Institute for Domestic & International Affairs, Inc.

United Nations Educational, Scientific, and Cultural

Organization

Women in Higher Education

Director: Kelly Andrade

© 2010 Institute for Domestic & International Affairs, Inc. (IDIA)

This document is solely for use in preparation for Philadelphia Model United Nations 2010. Use for other purposes is not

permitted without the express written consent of IDIA. For more information, please write us at idiainfo@idia.net

Policy Dilemma ______________________________________________________________ 1

Chronology__________________________________________________________________ 2 1960 - Convention against Discrimination in Education __________________________________ 2 1967 - Declaration on the Elimination of Discrimination Against Women ___________________ 3 1979 - Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW)________________________________________________________________________________ 3

1995 - The Fourth World Conference on Women: Action for Equality, Development and Peace 4 June 2009 - Arab Regional Conference on Higher Education (ARCHE10) __________________ 4 September 2009 - King Abdullah University of Science and Technology (KAUST) ___________ 5

Actors and Interests ___________________________________________________________ 5 International Agencies _____________________________________________________________ 5

U.S. Universities ________________________________________________________________________ 5 Fulbright Program _______________________________________________________________________ 6 Middle East Partnership Initiative (MEPI) ____________________________________________________ 6

Middle Eastern Agencies ___________________________________________________________ 7 The Global Research in International Affairs (GLORIA) Center ___________________________________ 7 Arab Women Organization (AWO)__________________________________________________________ 7 The Middle East and North Africa Businesswomen’s Network (MENA BWN)________________________ 8

Possible Causes ______________________________________________________________ 8 Social Stigma _____________________________________________________________________ 8 Gender Bias in Fields of Study______________________________________________________ 10 Lack of Job Opportunities _________________________________________________________ 11 Adult Literacy ___________________________________________________________________ 12

Projections and Implications___________________________________________________ 13

Conclusion _________________________________________________________________ 15

Discussion Questions _________________________________________________________ 16

Table 1.1 ___________________________________________________________________ 17

Bibliography________________________________________________________________ 19 For Further Reading______________________________________________________________ 19 Works Cited_____________________________________________________________________ 20

PhilMUN 2010 1

Policy Dilemma “At no time in human history was the welfare of nations so closely linked to the

quality and outreach of their higher education systems and institutions.”1 This statement

directly refers to the importance of all levels of education within a country and especially

the competition of the market in the global sphere. Education is essential to improving a

nation’s economic and capital. It has been statistically proven that when the people of the

nation are educated, there is a general improvement in a population’s standard of living.

There are many obstacles that deter a nation or a minority group from obtaining an

education. In the Middle East, men have notably have a greater access to higher

education then women. The remarkable gap in access to higher education between males

and females can be attributed to social stigma, low acceptance rates, and inequality in the

value of education .

The international pressure to increase access to higher education for women has

motivated certain states in the Middle East increase enrollment for women in scholarly

institutions; however, upon graduation, many women are unable to find skilled jobs that

reflect their level of education. A major deterrent towards skilled jobs for women has

most significantly been lack of social acceptance. The social stigma associated with

women in high power positions has made it difficult for educated women to succeed in

the workplace while maintaining strong ties within the community. This stigma is two-

fold. Women are hesitant to pursue higher positions out of fear of social ramifications.

Similarly, companies and governments are hesitant to hire women as it may reflect poorly

on the workplace. It is important to note that there are certain states in the region that are

more accepting of women in higher education; this glass ceiling is much more apparent in

certain states than others.

If social stigma weren’t enough to counter, the Middle East is also dealing with a

crisis of unemployment. The Middle East is currently facing the worst economic climate

1 UNESCO, “Higher Education,” UNESCO, http://www.unesco.org/en/higher-education/ (accessed July 5, 2009).

PhilMUN 2010 2

of all the regions of the world; while there have been many theories to account for this

climate, regardless of the cause, unemployment has adversely affected the opportunities

for women in the workplace.

Currently, there are international and Middle Eastern agencies seeking a way to fix

the problem of gender disparity in the workforce. For example, Fulbright is a scholarship

program that focuses on the exchange of knowledge and skills by study abroad programs

and funding for those seeking higher education. Likewise, the Middle East and North

Africa Businesswomen’s Networking association works with international and national

organizations to foster networking. It promotes the advancement of women and aims to

increase women’s participation in the labor force.

