Journal of scientific conferences and seminars Queen Arwa University
Journal of Scientific Conferences and Seminars, Queen Arwa University is a specialized scientific journal for publishing the most prominent papers and scientific theses that were discussed and presented during scientific conferences and seminars that were held at Queen Arwa University or sponsored by them, which received a local, Arab and international response at the time, the most important of which are: - National Higher Education Conference - Sana'a - 2000 . - Academic Dialogue Conference to Support Comprehensive National Dialogue - Sana'a - 2013.
Evening study at the University of Technology
Higher education is considered one of the most important components in the lives of developed and developing peoples, as it shapes the human mind and thought and develops his awareness in various areas of life. The university's mission is represented in three main functions: education, preparing specialists, scientific research, and contributing to the development of society and serving the development movement. Higher education in Arab countries witnessed remarkable quantitative growth during the sixties and seventies, but to accommodate the huge numbers of students requires the establishment of a large number of universities and faculty members, which requires huge funds that most Arab countries are unable to provide. Therefore, some alternatives were considered, such as the Open University and the Productive University, in addition to various means to rationalize spending and mobilize additional sources to finance university higher education.
Copyright (c) 2023 by the Author(s) mentioned in this article. https://creativecommons.org/licenses/by/4.0
The economics of higher education and its future prospects in Yemen
During the period from 1966 to 1998, education in Yemen witnessed significant growth, as the number of students in general education increased 25 times, and the number of students in higher education rose from a few hundred to about 140 thousand students. Spending on education has also doubled over the past three decades, reaching 17.7% of the state’s general budget in 1998. This research deals with the economics of education and its financing alternatives in Yemen, by studying the relationship between education, work and development, enrollment rates in higher education and financing, private investment, self-financing and community participation. The research concluded that education is still lagging behind quantitatively and qualitatively, and that confronting its problems requires huge funds and the development of civil and community contributions. He also stressed the need to reconsider the institutional structures of higher education and develop scientific research.
Developing the concept of investment in private higher education
This research aims to reveal the reality of investment in higher education and its relationship to the currently available demand. Considering that higher education is the third stage of the education system, and is affected by the efficiency and capabilities of this system and the outputs it provides to the labor market. The research seeks to clarify the investment opportunities available according to the data and statistics available from field and educational surveys, as well as annual statistics. This paper also highlights the privileges that investors in Yemen receive according to the Investment Law and its amendments, while providing estimates of the demand for the requirements of the educational process to enable investors to enter it.
Towards Effective Participation in Sustainable Development
Most countries in the world have realized that traditional educational institutions are no longer capable of fulfilling their responsibilities in light of the information revolution and communications technology. Therefore, distance higher education has become the most appropriate educational system that aligns with these requirements, as it provides new opportunities for adults to pursue university studies, offers flexibility in terms of time and place, and reduces educational costs. Despite the quantitative and qualitative development witnessed by higher education in the Arab world, it still falls short of responding to the social, economic, cultural, and political requirements. Among its most prominent problems are: weak capacity to accommodate the growing number of students, standardization in curricula and programs, duality of specializations, rigidity and stagnation in structures and programs, imbalance between the functions of teaching, research, and community service, and weak linkage to development plans. Therefore, the demand for renewing and modernizing higher education has become urgent, and the establishment of distance higher education modalities in Arab institutions is necessary to enable education to respond to development requirements and prepare qualified cadres.
Measuring government spending behavior in the Republic of YemenAnd its impact on the higher education sector
The theoretical and empirical studies on the determinants of government spending in developing countries are still in need of further refinement and development compared to developed countries. This is due to the lack of accurate data on government spending and doubts about the credibility of available data, in addition to the political and economic instability in these countries. In Yemen, total government spending witnessed a remarkable expansion during the period 1990-1998 due to factors such as the costs of Yemeni unification, the expansion of government agencies, and the Gulf crisis and the return of expatriates. These factors also led to imbalances in fiscal policies, with an increase in current expenditures at the expense of capital and developmental spending. In this context, it is evident that government spending on higher education was extremely limited, constituting only 3.2% of total public expenditure in 1998. The average current expenditure on education per capita in 1997 and 1998 was around $5. This indicates a lack of interest in developing higher education and linking it to the country's development needs in Yemen.
