج

School administration courses

دورات إدارة مدرسية-د

Any other courses أي دورات أخرى-هـ

: عدد المدرسين بمن فيهم مدير المدرسة ومعاونه

:عدد الموظفين اإلداريين

:عدد العمال وموظفي الخدمات

:فنيي المختبرات والورش/ عدد معاوني المعلمين

:عدد الحراس

Number of teachers including head teacher and the assistant head: Number of administrative staff: Number of labourers and support staff: Number of teaching assistants/laboratory/workshop technicians: Number of security staff:

226

Head Teachers Qualifications

Ba, Master, Ph.D other Teaching qualifications How many teachers with a university degree have the following qualifications in education?: ………. (Male/female) No professional qualification

in education ………. (Male/female) 1 year diploma ……… (Male/female) 2 year diploma ………. (Male/female) Bachelor in education ………. (Male/female) Other (specify)

……………………………………………… How many teachers without a university degree have the following qualifications in education?: ………. (Male/female) certificate/diploma from a

Teachers Institute ………. (Male/female) Other (specify)

………………………………………………

In-service training How many teachers have received in-service training since Jan 1998 in the fields of: (a) subject matter competence: ………. Science ………. Social science ………. Language/humanities ………. Other (specify)

……………………………………………… (b) teaching methodology/ pedagogy? Have the management staff received training in school management since Jan 1998?

• School principal, Yes/No • Other staff, Yes/No

Staffing problems What was the total number of teaching staff at the beginning of second semester 2003 ……….Male ………. Female What is the total number of teaching staff expected in September 2003?

………. Which subjects did your school have difficulties in teaching in the beginning of second semester 2003?

……………………………………………… ……………………………………………… ………………………………………………

List number of specialist teachers required for each scarcity subject

……………………………………………… ……………………………………………… ………………………………………………

Which subjects will your school have difficulties in teaching in Sep 2003?

……………………………………………… ……………………………………………… ………………………………………………

What in-service training is required for your school to provide quality education. Give the number of teachers who require in-service training in? (a) subject matter competence: ………. Science ………. Social science ………. Language/humanities ………. Other (specify)

……………………………………………… (b) teaching methodology/ pedagogy? (c) teaching children with disabilities (d) psychosocial needs of students / counselling Availability of textbooks

Do all students have access (even if shared) to a copy of every required textbook?

Yes / No Do students share textbooks?

Yes / No If ‘Yes’, how many students usually share one textbook?

………………………………………………

Are textbooks returned to the school at the end of the school year?

Yes / No

227

Is there a secure place to store textbooks? Yes / No

Is there a lockable cupboard in each classroom to store textbooks?

Yes / No What are the main sources of textbooks? a Government b families buy them c parent-teacher association (or private) d other

Stock of textbooks What is the total number of textbooks in your school for the following subjects, Intermediate: ……….Math ……….Science ……….Social science ……….Language/humanities ……….Other (specify)

……………………………………………… Preparatory: ……….Math ……….Science ……….Social science ……….Language/humanities ……….Other (specify)

………………………………………………

School Building What is the general physical condition of the school buildings and school environment

a Good b Partially damaged/deteriorated c Damaged/deteriorated d Unsafe

Please indicate the current number of general/special rooms

Type of rooms

Fun

ctio

ning

Nee

ding

min

or

repa

irs

Seri

ousl

y da

mag

ed o

r un

usab

le

Add

ition

al

room

s ne

eded

Classrooms/Labs/ Workshops

Administrative rooms

Meeting rooms

Latrines (for males)

Latrines (for females)

List available specialized classrooms; their student capacity and to what percentage they are equipped

Specialized classrooms

Phys

ical

co

nditi

on

Usa

ble?

Stu

dent

ca

paci

ty

Perc

enta

ge

equi

pped

Physics

Chemistry

Biology

General Sciences

Computers

Languages

Metal Work

Wood Work

Electrical Work

Home Art

Commercial

Agriculture

Gymnasium/Sports

Other:

Recent Damage (if any) Indicate the number of functioning classrooms/labs/workshops in the school; (a) Beginning of second semester 2003

…………………… (b) End of second semester 2003

…………………… Water Do the students have access to running water?