UNESCO’s work in the Middle East focuses largely on understanding the history

of the region and working with institutions, NGOs, governmental departments, scholars

and educators on the fundamentals of improving women’s access to higher education and

job opportunity. UNESCO sponsors conferences and conventions to bring together

representatives of the Middle Eastern countries with other organizations to discuss

changes for the future of higher education.

Due to archaic policies towards women, especially in regard to access to higher

education, the Middle East lags behind other regions in building strong, productive

societies. Data from UNESCO and the World Bank shows that excluding women in the

labor force only hinders the possibility of a nation to improve in all sectors of society. A

country stands to benefit greatly if it can change the way women access education,

educate those who are illiterate and promote equal opportunity in the workforce.

Chronology 1960 - Convention against Discrimination in Education This convention was created by UNESCO to address the issue on segregation in

education. The convention was adopted over forty years ago but its provisions continue to

be a matter of the greatest importance to equality in education. The purpose of the

PhilMUN 2010 3

convention was to define the term “discrimination” and to reduce the inequality of

education based on color of skin, race, ethicality and gender.2 The convention is a

cornerstone of UNESCO’s “Education for All” movement and it challenges states to

ensure that they are giving access to education to all citizens, especially women and girl

children living in regions, such as the Middle East, where they remain deprived of

education. 3

1967 - Declaration on the Elimination of Discrimination Against Women This declaration from UNESCO specifically addresses the rights of women to

receive equal treatment in terms of education. States that discriminate against women

have impaired the opportunity of this group to participate in the social, economic and

political aspects of their nation.4 To discriminate against women is unjust and

“constitutes an offence against human dignity.”5 The maximum participation from both

male and female populations in the workforce fully utilizes the resources of a nation.

1979 - Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) The Convention on the Elimination of All Forms of Discrimination Against

Women is often described as the International Bill of Rights for women. The convention

provides a basis for sustained equality between men and women because provides equal

access and opportunities for women to engage in politics, education, health, and

employment and it legally binds nations to uphold its statues. The convention also created

the framework for the International Women’s Rights Action Watch in 1986 to promote 2 UNESCO, “Convention against Discrimination in Education,” UNESCO, www.unesco.org/education/pdf/DISCRI_E.PDF (accessed October 21, 2009). 3 UNESCO, “Ten reasons why the Convention Against Discrimination in Education is highly significant in today’s world” http://unesdoc.unesco.org/images/0015/001537/153765E.pdf (accessed December 29, 2009) 4 UNESCO, “Against discrimination: Declaration on the Elimination of Discrimination against Women-UN,” http://portal.unesco.org/shs/en/ev.php-URL_ID=4173&URL_DO=DO_TOPIC&URL_SECTION=201.html (accessed October 21, 2009). 5 Ibid. 8 Ibid.

PhilMUN 2010 4

and monitor the articles that affect the status of women.8 The articles do address the right

and access to education system and just work conditions

1995 - The Fourth World Conference on Women: Action for Equality, Development and Peace This conference integrated over one hundred and fifty representatives from

countries including a majority of the Middle East. The focus of the conference was to

bring awareness of the rights of men and women under national law and international

conventions.9 Some of the key points addressed included increasing the amount of

women in the social, political, economic spheres of decision-making, while decreasing

the level of illiteracy among girls and women by the year 2000, along with strengthening

and establishing national institutional mechanisms for the advancement of women.

Enforcing policies that reduce, prevent, and control violence against women and girls in

the work force and society were also addressed. 10

June 2009 - Arab Regional Conference on Higher Education (ARCHE10) The ARCHE10 was held in Cairo on June 2, 2009 to discuss higher education in

the Middle East.11 The conference was organized by UNESCO Beirut, the Regional

Bureau for Education in the Arab States. The conference was comprised of

representatives and officials from the scientific research and ministries of higher

education, universities, international organizations, professional organizations, Arab

governmental organizations, academics, journalists and experts. The conference resulted

in the establishment of recommendations for the quality, development, and innovation of

education practices in the seventeen countries represented. The countries agreed upon

changing social reasonability, quality education, access to higher education, financing, 9 Ibid. 10 Ibid. 11 UNESCO, “Cairo declaration on Higher Education urges Arab States to seek quality education and innovation,” UNESCO, http://www.unesco.org/en/beirut/single-view/news/cairo_declaration_on_higher_education_urges_arab_states_to_seek_quality_education_and_innovation/back/9437/ (accessed July 17, 2009).

