Regional solidarity undermined? Higher education developments in the Arabian gulf, economy and time

Hayes, Aneta; Al’Abri, Khalaf Marhoun

doi:10.1080/03050068.2018.1504884

Cited by 3 publications

(2 citation statements)

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“…Rather, previous comparative work on national education policy in the Gulf region suggests strategical and situational "re-drawing of structures, priorities, collectivities and paradigms" as the main feature of education policy (Findlow and Hayes 2016, 125). Some nations, at least in the Gulf region, tend to use international input in education strategically to reach their economic goals (Hayes and Al'Abri 2019). Finally, Muslim education IOs do not enjoy the same level of trust as, say, United Nations Educational, Scientific, and Cultural Organization (UNESCO) or the OECD.…”

Section: Contextualizing Education Leitmotifs In Muslim Iosmentioning

confidence: 99%

“…According to ALECSO, its main overall objective in reaction to these various challenges is to promote "intellectual unity in the Arab World, through education, culture and sciences, and enhancing the level of culture in order to keep up with, and positively contribute to, universal civilization" (ALECSO 2017, 4). For higher education, this idea has recently been challenged significantly in national policies of the member states (Hayes and Al'Abri 2019). It remains to be seen if and how these challenges will find their way into the discourse produced by ALECSO.…”

Section: Education Goalsmentioning

confidence: 99%

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International Organizations and Education in the Islamic World

Krogmann

2021

Global Dynamics of Social Policy

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In Chap. 10.1007/978-3-030-78885-8_7, David Krogmann looks at IOs and education in the Islamic World. The analysis presented here revolves around two main questions: First, which organizations with predominantly Muslim member states are active in the field of international education policy, and how, if at all, do they cooperate with each other? Second, which education leitmotifs do these organizations promote, and what kind of discourse do they construct around education policy? The analysis finds that Muslim education IOs, namely, ICESCO, ABEGS, and ALECSO, participate in a distinct discourse that revolves around the synthesis of traditional values drawn from Islamic philosophy and the demands of a modern global labor market.

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Section: Contextualizing Education Leitmotifs In Muslim Iosmentioning

confidence: 99%

Section: Education Goalsmentioning

confidence: 99%