Dr. Idris Lakrini
Sustainable human development in accordance with the standards established by the United Nations, cannot be achieved by chance. Rather, it requires the existence of a set of indicators that support it, in its various dimensions, on top of which is “ensuring equitable and inclusive quality education, and promoting lifelong learning opportunities for all.”
The quality of university education is associated with the existence of a comprehensive strategy to develop performance and achieve goals, in good conditions for all components of the university, including professors, students, administrators and technicians, and with regard to the formation of students within a vision that is open to the job market, and to the environment in general.
Practices have confirmed that betting on quality education as one of the main entrances to achieving development is a winning bet by all standards and standards, because it is linked to investment in the individual, which is the main axis for achieving human development, and that democracy can only be achieved within an enlightened society that believes in science. .
Many reports and scientific studies highlight that the education sector in a number of Arab countries; It suffers from many problems and constraints, as a result of various factors, which can be summed up in the weak financial capabilities allocated to this sector, the weak scientific productions, the adoption of educational systems and overriding curricula, in addition to the lack of sufficient and effective use of modern technology.
The “Corona” pandemic revealed the extent of the problems and constraints facing the education system in a number of countries in the region, after the educational process stopped completely, and it was unable to continue providing its regular services to students.
Under the conditions imposed by the pandemic, it was found that the educational and administrative staff of a number of Arab universities were not prepared at the level of dealing with technological technologies for distance education, especially since the capabilities used by some universities in this regard were beyond and not integrated pillars, which negatively affected the quality of the educational process. In spite of the efforts made in this regard.
In general, it was found under the pressure of the conditions imposed by the pandemic, that the various universities in a number of Arab countries were not at the level of readiness required to confront the epidemic with its repercussions, because they did not invest enough in the field of technology settlement.
There are still many efforts that are supposed to be undertaken by many Arab countries on the path to developing their educational systems and improving their performance and outputs to be a real engine of development, a bet whose importance increases with the issuance of reports that classify universities across the world, and which confirm beyond any doubt, The path of progress passes through the establishment of an educational system that meets the challenges and problems posed by today’s world.
The classification of a number of Arab universities is still below the level of prestigious international universities, within the classifications issued by international university bodies and institutions, as is the case for the classification of “Shanghai” University, which is based on four basic criteria related to the quality of education, the efficiency of faculty members, and production Research, then academic achievement compared to the size of the scientific institution, a classification issued a few days ago for the best thousand universities in the world, topped by Harvard University, followed by Stanford University, and then Massachusetts Institute of Technology.
Nineteen Arab universities were able to rank among varying ranks within this classification, from the UAE, Saudi Arabia, Egypt, Qatar, Jordan, Lebanon and the Sultanate of Oman, while universities from Morocco, Tunisia, Algeria, and other Arab countries were absent.
The international university quality ratings provide a real opportunity for our universities to take advantage of their lapses, and to work on developing their performance by working on developing curricula, enhancing the efficiency of teaching, administrative and technical staff, and being open to the job market, then laying down sustainable strategies for reforming the system, while recalling the leading international experiences in this regard. In a way that makes it able to ride in the midst of competition.
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