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management and governance, equal opportunities, partnership and external competency,

along with external and Arab cooperation.12 The conference did not directly touch upon

women’s higher education but did highlight the need for reform in the higher education

system.

September 2009 - King Abdullah University of Science and Technology (KAUST) King Abdullah University of Science and Technology in Saudi Arabia opened on

September 23, 2009 as a new research university along the Red Sea coast.13 The research

university is an aim for the kingdom to diversify its economic base by creating the global

scientific center. KAUST has been lauded as progressive because it does not require

women to wear veils or cover their faces, and allows women to work alongside men.14

The women will also be able to drive, a taboo in the country. KAUST represents a small

scale movement to support women in their drive progress academically by allowing

them to work freely with fellow academics, regardless of gender. In one of the strictest

nations for women in the world, KAUST is opening doors for this often oppressed

minority

Actors and Interests International Agencies U.S. Universities Over the past decade, numerous United States universities have set up satellite

schools in the Middle East. These new institutions offer the opportunity for students to

obtain a US degree without leaving their country of origin. Government institutions are

able to redirect revenues from natural gas or oil production to invest in higher education 12 Ibid. 13 Aljazeera.net, “Elite Saudi university set to open,” Aljazeera.net, http://english.aljazeera.net/news/middleeast/2009/09/20099238549230496.html (accessed October 21, 2009). 14 Ibid. 16 Alisa Rubin Peled, “A boom in higher education in the Persian Gulf,” The Jerusalem Post, http://www.jpost.com/servlet/Satellite?cid=1239710752124&pagename=JPost/JPArticle/ShowFull (accessed September 4, 2009).

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by promoting US universities to come into their nation.16 The U.S. universities also bring

social reform, especially in the regards to women.17 For example, Qatar and United Arab

Emirates are working with these universities to create advanced research institutions. 18

While there has been a considerable amount of social progress with the introduction of

these universities, there are limitations to what an American University can expect to

achieve in the Middle East. In order for a sustainable change, institutions should

understand the local history and the needs of the society, something that American

universities are simply unable to offer.19

Fulbright Program In 1946, under legislation by Senator J. William Fulbright of Arkansas, the

Fulbright Program was created. The United States Department of State’s Bureau of

Educational and Cultural Affairs (ECA) sponsored the program20in order to award grants

to students seeking higher education throughout 155 countries thereby encouraging

global cooperation. The U.S. Congress, foundations and corporate international counties

fund the program directly and indirectly.21 Fulbright is a respected scholarship program

that offers an exchange program between the U.S and the Middle East to teachers, student

and scholars. The grant is a small-scale western investment in the development of

education efforts around the world, including the Middle East.

Middle East Partnership Initiative (MEPI) The Middle East Partnership Initiative (MEPI) is another program within the

Bureau of Near Eastern Affairs at the U.S. Department of State. The purpose of MEPI is

to aide in local reformers by promoting women’s empowerment, political participation,

17 Ibid. 18 Ibid. 19 Ibid. 20 U.S. Department of State Bureau of Educational and Cultural Affairs, “About the Fulbright Program,” U.S. Department of State Bureau of Educational and Cultural Affairs, http://fulbright.state.gov/fulbright/about (accessed October 21, 2009). 21 Ibid.

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economic development and advancement in education.22 MEPI works with the

government, the private sector, non-governmental organizations, and academic

institutions to assist in the efforts of its goals. MEPI does contribute to projects that

support building a stronger society and providing services to the local people.23

Middle Eastern Agencies The Global Research in International Affairs (GLORIA) Center The Global Research in International Affairs (GLORIA) Center is a research

center located at the Interdisciplinary Center, Herzliya (IDC). IDC is Israel’s first private

institution of higher education.24 The focus of GLORIA is to invest in technology to

improve studies, teaching, policymaking, research and understanding of the Middle

East.25 GLORIA promotes investment by keeping updated on technology since it will

allow the organization to stay up to pace with globalization. GLORIA also takes an

interest in the status of women in the Middle East and supports in the progress of women

in the workplace.26

Arab Women Organization (AWO) Arab Women Organization was formed in 2000 from the Cairo Declaration issued

by the First Arab Women Submit. AWO is an intergovernmental organization established

from the League of Arab States.27 The purpose of AWO is to empower women by

increasing their capacity for involvement in the labor market and decision making

sectors, establishing networking opportunities with other organizations with similar