Yes / No

228

If ‘No’, then: do the students have access to other sources of water?

Yes / No What is the nature of the problem?

…………………………………………………… ……………………………………………………

Which solution can be suggested

…………………………………………………… ……………………………………………………

Sanitation

Are the school’s latrines connected to sewage network?

Yes / No

If the answer is (No), what is the nature of the problem? ……………………………………………………

……………………………………………………

If the answer is (Yes), is the network functional?

Yes / No

Garbage disposal Is there a garbage disposal system for school waste organized by,

a school b municipality c community d other

Electricity

What is the source of the electricity supply?

a Power grid b School generator c Both d Other:

………………………………….

Is electricity available on the premises in classrooms and staff rooms?

a Always b Intermittent c Never

If ‘Intermittent’ or ‘Never’, then what is the nature of the problem?

…………………………………………………… ……………………………………………………

Which solution can be suggested

…………………………………………………… ……………………………………………………

Transport Does the school provide transport for: (a) Students Yes/No (b) Staff Yes/No If ‘Yes’, give details ……………………………………………………

……………………………………………………

231

If possible please indicate: : يرجى اإلشارة إن أمكن Building Rehabilitation

إعادة تأهيل المبانيTable (B) - ( ب(الجدول

SN Item Descriptionالمواصفات MU وحدة القياس

Total Requirement االحتياج الكلي

Remarks المالحظات

1. Door باب No.

2. Doors frame باب أطار No.

3. Handles and locks مقابض ابواب وأقفال pc

4. window glass زجاج m2

5. window frame اطار شباك No.

6. Installation wires أسالك تأسيس m length

7. electrical socket مأخذ آهريائي No.

8. switch plug/13A ١٣بلك آهربائي No.

9. switch plug/15A ١٥بلك آهربائي No.

10. Main switch مفتاح آهربائي رئيسي No.

11. fluorescent tubes 2ft قدم٢شمعة No.

12. fluorescent bases 2ft قدم٢شمعة قاعدة No.

13. fluorescent tubes 4ft قدم٤شمعة No.

14. fluorescent bases 4ft قدم٤قاعدة شمعة No.

15. Water taps اءحنفية م No.

16. Water tank 1 خزان ماءx1m No.

17. WC w/accessories تواليت مع ملحقات No.

18. Wash hand basin مغسلة No.

19. Ceramic tiles آاشي فرفوري m2

20. Water pumps مضخة ماء No.

21. Tungsten bulbs باح عادي مص No.

22. Roof tiles شتايكر m2

23. Rainwater outlet مرازيب m length

24. Septic tanks مياه ثقيلةحوض m3

25. Manholes احواض تفتيش No.

26. Water pipes “1/2” أنج١/٢انبوب ماء m length

27. Water pipes “3/4’ انج٣/٤انبوب ماء m length

28. Sewage pipes انابيب مياه قذرة m length

29. Floor tiles ارضيات آاشي m2

30. Steps بايات درج m2

31. Pavement المماشي والممرات المبلطة m2

32. Paint صبغ m2

33. Boundary wall or gate بوابة وسياج ml

34. Internal plaster بياض داخلي m2

35. External rendering تصليح مع بياض خارجي m2 36. Cracks تشققات(تصّدع في البناء( No.

232

Table C) ج(الجدول

Reconstruction of School Building

If the building is completely damaged: إذا آانت البنایة مدمرة آليًا: ………………………………………………..………………………………………………..

………………………………………………..………………………………………………..

