I. Executive Summary in English

Amman, 2-4 March 1997

Summary of Final Report

A- Organization of the Meeting:

The round-table was organized by UNESCO Office-Beirut, in cooperation with Jordan National Commission for UNESCO and Vocational Training Corporation (VTC) in Jordan. The meeting was held at Jerusalem International Hotel, Amman, in conjunction with the workshop on Enhancement of Learning and Training Opportunities for Youth in the Arab States, Amman, 2-4 March 1997, as part of UNESCO's workplan in the Region for 1996-1997.

Objectives of the round-table are:

- initiation of pilot projects on science and technology education for girls and women in selective Arab States;

- development of educational materials (teachers' guidelines, curricula and textbooks) on the subject; and

- identification of methodologies to involve public, private and non-governmental institutions/organizations to join effort on the promotion of girls and women in science and technology education;

Three countries were invited to participate in the discussions and review of a case-study and national reports on the subject: Bahrain, Jordan and Lebanon. UNICEF were also invited as part of join cooperation between UN Agencies on the topic. The participants were (12) officials (experts), ten of them are women, with background on educational development and up-grading of science and technology education programmes.

The meeting was declared open by H.E. Dr. Munther Al-Masri, Minister of Education/ Chairman of Jordan National Commission for UNESCO. Dr. Al-Masri also attended and participated in the closing session of the meeting.

The participants had elected Mr. Ahmad Hiasat (Jordan), as Coordinator of the round-table, and Mrs. Louloua Al-Khalifa (Bahrain), as Rapporteur. The participants also reviewed the provisional agenda for the round-table and was adopted accordingly.

B- Discussions and delaborations:

The agenda of the meeting included the following:

- analysis and review of current situation;
- development of programmes/ educational materials;
- budget and financing of programmes; and
- cooperation in the implementation of activities.

The participants exchanged and shared their experiences in the development and up-grading of science and technology education for girls and women in the selective member states: Bahrain, Jordan and Lebanon.

The discussions and delaborations were according to UNESCO's initiatives on the subject (2000+ Project).

C- Results and Recommendations:

Based on discussions, delaborations and country reports, the participants had adopted sets of recommendations/ procedures to enhance the access of girls and women to science and technology education.

The recommendations included the following headings:

1- Development of national strategies for the project;
2- Budget and financing resources;
3- Preparation and development of educational materials;
4- Preparation and training of teachers; and
5- Cooperation and coordination in implementation of preogrammes and projects.

Items (2) and (5) were jointly adopted by the participants of the Round-Table and the Workshop on Enhancement of Learning and Training Opportunities for Youth in the Arab States, Amman, 2-4 March 1997. More detailed recommendations/ a plan of action are found on the Final Report of the Workshop.

D- A Plan of Action (Structures and Mechanisms):

UNESCO Office - Beirut had asked Mr.Ahmad Hiasat, Coordinator of the Round-Table, to prepare a Plan of Action on the subject for implementation by Member States of the region. The recommended structures and mechanisms are based on discussions and country reports prepared by the participants. The proposed plan can be summarized as follows:

1) Background:

Three Arab countries; Bahrain, Jordan and Lebanon participated in the round-table: Bahrain was commissioned by UNESCO to develop a national study about the themes of the meeting. Jordan and Lebanon were asked to prepare national reports which will be developed to national case-studies at a later stage. The national study of Bahrain and the two national reports of Jordan and Lebanon were submitted and presented in the meeting. For the purpose of this action plan, they will be referred to as" national reports".

Each of the three reports presented a description of the present status of education in the country in general, and the status of Education of girls and women education in science and technology, in particular. In addition, each of the three reports contained a list of recommendations to be used during the implementations of the project activities

It has been concluded from the national reports that the three participating countries share many common features in their social , cultural and educational structures. The three countries have achieved universal primary enrollment for males and females. The three countries have, also, eliminated their gender gaps, and they are offering now education equally to girls and boys. Equal access to education for the two genders is guaranteed by educational laws and policies in the three countries.