22 U.S. Department of State Diplomacy in Action, “Mission and Goals,” U.S. Department of State Diplomacy in Action, http://mepi.state.gov/mission/index.htm (accessed October 21, 2009). 23 Ibid 24 GLORIA Center, “About GLORIA Center,” GLORIA Center, http://www.gloriacenter.org/index.asp?pname=submenus/aboutus/index.asp (accessed October 22, 2009). 25 GLORIA Center, “Bringing Middle East (and International Affairs) Studies into the 21st Century,” GLORIA Center, http://www.gloriacenter.org/index.asp?pname=submenus/aboutus/21st-century.asp (accessed October 22, 2009). 26 Panel Discussion, “Women in the Middle East: Progress or Regress?” the GLORIA Center 10, no. 2 (2006), http://meria.idc.ac.il/journal/2006/issue2/jv10no2a2.html (accessed October 21, 2009). 27 Arab Women Organization, “About US,” Arab Women Organization, http://www.arabwomenportal.org/ (accessed October 24, 2009).

PhilMUN 2010 8

goals, and raising awareness of AWO and its functions.28 AWO conducts surveys through

the development of the Survey Study Project to monitor and analyze projects and

programs concerning empowerment of women.29 AWO also encourages study and

research on Arabic women that focuses on gender studies within the universities and

academic research.30

The Middle East and North Africa Businesswomen’s Network (MENA BWN)

The Middle East and North Africa Businesswomen’s Network is an organizations

created in 2005 from an idea of a network during the regional Businesswomen’s Summit

in Tunis.31 The network is comprised of “Network Hubs” that are businesswomen’s

organizations from across MENA. MENA BWN aides in providing networking

opportunities with sister organizations thus improving the role of women in business and

leadership positions.32

The Businesswomen’s Network also coordinates with MEPI to expand the

number of women involved in the network program. The goals of this partnership are to

expand the number of women in the labor market, to increase the value of women’s

entrepreneurship, and to increase the advancement in the role of women in society.33

MENA BWN promotes men and women to further their education by participating in

their sponsored business management education programs.34

Possible Causes Social Stigma 28 Arab Women Organization, “Arab Women Organization Activities 2004-2005,” Arab Women Organization, http://www.arabwomenportal.org/16April2006Activities.pdf (accessed October 24, 2009). 29 Ibid. P. 1 30 Ibid. P. 2 31 Ann Hoffman, “MENA Businesswomen’s Network,” MENA Businesswomen’s Network, http://www.menabwn.org/page/mena-businesswomens-network (accessed October 25, 2009). 32 Ibid. 33 Ibid. 34 Ibid.

PhilMUN 2010 9

There is a significant disparity between men and women within the countries of

the Middle East due to the region’s conservative culture. In Saudi Arabia, Kuwait, and

United Arab Emirate, to name a few, women are not allowed to vote and are treated as

second-class citizens.35 The numbers of women in the labor force in the Middle East are

the lowest in the world. Inequality is not only produced by individual nations, but also

from the impact of globalization with the “gendered international divisions of labour.”36

The gendered international divisions of labor refer to the general jobs assigned to each

gender. For example, there is a greater chance of finding a woman working within the

sewing industry and likewise men working in steel mills.

Saudi Arabia follows a strict segregation and separation of the sexes in school. At

the Qatar University, there are two campuses dividing men and the women. Michael

Anderson taught two English classes at the university and described his experience

teaching at two different campuses.38 On the first day of classes, five female students sat

in the first row with their faces completely covered except for eye openings and their

voices. 39 For any male to enter the women’s campus, he had to be dressed in a suit to

represent a professor and if he was not properly attired, he would be asked to leave by

the campus guards.40

In Kabul, Afghanistan, a few women opened up a school for girls, which, under

the regime of the Taliban, broke the law. When the Taliban took over Kabul,

Afghanistan’s capital city, the earliest laws banned women from the labor force and girls

35 Beverly Dawn Metcalfe, “Women, Management and Globalization in the Middle East,” Journal of Business Ethics 83, (2008): 85-100. 36 Ibid. P. 87 38 Penn Law, “On the open road in the Middle East with Penn Law student Michael Anderson,” Penn Law, http://www.law.upenn.edu/blogs/news/archives/2009/04/before_michael_anderson_rode_h.html (accessed October 21, 2009). 39 Ibid. 40 Ibid. 43 Ibid.