Item الفقــــــرة Total

Requirement االحتياج الكلي

Remarks المــــالحظـــــات

Area of the Old Building m2 متر مربع =

مساحة البناء السابق بالمتر المربع

a. First floor area m2 متر مربع =

b. Second floor area m2 متر مربع =

The New Building Requirements

احتياجات البنایـة الجدیدة

a. Number of classrooms عدد الصفوف

b. Number of Labs عدد المختبرات

c. Number of Administrative Rooms رةعدد غرف االدا

e. Number of Stores عدد المخازن

f. Conference Room(if needed) ) في حالة الحاجة لها( رفة اجتماعاتغ

g. Any other rooms أي غرف أخرى

h. School location: موقع المدرسة Location dimension (height x width)

) العرضxالطول (أبعاد الموقع m2 متر مربع =

Are there more areas of land around the school that could be annexed to it? ? Yes نعم No ال

هل يوجد مساحات أرض إضافية حول المدرسة يمكن ضمها إلى المدرسة؟

233

Annex 5: Higher Education Questionnaire Highr Educa

234

Higher Education Needs Assessment Form

University Level

University Name …………………... University ID ……… Establishment date ………………………. No. of campuses ………..

Governorate …………………………… District …………… Town ……………………

University Structure

ID Headquarter/Administration ID Colleges (cont) ID Common Facilities ID Institute/Research Centre

01 17 40 Library 60 02 18 41 Dormitory 61 03 19 42 Canteen 62 Theatre ID Colleges Sport hall 10 Computer Center 11 Warehouse 12 Printing press 13 Museum 14 Other (pls. specify) 15

Name and position of official consulted ………………………………………………………………………………………………… Data completed By ………………………………………………………. On ………….............. By ………………………………………………………. On..………………….

FORM 1

235

Higher Education Needs Assessment Form

College Level

University ID …….. College Name …………………………. College ID …….. Establishment date ……………..

Governorate ……… District ………………………………. Town ……………..

College Structure

ID* Headquarter/Administration ID* Departments ID* Common Facilities

Library

Dormitory

Canteen

Theatre

Laboratory

Sport hall

Warehouse

* Please don’t fill this column.

Name and position of official consulted ………………………………………………………………………………………………… Data completed By ………………………………………………………. On ………….............. By ………………………………………………………. On..………………….

FORM 1B

236

Higher Education Needs Assessment Form

Laboratories of Colleges/Departments or Research Institute/Centers

The laboratory belongs to:

College/Department Research Institute/Center Name ID Name ID

The situation of the Scientific Equipment/ICT

Approximate value of scientific equipment destroyed due to war/looting (in $)

Approximate value of scientific equipment needed ICT needed

Critical* Less critical** Total Computers Printers UPS Scanners

*of critical importance for the learning/teaching process ** of less critical importance for the learning/teaching process Please annex the itemized list of needed scientific equipment. Please specify laboratory’s ID in the title of the list.

University name University ID Laboratory’s ID

FORM 2

237

Higher Education Needs Assessment Form

Libraries of Colleges/Departments or Research Institute/Centers

The library belongs to:

College/Department Research Institute/Center Name ID Name ID

The situation of the Books/Periodicals and ICT

Approximate value of books/periodicals destroyed due to war/looting (in $)

Approximate value of books/periodicals needed ICT needed

Critical* Less critical** Total Computers Printers UPS Scanners

*of critical importance for the learning/teaching process ** of less critical importance for the learning/teaching process

University name University ID Library ID

FORM 3

238

Higher Education Needs Assessment Form Building Level

Ø Building Needs Yes No

Ø Does the building need rehabilitation? If yes, complete Form 5

Ø Does the building need furniture? If yes, complete Form 6

Ø Does the building need general supplies? If yes, complete Form 7

University ID ……… College ID ……….. Building Name (if any) …………………………. Building ID ……….

Building used by …………………………………. ….……………………… ………………………………….

.………………………………… …..…………………… …………………………………..

Construction date …………………………………….

Main services Water supply /connection available? Yes ? No ? Sewage connection available? Yes ? No ? How many WC/bathrooms are functional? ? <25% ? <50% ? <75% ? >75% Electricity supply /connection available? Yes ? No ?