The fact that Arabic language is spoken by all, in the three countries had several contributions for enhancing basic education in the society. For this purpose, arabic textbooks and other instructional materials can be developed in the three countries to save on cost of production and development. Also, teacher training programmes can be offered in one language.

However, in spite of the fact that there are lots of similarities, there are some differences. Economically Bahrain has the advantage over Jordan and Lebanon. This fact has an important effect on the development of education. While Bahrain and Jordan have been undergoing radical educational reform programs for many years, Lebanon has started recently to look at its educational system, after 15 years of its civil war during which its education system suffered great damages.

Although the three countries have achieved universal primary enrollment, and the gender gaps have been eliminated, there are still many constraints to female education, especially in their enrollment to programs of science and technology. These constraints have been organized into four categories: educational , cultural/social, economic, and political.

2) Development of National Strategies for Science and Technology Education:

The action plan proposed ten strategies that can by used as a framework for national and regional plans to enhance the access of girls and women to science and technology education. The strategies cover the fields of curricula, textbooks, and instructional materials; teacher education and developing educational leadership skills among women; physical environment; counseling and guidance; literacy programs and adult education; and participation of governmental and non-governmental organization in enhancing the access of girls and women to science and technology education programs.

3) National Teams and Networking:

The first step for each country is to form a national team (task force) comprising representatives of (10-15) ministries/government authorities, and non-governmental organizations (NGO's).

The role of the ministry of religious affairs through the mosque and the church in changing negative attitudes towards female education has been emphasized. The role of the media in all its forms has, also, been emphasized.

It has been proposed that a national coordinator should be identified in each country, who will be the secretary of the national team. The national teams will form a network through which information, experience, and teaching materials can be exchanged.

There are several areas of cooperation between the participating countries that can be achieved.

In addition, educational materials, and teacher training programs can be exchanged and jointly developed between the three countries. Exchange of experts and trainers in curriculum development and teacher education can be achieved through bilateral or regional agreements. Joint projects such as educational packages in science and technology education can be worked out.

The three countries should benefit from successful projects and programs experienced in any of the participating countries. An example of that is the efforts of the Higher Council for Science and Technology (HCST) in Jordan in developing a national strategy for science and technology at the national level.

A number of projects initiated by some international organizations, such as UNESCO and UNICEF, have been adopted by some Arab countries , and proved to be successful. Other Arab countries are invited to benefit from these experiences. An example of such projects is the project of "Health Education" which has been adopted and implemented by Bahrain and Jordan . This project was initiated and sponsored by WHO and UNICEF. The Project has been adopted by other four Arab countries.

Another example of international projects is the "Population Education" project which was initiated by UNDP, and was adopted and implemented by some Arab countries such as Syria and Jordan.

The three countries have been doing lots of efforts to introduce computers to their schools systems. In addition to the problem of finance in some countries like Jordan and Lebanon, all Arab countries are facing the problem of providing software in Arabic, to enable them to use computers as teaching tools in their schools. A Joint project to develop appropriate software in Arabic, will be a good area of cooperation between Member States and UN Agencies .

A network comprising the national teams can play an important role in enhancing science and technology education for girls and women. Multilateral and bilateral activities can be organized in various fields, such as curriculum development, teacher training programs, production of teaching materials, conducting joint research studies on needs assessment of female teachers and teacher educators, etc. in the field of science and technology education.

At the national and regional levels, the national teams and networking can contribute to promotion of science and technology education through the efforts of the various organizations that are represented in the teams and networking .

The media, for example, can encourage girls and women to participate in science and technology programs, by drawing examples of contribution of women scientists, technologists and mathematicians, specially from their own country. Religious people can change many misconceptions about female education.

The role of non-government organizations has been emphasized, these organizations can develop joint fund raising campaigns, and can promote partnerships with funding agencies and private companies.

The participating countries are encouraged to benefit from projects and programs initiated and sponsored by regional and international organization such as: ALECSO, ISESCO, UNICEF and UNESCO. This can be done through developing joint project proposals and submitting them to doners for financing.