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from school. In 2000, Women could work in the health care labor force as long as they

did not interact with men. “Schooling for girls remains officially prohibited, but

exceptions are being made.” 43. This gap at the primary level of the education system

greatly reduces the likelihood of women attending higher education and finding a job in

the work force in their native country.

Voice of America examines scholars who have seen when women organize public

protests it resulted in slight changes from the government due to the press.44 One country

that has a significant national acceptance of educated women is Iran. Iranian women have

found ways to obtain higher education and finding jobs regardless of the government and

legal system.45 In Iran, the women have created a cyberspace connecting with others

around the global without the success of the government to restrict them on the websites.

Iranian women embrace Islam “while rejecting the formal, legalistic interpretations that

have come from the patriarchal authorities in that country.”46 The Iranian women

demonstrate the empowerment of women begins with the access to education.

Gender Bias in Fields of Study Scholarship programs and opening of new universities in the Middle East has

increased the number of women entering higher education. According to scholarly data,

enrollment in 2004 there are more women than men within universities in Qatar (76%),

Bahrain (66%), and Jordan (60%).47 While there has been advancement in acceptance

into universities, women are still predominantly represented in a minority of academic

fields. The most common fields in which women acquire degrees are education, library

studies, and social work. Table 1.1 shows the ratio of male and female who have attended

44 Greg Flakus, “Scholars examine status of women in Middle East,” Voice of America, http://www.voanews.com/english/archive/2007-05/2007-05-23-voa7.cfm?CFID=304533861&CFTOKEN=92588224&jsessionid=8430749d44dde669ee423c151e705652f614 (accessed October 21, 2009). 45 Ibid. 46 Ibid. 47 Beverly Dawn Metcalfe, “Women, Management and Globalization in the Middle East,” Journal of Business Ethics 83, (2008): 85-100.

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higher education and the labor force from the Middle East; the data clearly highlights the

gender disparity in the fields of study.

Lack of Job Opportunities The gender inequalities seen in the workforce are determined by the interpretation

of labor laws by urf (custom) and Shar’ia law on the moral of workplace and treatment of

women.48 In many instances, sexual discrimination is absent from employment bylaws.

Sometimes, especially in religious communities, sexual discrimination may not be stated

in the employment legislation since discrimination is already described in the Shar’ia

law.49 In order to avoid workplace discrimination, many companies endorse separation

within the workplace. In Qatar, Oman, Saudi Arabia, and Bahrain oil companies practice

gender segregation by operating with separate offices and facilities. While many times

these measures are done to prevent harassment and provide a workplace devoid of

distractions, this action can hinder the ability for a woman to progress in the field.50

Further study in Oman and Bahrain gender-separated companies shows the tendency for

funding to invest in men’s higher training or degree rather than training for women.51 In

addressing this issue of disparity in the workplace, it is important to address how any

action could affect sexual harassment that is avoided in a segregated workplace.

Dr. Mustapha K. Nabli, Chief Economist and Director for Social and Economic

Development Middle East and North Africa (MENA) Region stated at the Roundtable on

the Role of Women in the Development of the Private Sector in MENA the importance of

incorporating women in the workforce. Dr. Mustapha K. Nabli states the three main

challenges the MENA region face in order to progress to the international level of

education opportunities: The first is the challenge of creating jobs, second is how to

include women in the economic sphere in the job market and finally the importance of

48 Ibid. 49 Ibid. 50 Ibid. 51 Ibid.

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better governance and public accountability.52 The unemployment rate for women is 60

per cent higher compared to men.54 Dr. Mustapha K. Nabli continues by stating the

importance of major educational reforms so students can acquire skills to compete in the

global market and developing women entrepreneurship. Women entrepreneurship will

contribute to the development of a stronger private sector and to create jobs. This in turn

would increase women’s participation in the workforce since studies show women are

more likely to employ women.

The lack of job opportunities is also reflected upon the type of economy the

country functions. The majority of Middle Eastern countries that invest in capital-

intensive technology require fewer workers and generally exclude the involvement of

women in business. Instead, women in these countries are generally employed in the

fields of medicine and teaching, as these positions are generally more socially

acceptable.55 Then there are jobs that not considerate appropriate for Middle Eastern

women, such as waitressing, so female imported laborers takes these jobs.56 Educated

women tend to acquire jobs mainly from the government, except in Lebanon where a

majority of the women work in the private sector.57

Adult Literacy In the Middle East, data from 2000-2006 estimates that about 58 million adults are

unable to read or write their official or national language; more than 2/3 are women.58