Damage Suffered by the building: War damage ? Burnt ? Looted ? No Damage ? If the building must be demolished, please specify Name of assessor………………………. Qualification…………………. Date of assessment ……………………. Area of existing structure………………sq.m No. floors…………………………………….

FORM 4

239

Rehabilitation FORM 5/1

University: Building ID : College: Campus ID :

Item Description MU Required Remarks External skin Doors (metal) sq meter Doors frame sq meter window frame sq meter window glass sq meter Security frame sq meter Interior Elements Doors sq meter False Ceiling sq meter Partition sq meter Wall Finishing Painting sq meter Gypsum plastering sq meter Cement rendering sq meter Roof and floor finishing Floor terrazzo tiles sq meter Floor ceramic tiles sq meter Wall ceramic tiles sq meter Roof Concrete tiles sq meter Electrical Installation (Exterior) Cable m. length Lighting Post pc Ext. Light fittings pc Transformer pc

241

Rehabilitation (cont.) FORM 5/2

Item Description MU Required Remarks Electrical Installation (Interior) Wires m length Switch Plug/13A pc Switch Plug/15A pc Socket pc

Main Switch pc Circuit Breaker pc fluorescent tubes 2ft pc fluorescent bases 2ft pc fluorescent tubes 4ft pc Fluorescent bases 4ft pc Water Supply Water Pipes “1/2 inch” m length Water Pipes “3/4 inch” m length Water tank m3 Wash hand basin pc Water pumps pc Water taps pc WC w/accessories pc Drainages Pipe 3 m length Pipe 4 m length Rainwater outlet m length Septic tanks m3 Manhole with cover pc Site Work Boundary Wall m3 Gate Doors sq meter Pavement sq meter

242

Furniture FORM 6/1

University name: Campus ID: Building ID :

Item Description Available Required Remarks Classroom furniture Desks for one student Sliding Chalk Board Chalk Board Teaching table Teaching chair W/arms Conference Auditorium Conference table Conference chairs Auditorium chair carpet Laboratories Teaching Work Table Student Work Table Swivel Stools Sliding Chalk Board Chalk Board Wall Cupboard Apparatus cupboard Computer table W/Chair

*Items not covered by the list can be added.

243

Furniture FORM 6/2

University name: Campus ID: Building ID :

Item Description Available Required Remarks Library Library Table Library Chair Shelves Cards Shelves File Cabinet Office Furniture Office Table Office Chair Conference Table Conference Chair Set of Sofa Carpet File Cabinet Student Restaurant Kitchen Table Kitchen Chair/Stool Dormitories Bed head Pillow Blanket For Single Person

*Items not covered by the list can be added.

244

General/office Supplies FORM 7/1

University name: Campus ID: Building ID :

Item Description Available Required Remarks Lecture Room Over head projector Slide projector Data show Amplified Loudspeakers Laboratories Computer UPS Printer Offices Computer UPS Printer Risograph machine Photocopy machine Safe box Fax Machine Intercom Student Dormitories Kerosene heaters Electric heater Cooker cooking Water Heater

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General/office Supplies FORM 7/2

University name: Campus ID: Building ID :

Item Description Available Required Remarks General Supplies Water cooler Refrigerator Telephone Exchange Telephone machine Photocopy machine A/C split unit A/C window type Fans Fire extinguisher

*Items not covered by the list can be added.

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Higher Education Needs Assessment Form

University Level

General Services Electricity

Do all the campuses have functional electricity supply/connection?

? Yes ? No if “No” please specify …………………………………………………………………………………..

Were the generators looted or destroyed? ? Yes ? No if “Yes” please specify number and their power rating………………………………………………….

Does the University/Institute need more generators?

? Yes ? No if “Yes” please specify number and power rating………………………………………………………….

Water & Sanitation

FORM 8/1

Do all the campuses have functional sewage system? ? Yes ? No if “Yes” please indicate if it is Connected to a central urban sewage system …….. Self contained for the campus ……………………. Other (please specify) ……………………………. If “No” Please indicate the method of sewage disposal ……………………………………………………………

Do all the campuses have functional water supply connection?