University education in Yemen and its role in serving development
The world today is facing major challenges amidst the technological revolution and rapid changes in societies. In this context, higher education is gaining increasing importance as a key driver of development and societal progress. Focusing on preparing the scientifically qualified individual and enabling them to keep up with the demands of the times has become a necessity. In the Arab world, there are still major challenges hindering the development of higher education and linking it to development plans. This requires a review of educational policies and a focus on developing curricula and teaching methods to keep up with the needs of the 21st century. Attention should also be paid to scientific research and linking it to practical applications that serve development issues. In Yemen, in particular, higher education faces major challenges due to the conditions of its establishment and evolution, requiring accelerated efforts to develop it and make it capable of effectively contributing to the country's comprehensive development process.
University evaluation between perpetuating mediocrity and backwardness And the search for quality and creativity
This question raises another more precise and deeper question, which is why the insistence on educational evaluation despite its negative psychological and social consequences on learners? Exams create an atmosphere of fierce competition that negatively affects students. Educators point out that formal public education serves the interests of a particular class and creates distorted structures. However, some believe that abolishing exams and evaluation will not solve the problem, as Arab societies tend towards competition and conflict, and the school must equip students with means to assert their identities in this context. Evaluation is necessary to measure the achievement of educational goals, identify strengths and weaknesses, and improve educational productivity. It is also an accountability tool to justify expenditure on education and guide the required reforms.
Future prospects for higher education in the Arab world
This paper aims to explore the future prospects of university higher education in the Arab world, by developing a vision for a general goal and a set of achievable objectives in the foreseeable future. The paper starts from a set of facts centered on the community awareness in the Arab world, and testimonies presented in some conferences and seminars on the subject of higher education. It also provides a vision for higher education in terms of goals, aims, outputs, indicators, and evaluation tools, within a logical framework appropriate for the Arab context. Finally, the paper presents a perception of the obstacles and problems that may hinder the realization of this vision, which include painful historical and factual realities facing the Arab nation in its transition to the new century, and which may be a glimmer of hope in a long, dark tunnel.
The role of private higher education institutions in community development
The development of society in the information and communications revolution has expanded to include the human product alongside the material product, known as human development. There is an interactive reciprocal relationship between the material and human products, as the latter plays a fundamental role in developing the material product, which in turn opens new horizons for the human mind. In the era of globalization, borders, distances and even time have faded, turning the world into a single global village. In this world, whoever possesses knowledge possesses wealth and power. Therefore, quality standards have become global for both material and human products. According to World Bank reports, the global labor market will only accommodate 30% of the working-age population, meaning 70% will join the ranks of the unemployed, with the largest share from less developed countries. Accepting globalization and planning to confront it positively and scientifically is necessary, through the arduous work of building our own strength and equipping ourselves with the required capabilities and experiences to deal with the new reality using appropriate tools.
Preparing academic researchers in universities
The importance of this research lies in the fact that the issues of scientific research and the preparation of the scientific researcher are the ones that translate the civilizational march of the nation and its paths of progress and advancement. Scientific research is an important tool and a vital engine in the orderly movement of education and the creation of distinguished scientific fruits in various spheres of life. To achieve this, it is necessary to clarify the conceptual and methodological controls of research, and to prepare the researcher scientifically, psychologically, and realistically in an organized manner, away from randomness. After completing the stage of scientific preparation, researchers can be selected to link their research to the reality of the nation, and to direct their thoughts to avoid deviation towards imagination and philosophical conceptions. The researcher must also be closely monitored to protect them from randomness and imagination. After that, the researcher is expected to be qualitatively distinguished, away from the excessive praise and flattery from university professors.
Women, Higher Education and Social Change
The research is based on the fundamental hypothesis that education and basic education do not constitute the foundation for the development of women, given the weakness of educational curricula and the performance of educational institutions, the lack of clarity in educational strategies, and the decline in the quality of education and higher education. Part of the problem of societal underdevelopment is also attributed to the marginalization of women and the weakness of their influence and effectiveness. The study emphasizes that the real development of women must begin from birth, with proper upbringing and the nurturing of self-confidence, without perpetuating contempt and inferiority. Genuine development starts within the family, family education, and the school, and extends to the community and civil and official institutions. The issue of women in Yemeni society goes far beyond the question of education and higher education; it is an issue intrinsically linked to the very essence of the society, which has developed on the basis of inequality between men and women and the violation of women's rights. Nevertheless, the education of women has weakened the claims and arguments that deny their abilities in work, creativity, and responsibility-bearing.