The disparities within each country relate to the gender, income, language, ethnicity and

52 Dr. Mustapha K. Nabli, “Chief Economist and Director for Social and Economic Development. Middle East and North Africa (MENA) Region,” World Bank, siteresources.worldbank.org/INTMENA/.../2006GenderRoundtableremarks.pdf (accessed October 21, 2009). 54 Ibid. P. 2 55 Farzaneh Roudi-Fahimi and Valentine M. Moghadam, “Empowering Women, Developing Society: Female Education in the Middle East and North Africa,” Population Reference Bureau, http://www.prb.org/en/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx?p=1 (accessed September 11, 2009). 56 Ibid. 57 Ibid. 58 UNSECO, “EFA Global Monitoring Report 2009,” UNSECO, http://www.unesco.org/en/efareport/reports/2009-governance/ (accessed October 21, 2009).

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geographic location of the state. The increase in the quality of education systems has

improved literary per cent young adults (ages 15 to 24) from 76 per cent in 1985-1994 to

86 per cent in 2000-2006.59 Illiteracy affects the chances of a woman to obtain a job. “In

Yemen, only 51 women were literate per 100 men.”60 Most Middle Eastern countries

have not addressed the issue on the impact of literacy among the population. The problem

stems from the lack of primary educationand the lack of coordination between the

government and education system. There is inadequate funding focusing on improving

the problem through policies and strategies.61 Due to the lack of government involvement

in education initiatives, private organizations have taken a greater role. The literacy

programs established in some Middle Eastern countries are formed by NGOs through the

education of health and civic rights or job training.62

The literacy gap between men and women also hinders the progress of the country.

The World Bank study argues that any region’s average annual growth in per-capital

gross national product would increase by much as a full per cent if the gender gap of

education would shrink.63 This means that investing in literacy campaigns would directly

increase the likelihood of an individual to obtain a job in the market, thus contributing to

an increase in the GDP of the country.

Projections and Implications UNESCO urges that progress be made for women’s higher education and job

opportunities for women in the Middle East. UNESCO understands that there has been an

increase in women’s participation in higher educations and research institutions from

across the globe. However, there is still a need to create jobs for these women and to

59 Ibid. P. 6 60 Ibid. P. 7 61 Ibid. P. 6 62 Ibid. P. 6 63 Matthew Swibel, “Women to Watch in the Middle East,” Forbes, http://www.forbes.com/2005/07/28/lists-powerful-women-middle-east-cz_ms_05powom_0728middleeast.html (accessed July 9, 2009).

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allow women to obtain leadership positions.64 There are barriers that continue to hinder

women’s accessibility in the labor market. UNESCO knows that social and cultural views

have an impact on the equality and enrollment of women in higher education.65 Middle

Eastern women are faced with a disadvantage in networking and other opportunities

unlike men who have access. UNESCO’s agenda from 2008 until 2013 is to tackle the

issue of gender equality and this step must involve participating from governments and

individuals.66

If these barriers are not addressed as soon as possible, Middle Eastern countries

will continue to lag behind other countries within the economic sphere. Even within the

Middle East, there are already economic disparities among countries based on their

access to education. Those countries with greater contributions to are able to invest in

technology and continue to expand compared to their neighboring countries. If there is no

change in the level of involvement of women in the labor market, the country is not

utilizing the full capacity of the labor force and women with higher education may leave

the country to seek a job within the field.

64 2009 World Conference on Higher Education: The new Dynamics of Higher Education and Research for Societal Change and Development 5-8 July 2009, Panel III: Women in Higher Education, Research and Innovation (HERI), unesdoc.unesco.org/images/0018/001833/183356E.pdf (accessed October 24, 2009). 65 Ibid. P. 6 66 Ibid. P. 6

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Conclusion Education is a reflection upon the well-being of a nation’s population. In the

Middle East, there are numerous obstacles that hinder the chances of women to receive

high quality educations and to subsequently access gainful employment. Women in the

Middle East face gender inequality, issues of social stigmas related to wanting to gain

eduation, and problems with illiteracy. In certain nations, women can work in a field but

are often subjected to gender separation which can severely limit their chances for

advancement. UNESCO has already taken many steps toward ensuring the fair and equal

treatment of women in all sectors of society but in terms of education and labor, the

organization has urged for more reforms and attention to highlight the importance of

education for women and the positive impact that it has on a nation.

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Discussion Questions

• Will the access to higher education increase the demand for job opportunities?