? Yes ? No if “No” please specify campuses

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Transportation FORM 8/2

Ø Were the vehicles destroyed/stolen?

? Yes ? No if “Yes” please specify number and type in Form 9

Ø Does the University/Institute need extra vehicles?

? Yes ? No if “Yes” please complete Form 9

ICT

Ø Has the University/Institute internet connection?

? Yes ? No if “Yes” please specify how many ………………

Ø Does the University/Institute need more internet connect ions?

? Yes ? No if “Yes” please specify how many ………………

Support Received Sportive/Recreational activities

Has the University/Institute received any support after March 2003? ? Yes ? No

If “yes”, please specify the donor: ? From MOHE ? From BTE

? From CPA ? From NGO’s ? No support

Please specify the nature of support received ……………………………. …………………………………………………………………………….

Please enlist the needs of the University. In terms of sportive/recreational activities ……………………………………………… ……………………………………………… ……………………………………………… ………………………………………………

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Transportation FORM 9

University: Institute ID : College:

*Items not covered by the list can be added.

Item Description Damaged or looted

Available Required Remarks

Buses Mini buses Pick up Tanker truck 4WD vehicle Fire engine Folk lift vehicle Double Cabin Pick Up Tractors Fork lift Truck Other personnel cars (please specify)

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PART 2

Higher Education - Needs Assessment Human Resources Development (HRD)

Table of contents: Form No: Form No: 1. 2. 2.1. 2.2. 2.3.

3. 4. 5. 6. 6.1 6.2.

Staff- Student-Data Qualification of faculty

Ph.D level Master’s level Bachelor’s level

Qualification of administrative staff Qualification of service/technical staff Training needs Libraries / Publication activities Books and periodicals, Electronic teaching/learning material (CD-ROMs, DVD, Videos) Access to electronic scientific literature

7. 7.1. 7.2. 7.3. 7.4. 8. 9. 10.

International relations Outgoing Iraqi staff per country and field Incoming international staff per country and field Joint research projects per country an field International contacts on institution level Needs for curriculum development Needs for ICT development General questions

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1. Staff – Student - Data

College/ Department*

ID

College / Department* Name

Prof. Assist. Prof.

Lecturers Assistant Lecturers

Research Staff

Total No. of admin. staff

Total No. of

service/ techn. staff

Total No. of students

Number of graduates 2003

f m f m f m f m f m f m f m f m f m

Subtotal

TOTAL

* Please, underline the correct type of institution

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2. 1. Faculty: Qualification - Ph.D

College/ Department*

ID

College/ Department* Name

Ph.D total

Ph.D obtained

in Iraq

Ph.D obtained abroad**

Years of experience Publications

f m f m f m ≤ 5 years

5-10 years

≥ 10 years

Inside Iraq Outside Iraq***

Total

* Please, underline the correct type of institution ** Please, indicate the main countries, where your staff graduated: ***Please, indicate peer reviewed international journals or books only

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2.2. Faculty: Qualification - Master’s degree College/Department*

ID College / Department*

Name Master

total Master in obtained

Iraq

Master obtained abroad**

Years of experience Publications

f m f m f m ≤ 5 years

5-10 years

≥ 10 years

Inside Iraq

Outside Iraq***

Total * Please, underline the correct type of institution ** Please, indicate the main countries, where your staff graduated:

*** Please, indicate peer reviewed international journals or books only

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2.3. Faculty: Qualification - Bachelor’s degree

College/ Department *

ID

College / Department * Name

Bachelor total

Bachelor obtained

In Iraq

Bachelor obtained abroad **

Years of experience Publications

f m f m f m ≤ 5 years

5-10 years

≥ 10 years

Inside Iraq Outside Iraq***

Subtotal

Total

* Please, underline the correct type of institution ** Please, indicate the main countries, where your staff graduated : ***Please, indicate peer reviewed international journals or books only

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3. Qualification of Administrative Staff

