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The Role of Higher Education in
Crisis Contexts: Syria
Dr.Sulaiman Mouselli, Dean of Faculty of Business Administration, AIU.
Lecturer at Faculty of Economics, Damascus University.
Presentation Outline
2
 Current statusof Higher Education in Syria
 Thecontribution of EACEA in Syrian Higher Education during
crisis
 Opportunitiesand needsof Syrian Higher Education Institutions
 Areasfor urgent intervention
Current Status of Higher Education in
Syria
3
7 Public Universities+1 Virtual Uni
Branches of Public Universities
20 Private active Universities
4 Private non-active Universities
Current Status of Higher Education in
Syria
4
Teaching:
Closureof 1 public university & itsbranchesfor 5 years(2013-2018) and
relocation of privateuniversities.
Overcrowding classroomsin safecitiesin Lab & Practical lessons:
outdated labs
Brain drain of academic staff: low incomeand instability  Not allowed
to takeleaveor work abroad (Until 2016: 43.43% at DU & 45.48% at AU)
No special programsto qualify HEIsacademic staff
Outdated teaching methods& lack of digital skills: low attendance
ratein theoretical classes(Inc., Medicine)
DU world ranking is154 in Arab W, 341 in ME and 4526 in World
Current Status of Higher Education in
Syria
5
Research:
Bureaucracy and lack of funding arehindering research
activities.
Moreattention isdirected towardsproviding e-resourcesto
researchersdespitebeing costly.
Changesin motivesto pursuepostgraduatestudies: avoid or
postponedoing military service.
Moreadministrativework for academic staff & postgraduate
students(invigilation) and lesstimefor research.
No. publicationsin international journalsismodest (Rank:102
according to SJR)
Current Status of Higher Education in
Syria
6
Innovation:
Weak linkageswith businessand industry  limited innovation
& entrepreneurship activitiesand marginal roleof HEIsin society.
No incubatorsor businessparksin Syrian HEIs.
Entrepreneurial modulesarenot common in HEIs.
No. of registered patentsareamong thelowest in theregion.
(133 for Syriavs.428 for Jordan: 2006)
The Contribution of EACEA in Syrian
Higher Education during Crisis
7
Ministry of Higher Education welcomesand encouragesHEIs
participation in EU projects:
Many proposalsaresubmitted to Capacity Building in Higher
Education CBHE (KA2): Only ONE project isco-funded (12:1
2016) whileLibya(3:1)
Syrian HEIsarepartnersin many ICMs(KA107) and (KA105)
Syrian HEI submitted applicationsfor Jean Monnet Module
Syrian HEIssubmitted applicationsfor Hopes-Madad Fund
Syrian HEI participated in H2020 proposal
Opportunities and Needs of Syrian
Higher Education Institutions
8
Implemented CBHE projectsaresuccessstoriesand had
sustainableimpact (e.g., MATRE & T-Meda)
War period in Syriarepresentsyearsof wasteopportunitiesfor
HE system and institutions. To catch up:
 Higher funding ratefor excellent proposals(Category I) in
CBHE (KA2) and other actions.
 Special window for Syriain futurecallsand moreattention to
National projects.
Attention to most affected segmentsof Syrian HE (quality).
Opportunities and Needs of Syrian
Higher Education Institutions
9
EngageSyrian HEIsin thedesign and delivery of programs
targeting refugeesto enhancetheir capacities
Moreactivitiesto becarried out by NE officein Syriaand
neighboring countriestargeting Syrian HEIs
Encouragetheinclusion of Syrian HEIsin Hopes-Madad Fund
projects
Thepossibility of expanding ICM (KA107) to cover full degree
especially on theMaster level
Areas for urgent Intervention
10
Projectsthat boost HEIsacademic staff teaching methods&
digital skills
Projectsthat strengthen linkagesbetween HEIsand businessand
industry
Projectsthat integrateIDPin higher education
Projectsthat contributetowardsthere-construction efforts
Projectsthat treat thecausesof violent conflict
Projectsthat addresswar spiritual and economic consequences.
Dr. Sulaiman Mouselli
Dean of the Faculty of Business Administration
Directorof International Relations
Arab International University
Email: s-mousele@aiu.edu.sy
Thanks forListening

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The Role of Higher Education in Crisis Contexts: Syria