• How does the impact of a lower involvement from the women in the labor market affect individual countries? Is there pattern or relationship between the advancement of technology with the country on women’s labor market? If so, why?

• Is there a greater concern over reforming the education system or creating a market for the women?

• How does the social sigma and literacy rate relate to the labor force of the country or the Middle East as a whole?

• How can UNESCO play a stronger role in the development of empowering women through higher education and accessibility to the labor market? Can UNESCO tackle the issue on gender equal?

• How can women in the Middle East also play a role in their own future on education and labor force?

PhilMUN 2010 17

Table 1.1

Gross Enrollment Ratio (%)a

Primary Secondary

Percent of People Ages 15 and Older in

Labor Forceb

Fe- male Male

Fe- male Male

Women as a Share of

Uni- versity

Enroll- ment (%)

Public Education as a Share of Total

Govern- ment Expendi-

ture (%) Fe-

male Male

Women as Percent of

Labor Forceb

Total Fertility

Ratec

Middle East and North Africa

91 100 62 71 — — 20 73 20 3.3

Algeria 107 116 73 68 — 16 — — — 2.8

Bahrain 103 103 105 98 60 12 19 65 17 2.6

Egypt 96 103 83 88 — 15 20 74 21 3.5

Iran 85 88 75 81 47 18 11 75 12 2

Iraq 91 111 29 47 34 — 17 75 18 5.4

Jordan 101 101 89 86 51 20 22 76 21 3.7

Kuwait 95 93 57 55 68 14 43 83 25 4

Lebanon 97 101 79 72 52 8 27 76 28 2.4

Libya 117 115 — — 48 — 23 78 21 3.7

Morocco 88 101 35 44 44 25 30 79 28 2.7

Oman 71 74 67 69 58 16 16 79 14 4.1

Palestined 109 107 86 80 47 — 10 67 13 5.7

Qatar 104 105 92 86 73 — 35 92 13 3.5

Saudi Arabia — — — — 56 23 15 80 11 5.7

Syria 105 113 41 46 — 14 21 83 20 3.8

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Tunisia 115 120 80 76 48 20 24 73 24 2.1

Turkey 96 105 48 67 41 15 26 72 27 2.5

United Arab Emirates 99 99 80 71 — 20 31 92 12 3

Yemen 61 96 25 69 21 22 29 82 27 7

- = Data not available. a Gross enrollment ratio is the number of students, regardless of age, enrolled in school, divided by the total number of people in the appropriate age range for that level of schooling. b Data on labor force participation may include foreign workers. c Data shown in this column might be different from those given in previous MENA policy briefs because new data have become available or different sources have been used. d Palestine inclues the Arab population of the West Bank and Gaza.

Sources: UNESCO Institute for Statistics, "Literacy Statistics" (www.uis.unesco.org, accessed March 11, 2003); United Nations Development Programme, Human Development Report 2002; UN Statistics Division, The World's Women 2000: Trends and Statistics (http://unstats.un.org/unsd/demographic/ww2000/table5d.htm, accessed Aug. 23, 2003); F. Roudi-Fahimi, "Women's Reproductive Health in the Middle East and North Africa" (2003); and C. Haub, 2003 World Population Data Sheet. 67

67 Farzaneh Roudi-Fahimi and Valentine M. Moghadam, “Empowering Women, Developing Society: Female Education in the Middle East and North Africa,” Population Reference Bureau, http://www.prb.org/en/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx?p=1 (accessed September 11, 2009).

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Bibliography For Further Reading The UNESCO Forum on Higher Education, Research and Knowledge. 2009 World

Conference on Higher Education, The New Dynamics of Higher Education and Research for Societal Change and Development 5-8 July 2009 (UNESCO, Paris), unesdoc.unesco.org/images/0018/001833/183356E.pdf .

This pdf explains the position UNESCO has on the issue of women’s higher education in

the Middle East and the importance of increasing accessibility to the labor market. This is a recent account of what UNESCO plans to do within the next few years.

The World Bank, “The Status & progress of Women in the Middle East & North Africa,” The

World Bank, http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/MENAEXT/0,,contentMDK:21483955~menuPK:3970760~pagePK:2865106~piPK:2865128~theSitePK:256299,00.html

This is an overview of the Regional Gender Report that breaks down into graphs and

tables on women’s low participation in the labor force and underrepresentation in the political sphere.