College/ Department*

ID

College / Department * Name

Ph.D obtained

In Iraq

Ph.D obtained abroad

M obtained

In Iraq

M obtained abroad

B obtained

In Iraq

B obtained abroad

Other qualifications

Admin. Staff total

f m f m f m f m f m f m f m f m

Subtotal: Total:

* Please, underline the correct type of institution

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4. Qualification of Service/Technical Staff

College/ Depart ment *

ID

College /Department * Name

Ph.D in obtained

Iraq

Ph.D obtained abroad

M obtained

in Iraq

M obtained abroad

B obtained

in Iraq

B obtained abroad

Other qualifications

Service/ Techn.

Staff total f m f m f m f m f m f m f m f m

Subtotal: Total:

* Please, underline the correct type of institution

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5. Training needs

College/ Department

*ID

College / Department * name

Scientific field Short-term postgraduate studies/ training ( ≤ 3 months)

Long-term postgraduate studies/training (3 months- 5 years)

Research training ( joint projects)

* Please, underline the correct type of institution

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6.1. Equipment of libraries

books, electronic teaching/learning material (CD-ROMs, DVD, Videos etc.), periodicals

College/ Department*

ID

College / Department * Name No. of volumesavailable

No. of volumes urgently needed**

No. of electronic teaching/learning

aids available

No. of electronic teaching/learning

aids needed***

No. of journal titles

available

No. of journal titles urgently

needed**

Total

* Please, underline the correct type of institution ** Please, add list of urgently needed books /journals on a separate sheet *** Please, add list with specified needs on separate sheet

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6.2. Access to electronic scientific literature ICT Equipment of Libraries

College/Department*

ID College Department *

Name No. of PCs available

No. of PCs needed

Software** urgently needed

Access to electronic

scientific literature Yes/no

(if yes, which provider) Total: * Please, underline the correct type of institution ** Please indicate software needed on a separate sheet

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7.1 International relations

- Outgoing Iraqi staff since 1992-

College/ Department*

ID

Name of College / Department * Name of country /organization with relations to college

No. of post-graduate scholarships abroad (per country)**

No. of outgoing faculty for short-term exchanges (per country) (≤ 3 months)

No. of outgoing long-term exchanges (per country) (≥ 3 months – 5 years)

* Please, underline the correct type of institution ** Please, add additional page, indicating the scientific fields

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7.2. International relations

- Incoming international staff since 1992 -

College/ Department*

ID

Name of College / Department * Name of country /organization with relations to college

No. of incoming faculty for short-term exchanges (per country) ** (≤ 3 months)

No. of incoming long-term exchanges (per country)** (≥ 3 months – 5 years)

* Please, underline the correct type of institution **Please, add additional page indicating the scientific fields

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7.3. International relations

- Joint research projects since 1992 -

ID Name of College / Department * Name of international partner (country, institution or agency)

Scientific field of joint project Duration of projects

* Please, underline the correct type of institution

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7.4. International relations

- please, indicate newly established contacts (after March 2003) with # -

Name College / Department * Partner country / institution Type of relation * Please, underline the correct type of institution

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8. Needs for curriculum development (short – and medium term)

• Please indicate according to priorities: College/

Department ID

College /Department Name

Scientific field (Programme to be

revised)

Date of last revision

Objective (exam to be passed) Contacts to be established (experts)

• On a scale of 1-5, indicate the importance of including the following subjects into the curriculum:

Environmental studies , gender studies , human rights studies , training in conflict resolution (peace education)

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9. Needs for ICT development

Facility (University HQ / college /

department)*

Hardware needs

Software needs Training needs

PCs Printer Scanner UPS Network equipment

Windows MS Office

Anti-Virus

Special Software**

* Please, underline the correct identity ** Please, add separate sheet with specified software

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10. General questions 1. Describe the scope of autonomy your HE institution (university/college/ institute) had in the following areas before March 2003:

Full Partially (please explain shortly)