Copyright (c) 2000 by the Author(s) mentioned in this article. https://creativecommons.org/licenses/by/4.0
The role of higher education in the development of Arab society
This study examines the role of higher education in the development of the Arab world. The Arab nation is currently facing critical challenges that hinder its progress and threaten its stability and development, primarily stemming from underdevelopment in various forms. The manifestations of underdevelopment can be observed at the individual, societal, and state levels, such as the lack of a unified cultural identity, high illiteracy and poverty rates, imbalanced class structure, and political and economic dependence on external factors. The analysis reveals that the root cause of this underdevelopment lies in the human element - the knowledge, concepts, values, habits, traditions, and modes of thinking and behavior of the people. The differences between advanced and underdeveloped societies are primarily reflected in the human elements rather than the possession of material wealth or technological tools. Therefore, the study highlights the crucial role of higher education in addressing the challenges of underdevelopment and fostering the development of the Arab world by shaping the knowledge, mindsets, and behaviors of the people.
Women in university education and their participation in development
Development is a comprehensive process that aims to revitalize society economically, socially, culturally and environmentally, and requires the participation of all members of society, male and female, as it benefits them. The concept of development has evolved to become more comprehensive, linked to achieving social justice and developing human resources, with a focus on women’s participation and equality between them and men, as confirmed by international conferences. In Yemen, development faced many challenges, such as increasing population growth and illiteracy among women, which led to the need to pay attention to education, qualification and training. With freedom from the restrictions of the imamate and colonialism, Yemen sought to achieve comprehensive development, and achieved successes in integrating women, despite its limitations compared to other countries, due to prevailing social customs and traditions. Yemeni unity and support from international conferences have strengthened the status of women and their effective participation in the development process
Public and private post-secondary education in Arab countries
The entry of the world into the third millennium coincides with the emergence of the concept of globalization, which was facilitated by the collapse of the Soviet Union and the rise of the United States as a unipolar power on the political, military, and economic levels. The impact of globalization is manifested economically in the emergence of economic blocs and multinational corporations, and culturally in the widespread dissemination of the Western, particularly American, lifestyle and civilization at the expense of the cultural identities of peoples. Faced with these challenges posed by globalization, countries should not flee from it or isolate themselves, but rather absorb it, invest in its positives, and avoid its negatives. Educational institutions, especially higher education institutions, constitute the basic lines of defense for protecting the civilizational identity of peoples. To achieve this, higher education institutions must adopt the concept of "education for local and global citizenship", with the aim of preparing the productive citizen capable of participating in building his country and interacting with other civilizations. This requires revisiting the reality of higher education institutions to develop and improve them in a way that enables them to respond to the challenges of globalization.
The legal framework for private higher education in Yemen
Law in its general sense is a set of binding rules that govern the behavior of individuals and their relationships with society, with the aim of preserving individual freedoms and achieving their interests, and preserving the entity of society and ensuring its progress and prosperity. Human societies have begun to resort to the "power of law" instead of the "law of power". The Yemeni society is considered one of the societies that are recently acquainted with the law, as it has gone through a long period of cultural interruption that has returned it to the original primitive state. The government's efforts to establish the foundations of the "state of order and law" are still faltering, as "organization" faces resistance from those who benefit from chaos. In light of the rapid development of Yemeni society, new phenomena emerge, such as the spread of private universities, outside the legal framework. This research aims to study the adequacy of the legal framework represented in the "Draft Law on Private Universities, Colleges and Institutes" to regulate this educational process.
Educational preparation for university professors
The university is considered one of the most important social upbringing institutions that the community relies on to build individuals capable of advancing it and assuming its responsibilities. In the early eleventh century, the main task of the university was to teach students, then scientific research alongside education became one of the main tasks of universities. After World War II, the university was required to contribute to building society and providing assistance to it, either directly through community programs, or indirectly by graduating qualified personnel. This great role of the university is evident in various sectors of society such as industry, agriculture, and services. In order for the university to carry out these tasks to the fullest, a set of factors must be provided, such as efficient professors, curricula, and resources. This paper aims to address the methods used in the educational preparation of higher education professors, with a focus on the ergonomic method, as the researcher believes it is the most comprehensive, successful and effective.