  • 1. The Role of Higher Education in Crisis Contexts: Syria Dr.Sulaiman Mouselli, Dean of Faculty of Business Administration, AIU. Lecturer at Faculty of Economics, Damascus University.
  • 2. Presentation Outline 2  Current statusof Higher Education in Syria  Thecontribution of EACEA in Syrian Higher Education during crisis  Opportunitiesand needsof Syrian Higher Education Institutions  Areasfor urgent intervention
  • 3. Current Status of Higher Education in Syria 3 7 Public Universities+1 Virtual Uni Branches of Public Universities 20 Private active Universities 4 Private non-active Universities
  • 4. Current Status of Higher Education in Syria 4 Teaching: Closureof 1 public university & itsbranchesfor 5 years(2013-2018) and relocation of privateuniversities. Overcrowding classroomsin safecitiesin Lab & Practical lessons: outdated labs Brain drain of academic staff: low incomeand instability  Not allowed to takeleaveor work abroad (Until 2016: 43.43% at DU & 45.48% at AU) No special programsto qualify HEIsacademic staff Outdated teaching methods& lack of digital skills: low attendance ratein theoretical classes(Inc., Medicine) DU world ranking is154 in Arab W, 341 in ME and 4526 in World
  • 5. Current Status of Higher Education in Syria 5 Research: Bureaucracy and lack of funding arehindering research activities. Moreattention isdirected towardsproviding e-resourcesto researchersdespitebeing costly. Changesin motivesto pursuepostgraduatestudies: avoid or postponedoing military service. Moreadministrativework for academic staff & postgraduate students(invigilation) and lesstimefor research. No. publicationsin international journalsismodest (Rank:102 according to SJR)
  • 6. Current Status of Higher Education in Syria 6 Innovation: Weak linkageswith businessand industry  limited innovation & entrepreneurship activitiesand marginal roleof HEIsin society. No incubatorsor businessparksin Syrian HEIs. Entrepreneurial modulesarenot common in HEIs. No. of registered patentsareamong thelowest in theregion. (133 for Syriavs.428 for Jordan: 2006)
  • 7. The Contribution of EACEA in Syrian Higher Education during Crisis 7 Ministry of Higher Education welcomesand encouragesHEIs participation in EU projects: Many proposalsaresubmitted to Capacity Building in Higher Education CBHE (KA2): Only ONE project isco-funded (12:1 2016) whileLibya(3:1) Syrian HEIsarepartnersin many ICMs(KA107) and (KA105) Syrian HEI submitted applicationsfor Jean Monnet Module Syrian HEIssubmitted applicationsfor Hopes-Madad Fund Syrian HEI participated in H2020 proposal
  • 8. Opportunities and Needs of Syrian Higher Education Institutions 8 Implemented CBHE projectsaresuccessstoriesand had sustainableimpact (e.g., MATRE & T-Meda) War period in Syriarepresentsyearsof wasteopportunitiesfor HE system and institutions. To catch up:  Higher funding ratefor excellent proposals(Category I) in CBHE (KA2) and other actions.  Special window for Syriain futurecallsand moreattention to National projects. Attention to most affected segmentsof Syrian HE (quality).
  • 9. Opportunities and Needs of Syrian Higher Education Institutions 9 EngageSyrian HEIsin thedesign and delivery of programs targeting refugeesto enhancetheir capacities Moreactivitiesto becarried out by NE officein Syriaand neighboring countriestargeting Syrian HEIs Encouragetheinclusion of Syrian HEIsin Hopes-Madad Fund projects Thepossibility of expanding ICM (KA107) to cover full degree especially on theMaster level
  • 10. Areas for urgent Intervention 10 Projectsthat boost HEIsacademic staff teaching methods& digital skills Projectsthat strengthen linkagesbetween HEIsand businessand industry Projectsthat integrateIDPin higher education Projectsthat contributetowardsthere-construction efforts Projectsthat treat thecausesof violent conflict Projectsthat addresswar spiritual and economic consequences.
  • 11. Dr. Sulaiman Mouselli Dean of the Faculty of Business Administration Directorof International Relations Arab International University Email: s-mousele@aiu.edu.sy Thanks forListening

Editor's Notes

  1. دراسة أعدها المعهد الوطني للإدارة العامة حول انعكاسات هجرة ونزوح الكوادر الوطنية على أداء قطاعات الصحة والتربية والتعليم العالي، بينت الخلاصة أن في جانب التعليم العالي هناك تناقص في الأعداد الإجمالية لأعضاء الهيئة التعليمية والفنية، مع تركز النقص في أعداد أعضاء الهيئة التعليمية والفنية للكليات النظرية، وبأن أكثر الجامعات تأثراً بالنقص الإجمالي هما جامعتا دمشق والبعث، حيث تركز الانخفاض في الكليات النظرية بشكل يفوق الانخفاض بالكليات التطبيقية، كما ظهرت مشكلة توزع أعضاء الهيئتين التدريسية والفنية في الكليات النظرية حيث ازدادت في جامعتي حلب والفرات، ونقصت في بقية الجامعات، وقد تركز الانخفاض بالمجمل على الذكور في جميع الدرجات العلمية وفي الكليات التطبيقية والنظرية وفي كل الجامعات، في حين كان التناقص في أعداد أعضاء الهيئتين الفنية والتدريسية الإناث صغيراً مقارنة مع الذكور، أما بالنسبة للمراتب العلمية لأعضاء الهيئة التعليمية فكانت مرتبة أستاذ وأستاذ مساعد الأكثر تأثراً في الانخفاض وخاصة في جامعة دمشق والكليات النظرية، ووجدت الدراسة من خلال رصد حركة الكوادر أن جامعتي دمشق وحلب الأكثر تضرراً بتسرب أعضاء الهيئة التعليمية حيث شكلت نسبة النقص لأسباب: «بحكم المستقيل، مستقيل، تقاعد، ندب، إعارة، إجازة من دون أجر» (حتى عام) 2016 (من الإجمالي) 43,43 %( في جامعة دمشق)، و 45,48 %( في جامعة حلب)، أما بالنسبة للمشافي التعليمية فتبين انخفاض في أعداد الأطر من أطباء هيئة تدريسية، أطباء متعاقدين وعلى الملاك، ممرضين وخصوصاً في حلب على حساب الزيادة في كل من اللاذقية ودمشق، وهذه النتائج في مجملها تدل على وجود مشكلة نقص في العدد وسوء في التوزع ومشكلة في النوعية والمراتب العلمية للكوادر في قطاع التعليم العالي
  2. Ranking on the basis of number of published documents between 1996 and 2016