None

Finance Curriculum Selection of students Staff recruitment Academic Research General objectives 2. Please, indicate the number of classes/courses your HE institution is offering: Full time Evening classes Correspondence classes Summer courses Other kind of distance learning (please describe) 3. Please, name the publications your institution is publishing and/or contributing to:

Name of publication Location of publishing Frequency of editions Yearly /monthly

Editor Scientific field

Please add other activities in scientific publications:

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4. Please, specify the kind and number of degrees per level your HE-institution has granted in 1993 and 2003:

Number Degree 1992 2002

Bachelor of Arts

Bachelor of Science

Higher Diploma

Master of Arts

Master of Science

Ph.D

Others (please, specify)

5. What are the factors affecting the quality of education at your HE- institution?

5.1. Staffing: too low needs qualification others (please explain): 5.2. Number of students: too high unevenly distributed others (please explain): 5.3. Teaching material: too old not enough others (please explain): 5.4. Others (please, specify):

6. Did /does your HE institution consider the development of distance learning programmes?

6.1. Yes For following subjects: 6.2. No.

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7. Please, indicate the teaching load per academic rank for your faculty:

Academic rank Teaching hours per week as rule Teaching hours per week in reality (over-load?)

Prof. Assistant Prof. Lecturer Assistant Lecturer 8. Please, list the areas for most urgent intervention to meet the needs of your HE-institution: 8.1. 8.2. 8.3. 8.4. 8.5. 8.6. 8.7. 8.8. 8.9. 8.10 8.11.

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15 United Nations Educational, Scientific and Cultural Organization

Rapid Needs Assessment Project

SUPPLEMENTARY QUESTIONNAIRES HIGHER EDUCATION

1. Please indicate the number of applicants and admitted students by course of

study in your college/university during the AY 2002-2003. COURSE OF STUDY APPLICANTS ADMITTED MALE :FEMALE MALE : FEMALE ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______ ___________________________ ______:_____ ______:______

2. Please indicate the number of males and females enrolled in the following levels during the last 5 years. (Please use additional sheet if necessary.) COURSE OF STUDY 1994-1995 1999-2000 2002-2003 MALE:FEMALE MALE:FEMALE MALE:FEMALE

Undergraduate __________________________ ____ ____ ____ ____ ____ _____ __________________________ ____ ____ ____ ____ ____ _____ __________________________ ____ ____ ____ ____ ____ _____ __________________________ ____ ____ ____ ____ ____ _____ __________________________ ____ ____ ____ ____ ____ _____ Diploma __________________________ ____ ____ ____ ____ ____ _____ __________________________ ____ ____ ____ ____ ____ _____ Master’s Programmes __________________________ ____ ____ ____ ____ ____ _____ __________________________ ____ ____ ____ ____ ____ _____ Ph.D. __________________________ ____ ____ ____ ____ ____ _____

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3. Do you know the number of physically handicapped students you have? If yes, how many? _____________

4. Do students in your college complete their degree programme on time? If no

what is the average number of years that your students complete their programme? Undergraduate: Male ______ Female_______; Diploma: Male _______Female _______; Master’s: Male _____Female______; Ph. D.: Male _______Female _______.

5. Do you know the average survival/promotion rate of students in your college

during the Academic Year 2001-2002? Undergraduate: Male _____% Female _______% Diploma : Male _____% Female _______% Master’s : Male _____% Female _______% Ph.D. : Male _____% Female _______%

6. Please indicate the number of students who enrolled in each course of study

and the number who graduated after the required number of years.

COURSES OF STUDY ENROLLED GRADUATED MALE: FEMALE MALE : FEMALE ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______ ________________________ _____ _______ _____ _______

Please use additional sheet if necessary.

7. What is the total budget of your College? $ ________________ 8. Please indicate the breakdown of your budget by key expenditures items.

Teaching __________ Research ___________ Staff Development________ Others ______________________________________________________

9. Do you know the total budget of your University? If yes, how much?

$______________________ 10. Do you know the source of your budget? If yes, please indicate source/s.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________