Ways to improve the preparation and distribution of specialized cadresIn the Republic of Yemen
It is no longer possible to ignore the importance of the role of the human element in achieving development and economic growth. The quality of the human element in various sectors greatly affects the level of productivity, and the quality of leadership determines to a large extent the ability to optimally use available resources, and thus the level of management efficiency. The artistic and technical features of any device are affected by the quality of the human element, and no matter how sound these features are, they do not carry out the required responsibilities except within the limits of the role of the human element. Also, the level of efficiency and effectiveness of the economy largely reflects the efficiency of its workforce, and this depends on the quality of its prior preparation (preparation and training). In general, the stage of economic development reflects the level of development of human capital and the way it is used. The research problem revolves around highlighting the shortcomings in the preparation and distribution of specialized cadres in higher education, the impact of this on the results, and the suitability of the methods used to improve the performance of these cadres. The research aims to design mechanisms to improve the preparation and distribution of cadres, leading to improving their performance as a positive contributor to the economy and society.
Private education and its future prospects
The last decade of the last century and the beginning of the third millennium witnessed profound and radical transformations, characterized by a non-linear and accelerating dynamic nature. Some of them were achieved in the form of successive and unexpected leaps, requiring a coherent response or at least continuing their progress with a reasonable time interval. This is what happens in developed countries, while the response of developing and Arab countries is unclear, which leads to fluctuation, turmoil, and lack of clarity about the future path of these societies, due to the backwardness of their civilizational structure. To confront this backwardness, it is necessary to strengthen civilizational building mechanisms that are compatible with the flow of knowledge and technological and information development. The educational system, especially higher education institutions, is one of the most important means of this construction. Therefore, these institutions need to reconsider their components, roles and methods of work. The research aims to monitor the real problems that hinder the development of the educational process, discuss national requirements to confront global challenges, and form a knowledge base that contributes to the advancement of the educational system through the role of higher education, especially private higher education.
Admission policies for private higher education institutions in Sudan
Higher education in Sudan began in the 1920s with the establishment of specialized educational institutions. At first, higher education was linked to the United Kingdom, then the University of Khartoum and other universities were established. This period witnessed a duality in higher education between the religious and scientific aspects. After independence, higher education did not witness significant expansion compared to general education, leading to a bottleneck in enrollment. This phase highlighted several issues, such as high illiteracy rates and low enrollment in universities. In the 1970s, a policy of restructuring higher education was implemented, with the establishment of new universities in deprived regions and linking university institutions to the needs of community development. In the late 1980s, new policies were initiated to achieve a qualitative leap in higher education in Sudan.
Building a model for the effectiveness of university administration in supporting the development movement In the Republic of Yemen
In the last decade of the twentieth century, educational institutions tended to build diverse models to serve the purposes of the educational institution and social development. Universities in developed countries have proven the effectiveness of these models in achieving development goals through practical application. In contrast, universities in developing countries, including Yemen, face many challenges in building these effective models. This research aims to build four models to determine the effectiveness of university administration in developing the specialized skills and knowledge of workers in social institutions, solving problems facing the production and service process, and achieving development goals in local communities. These models were adopted as criteria for evaluating the current role of university administration. This research is of great importance, as it provides valuable information about the steps of building models, which benefits researchers and specialists in this field. Researchers also hope that Yemeni universities will benefit from these models to enhance their role in achieving community development goals.
Copyright (c) 2024 by the Author(s) mentioned in this article. https://creativecommons.org/licenses/by/4.0
The goals and policies of higher education and their role in development
The importance of clearly defining and formulating objectives is evident in any project, including higher education. This study addresses the goals and policies of higher education in Yemen and their role in development. Despite the quantitative expansion of university education, quality has deteriorated compared to academic standards and labor market needs. The study aims to evaluate and analyze these objectives, their correlation with development requirements, and the effectiveness of implemented policies and plans in achieving them. It includes central questions regarding the clarity of written objectives, the application of planned policies, and the realization of these objectives on the ground. The study concludes by proposing a comprehensive document to define integrated education objectives to enhance the performance of higher education institutions in Yemen and achieve sustainable development.