Farzaneh Roudi-Fahimi and Valentine M. Moghadam, “Empowering Women,

Developing Society: Female Education in the Middle East and North Africa,” Population Reference Bureau, http://www.prb.org/en/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx?p=1

This research explains through charts, graphs and data on the different levels of involvement through higher education within the countries and between men and women. Also provides reasons and trends that women tend to gets in higher education and the amount of women in the labor market.

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Works Cited 2009 World Conference on Higher Education: The new Dynamics of Higher Education

and Research for Societal Change and Development 5-8 July 2009, Panel III: Women in Higher Education, Research and Innovation (HERI), unesdoc.unesco.org/images/0018/001833/183356E.pdf.

Arab Women Organization. “About US.” Arab Women Organization.

http://www.arabwomenportal.org/. Arab Women Organization. “Arab Women Organization Activities 2004-2005.” Arab

Women Organization. http://www.arabwomenportal.org/16April2006Activities.pdf.

Aljazeera.net. “Elite Saudi university set to open.” Aljazeera.net.

http://english.aljazeera.net/news/middleeast/2009/09/20099238549230496.html. Bearak, Barry. “Afghanistan’s Girls Fight to Read and Write.” NY Times.

http://www.nytimes.com/library/world/asia/030900taliban-women.html. Clawson, Patrick. “Demography in the Middle East: Population Growth Slowing,

Women’s Situation Unresolved.” The Washington Institute for Near East Policy. http://www.thewashingtoninstitute.org/print.php?template=C06&CID=1261.

Flakus, Greg. “Scholars examine status of women in Middle East.” Voice of America.

http://www.voanews.com/english/archive/2007-05/2007-05-23-voa7.cfm?CFID=304533861&CFTOKEN=92588224&jsessionid=8430749d44dde669ee423c151e705652f614 .

GLORIA Center. “About GLORIA Center.” GLORIA Center.

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Hoffman, Ann. “MENA Businesswomen’s Network.” MENA Businesswomen’s

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www.mela.us/MELANotes/MELANotes6566/makar65.pdf.

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Metcalfe, Beverly Dawn. “Women, Management and Globalization in the Middle East.”

Journal of Business Ethics 83, (2008): 85-100. Nabli, Dr. Mustapha K. “Chief Economist and Director for Social and Economic

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Post. http://www.jpost.com/servlet/Satellite?cid=1239710752124&pagename=JPost/JPArticle/ShowFull.

Penn Law. “On the open road in the Middle East with Penn Law student Michael

Anderson.” Penn Law. http://www.law.upenn.edu/blogs/news/archives/2009/04/before_michael_anderson_rode_h.html.

Roudi-Fahimi, Farzaneh and V. M. Moghadam. “Empowering Women, Developing

Society: Female Education in the Middle East and North Africa,” Population Reference Bureau. http://www.prb.org/en/Publications/PolicyBriefs/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx?p=1.

Swibel, Matthew. “Women to Watch in the Middle East.” Forbes.

http://www.forbes.com/2005/07/28/lists-powerful-women-middle-east-cz_ms_05powom_0728middleeast.html.

UNESCO. “Against discrimination: Declaration on the Elimination of Discrimination

against Women-UN,” http://portal.unesco.org/shs/en/ev.php-URL_ID=4173&URL_DO=DO_TOPIC&URL_SECTION=201.html.

UNESCO. “Cairo declaration on Higher Education urges Arab States to seek quality

education and innovation.” UNESCO. http://www.unesco.org/en/beirut/single-view/news/cairo_declaration_on_higher_education_urges_arab_states_to_seek_quality_education_and_innovation/back/9437/.

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UNESCO. “Convention against Discrimination in Education.” UNESCO,. www.unesco.org/education/pdf/DISCRI_E.PDF.

UNSECO. “EFA Global Monitoring Report 2009.” UNSECO.

http://www.unesco.org/en/efareport/reports/2009-governance/. UNESCO. “Higher Education.” UNESCO. http://www.unesco.org/en/higher-

education/ U.S. Department of State Bureau of Educational and Cultural Affairs. “About the

Fulbright Program.” U.S. Department of State Bureau of Educational and Cultural Affairs. http://fulbright.state.gov/fulbright/about.

U.S. Department of State Diplomacy in Action. “Middle East Partnership Initiative. ”

U.S. Department of State Diplomacy in Action. http://mepi.state.gov/. U.S. Department of State Diplomacy in Action. “Mission and Goals.” U.S. Department of

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