The reality of the experience of private higher education in Algeria
Higher education is deemed pivotal for societal advancement. Universities are instrumental in generating ideas and research that contribute to societal progress. Failure of universities to achieve this renders them ineffective. Universities should be centers of free thought, democratic formation, and social development, rather than mere repositories of knowledge. However, the higher education system appears to lag behind the aspirations of the new civilizational project, necessitating comprehensive modernization to address contemporary scientific, technological, and civilizational changes. Either its structure undergoes radical change to meet these challenges, or it remains backward and unable to fulfill genuine developmental objectives. The new civilization relies heavily on science and scientific research as fundamental components, evolving only through universities' commitment to their vital role in knowledge and societal development.
A comment on the paper on diplomatic and legal means of settling international disputes by peaceful means
This text is a commentary on the paper on diplomatic and legal means for settling international disputes by peaceful means at the Tolerance Symposium. It deals with diplomatic and legal means of settling international disputes by peaceful means, and includes details about international arbitration and the Permanent Court of Arbitration. The file also includes comments and observations on the scientific paper submitted by His Excellency Ambassador Dr. Najib Ahmed Obaid, some of which indicate the need to achieve a common interest for the member states of the United Nations, and some of which indicate the need to apply the principle of peace settlement in practice
A lecture on diplomatic and legal means of settling international disputes by peaceful means
The third paper of the Tolerance Symposium addresses the importance of the peaceful settlement of international disputes and the role of the United Nations in achieving this. Emphasis is placed on the importance of modifying positions, protecting parties, and facilitating negotiation and settlement processes. Examples of the use of promises and threats in international negotiations are mentioned, with reference to the experience of the end of the war between Vietnam and Israel. The role of the International Court in resolving international disputes and its consideration of cases involving member states is highlighted.
Following up on theoretical models for analyzing conflicts
Commentary on the second paper, “Tolerance Symposium” deals with the topic of theoretical models for analyzing conflicts. The file revolves around the causes and repercussions of conflicts, and provides an analysis of international and Arab conflicts. It highlights the importance of understanding peace and its culture, and points out the importance of preventing conflicts and promoting peace.
Copyright (c) 2019 by the Author(s) mentioned in this article. https://creativecommons.org/licenses/by/4.0
Theoretical models for conflict analysis
The scientific paper talks about theoretical models for analyzing conflicts, which includes a definition of conflict and its importance, in addition to an explanation of the dimensions and factors affecting conflicts and how to analyze them in a scientific manner. The file also discusses conflict resolution tools and their importance, and how to apply the acquired knowledge to resolve a personal conflict.
Commenting on the development of the concept of peacebuilding in international relations
The commentary addresses the development and importance of the concept of peacebuilding in international relations, points out the role of international organizations in the peacebuilding process, and mentions the factors that must be taken into account when applying peacebuilding strategies in situations of international conflicts.
The development of the concept of peacebuilding in international relations
The scientific paper discusses the concept of peacebuilding in international relations and its importance in achieving global stability and mitigating the repercussions of wars. The paper talks about the factors that contribute to strengthening international peace and cooperation, and indicates that achieving peace requires the attention of all countries and their plans to achieve democracy and lasting peace. The paper indicates that the development of the concept of peace building requires adjusting the vision of peace, security reports, and attention to scientific periodicals.
The education crisis in the Republic of Yemen and the challenges of the twenty-first century
During the past two decades, there have been tremendous regional and global developments in the fields of economics, society, technology, and culture. International experts have classified the changes that occurred in the world during that period into ten global revolutions: including the communications revolution, the knowledge revolution, the scientific revolution, the globalization revolution, the social revolution, and the economic revolution, which began The information and communications revolution is on its way. The rapid development of information and communications technology is increasingly affecting all aspects of our daily lives. From this standpoint, it has become necessary for public and private institutions in our country to adapt to the new technical data in a way that enables them to benefit from it fully, and to work to reduce the dangers that lie within it, as we are no longer a society of societies on a confined or isolated cultural island that exists on its own; However, the influence and being affected by it occurs, albeit to limited extents. The educational crisis usually occurs as a result of the accumulation of a group of external influences surrounding the educational system, such as the decline in the educational level, the backwardness of the curricula, or the occurrence of a sudden defect that affects the main components of the educational system and constitutes a clear and clear threat to its quality, quality, and survival. The educational crisis in the Republic of Yemen, especially within educational institutions at various levels, such as basic, secondary, and higher education, is a chronic condition that has lacked modernization and development, lack of organization, and a defect in the sovereignty of traditional administration. Many acknowledge the inability of the administrative leaders of schools and universities to confront a specific situation using advanced technical methods of dealing. With educational and academic positions. Some of the things that lead to the emergence of such an educational crisis are: 1. The lack of sufficient educational buildings and educational accessories of appropriate quality. 2. Poor preparation of teachers and professors during service. 3. Curricula and courses are overcrowded and left without development or improvement. 4. Violation of the principle of equal opportunities. 5. Student density, crowded classrooms and classrooms. 6. There is a defect in the educational process. 7. Absence of a clear educational philosophy. 8. Lack of social awareness of the importance of education and its role in progress keeping pace with the times. 9. Lack of self-evaluation and academic accreditation. (Al-Madhaji 2009, Imad Al-Din 1997). Yemen, like other countries in the world, is affected by what is happening around it. Satellite channels and the revolution of communications and rapid transportation have transformed the international community into a single human entity living in an electronic village with close parts and benefits. The economic revolution led to a decrease in the proportion of the human workforce working in the agricultural and industrial sectors and an increase in its proportion in the services sector as a result of technological progress. Global economic events accelerated towards the formation of a free global economic system that led to the destruction of border and customs barriers between countries and the freedom of global trade, in what is known as globalization. ; All of these variables call for preparation, readiness, and preparation to deal with global influences in order to benefit from their potential and inventions, and to reduce their dangers and negative effects. This requires reconsidering our educational system and developing it in a way that preserves our authenticity, our fixed values, and our Arab and Islamic specificity, and at the same time allows us to benefit from the positive aspects of developments. globalization and keeping pace with it. In light of this, international experts in more than one field stressed the importance of giving high priority to education in government spending. Because investing in education does not only constitute an investment in the future of the country, but in the future of all humanity, especially since we are a young people whose age groups from 7 to 19 constitute approximately more than 50% of the population. There is also a large number of workforce in need of high technical training and qualifications to keep pace with neighboring countries and the civilized world and to meet their development requirements, which are also the requirements of our normal society, as we face many challenges. (Turki 2007/Nazim 2007). A people of this nature constitutes in itself a great challenge that must be given priority in development thinking, and those in the labor market are in dire need of training and qualification. In addition, there are many challenges facing our society at the local levels in its economic, social and cultural circumstances, and globally, as follows: First: At the local level: A- Economic conditions, which are: 1. The expansion of public sector control and the relative weakness of the private sector. 2. The difficulty of economic reform processes and their consequences. * Privatization and the resulting problems for employment. * Free economy policy and the challenges that accompany it. 3. There is often a lack of trust between the private sector and government authorities. 4. The difficulty of dealing with new international situations (globalization, the GATT Agreement, the World Trade Organization, the Euro-Mediterranean Partnership, etc.) 5. The problem of the new regional situation (terrorism, military conflicts, high unemployment rates, global recession, etc.) 6. Problems and difficulties in financing educational and training systems to ensure sustainability. (Nazem 2007 AD, Ana’ib 1418 AH). The information revolution also led to a radical change in the economic and social field, including capital, production methods, forms, and relationships. As the importance of traditional elements and methods of production and raw materials declined in the value of the commodity, information became the most important element and the distinguished manager became the one who possesses more modern knowledge and information, and the skills to use technologies. As a result, cognitive and technical capital became more important and had a deeper impact than physical capital. . In the face of these changes and in confronting these challenges, we must seek the required change according to our contemporary needs, and quickly identify these challenges. B- Social and cultural conditions: 1. The problem of distributing and dividing social classes into classes of varying levels in all fields. 2. Dealing with the prevailing intellectual trends towards different types of education and learning and the aspiration for distinguished higher education. 3. Weak or lack of social acceptance and satisfaction for manual and professional work. 4. Inherited customs and traditions and the strong influence of religion, customs and traditions on social and cultural life. 5. Existing and outdated laws, legislation and customs that hinder development. 6. Bureaucracy and traditional resistance to change and everything new. 7. Institutional fragmentation and selfishness. 8. The absence of a unified body responsible for setting and formulating the requirements for quality education (quality assurance, granting certificates, standard levels of skills, academic accreditation, a national qualifications framework, etc.). 9. The culture of lifelong education and self-learning is not firmly established. 10. Insufficient attention to marginalized groups, people with special needs, and females. (Nazem 2007 / Al-Far 1998). Second: At the global level: We find that there are those who point out that the education crisis in Yemen and the Arab world is in an era in which the world stands on the verge of the second decade of the twenty-first century and faces major challenges represented by a group of issues of a global nature, the most important of which are: 1. Population explosion: It is expected that the Earth’s population in 2025 will reach about six and a half billion people, most of them in third world countries, including the Arab world and Yemen. 2. Environmental crisis and environmental deterioration, as human society faces a severe crisis in the relationship between humans, development and the environment, and the manifestations of pollution in all its forms that are harmful to natural resources, and the rates of their availability. 3. Rural-to-urban migration has become a dangerous demographic phenomenon that involves problems related to uprooting from original environments and moving to new environments that present newcomers with a heavy burden with multiple faces and dimensions, the most important of which are social and economic. 4. The inter-societal world, where humanity faces global social, cultural, economic, and technological transformations that impose their influence on the national social fabric, the regional economic system, and the system of human values. 5. The knowledge explosion represented by the revolution of information, technologies and means of communication and the impact of this in bringing about a radical change in individual and social lifestyles and in peoples’ aspirations and hopes for human development. 6. Educational systems are directed towards change and responding to the demands of societies and anticipating the future and human research. Education is a means to develop human capabilities and enable him to benefit from his environment, develop it, and prepare it to deal with the information revolution in particular. (Emad El-Din 1997; Mustafa 2005). Accordingly, there are many questions on the minds of many observers and those interested in educational affairs in many Yemeni institutions and universities, regarding the inputs, operations and outputs of educational systems, and the extent to which they keep pace with the modern era, taking into account the peculiarity of the Republic of Yemen, which lived for a period of time, under the yoke of the Imamate. And colonialism, which played a major role in formulating primitive educational systems based on curricula of a traditional nature on the one hand, and to serve its reactionary and colonial purposes on the other hand. Despite the passage of more than forty years since the liberation from the Imamate and colonialism since the revolution of September 26, 1962 and independence in November 1976, and the discovery of oil wealth that brought financial returns to it, the educational systems in Yemen have not yet achieved their full potential, and have not achieved a qualitative shift in our Yemeni society. At all levels, in addition to the low level of education and the decline in its status and value in the citizen’s priorities, the Republic of Yemen was also unable to eliminate alphabetical illiteracy, which exceeded six million illiterate people, according to the latest statistics of the Central Bureau of Statistics report in 2004. Despite the above, education in Yemen has gone through various stages of quantitative and qualitative expansion. After the September and October revolutions, the Republic of Yemen was able to spread science and knowledge, open schools in cities and villages, and work to provide education and make it available to all the people of the country (boys and girls) and in response to development requirements and growth. In order for our country to keep pace with the global growth movement that all societies need, in the scientific, technical, economic and social fields, and interact with it positively, this movement has formed a strong motivation for trying to bring about a high-quality qualitative shift in developing education at all educational levels, confronting the various challenges that hinder it, and envisioning appropriate solutions. To improve the educational process in the Republic of Yemen to keep pace with the times, even if it has not been achieved to an acceptable degree.
The forces and factors influencing the generalization of kindergartens in the Republic of Yemen, an analytical study with a proposed vision for its development
Kindergarten or pre-school education is considered one of the important educational stages because it has an important impact on the formation of the child's personality, style and direction in life. Early childhood is the crucial formative period in a person’s life, where the first seeds are laid for the future of a child’s life in all its aspects, so that he can adapt properly to himself, and therefore this stage is the most dangerous and most important stage or period of human life, and since the kindergarten stage is the most important stage In human life and caring for it is caring for people. There is global as well as local interest in this important stage, and local interest is only partially reflected in the generalization of kindergartens in the main cities inhabited by one-fifth of the population of Yemen, and this means that the rest of the population living in secondary and rural cities does not benefit. Their children receive this type of education due to several factors and influencing forces that have a role in not generalizing pre-school education throughout Yemen, both rural and urban. Accordingly, this study aimed at trying to reach the most important forces and factors influencing the popularization of kindergartens in the Republic of Yemen, which were classified into natural, geographical, economic, social and educational factors. The study proposes a proposal to generalize kindergartens in the Republic of Yemen as a solution by which the difficulties facing the possibility of generalizing kindergartens can be faced for some of these proposals and can be an alternative until a permanent alternative is found. The researcher also appended the study with a proposed vision for the development of kindergartens in Yemen in accordance with contemporary educational trends and comprehensive quality standards.