This is the second part of our interview with with Safaa El Tayeb El-Kogali, World Bank Practice Manager in the Education Global Practice, on the challenges faced by the region’s education systems and the efforts to address them.
On the heels of the first World Development Report focused entirely on education, and its critical importance for stable and inclusive societies, we launch our annual ‘Back to School’ series that focuses on the state of education in the Middle East and North Africa region. We begin the series with a two-part interview with Safaa El Tayeb El-Kogali, World Bank Practice Manager in the Education Global Practice, on the challenges faced by the region’s education systems and the efforts to address them.
History repeats, history rhymes and sometimes history regresses. Wandering through cities and fields in the Middle East and North Africa a thousand years ago, you would have been struck by the security of water supplies, the irrigation enabling highly productive farms and governance structure in place to allocate and value water in a sustainable way, supporting a flourishing civilization.
Owing to its geographical location, Morocco has considerable climate differences within its territory and variable rainfall depending on the region and season. With a view to supporting its development and streamlining water management, Morocco has, for decades, been committed to managing its water resources by constructing major water infrastructure (dams, efficient water irrigation systems, etc.) to meet its household, industrial, and agricultural consumption needs.
Our continued belief in the enormous resourcefulness, resilience and sheer drive of young Arab women has yet again been reconfirmed.
In his 2014 annual address known as the ‘Throne speech’, King Mohammed VI of Morocco focused on the less visible but critical aspects of development such as the quality of institutions, the quality of learning, and the quality of interpersonal relations in society. This speech set wheels in motion that have culminated in the launch of the 2017 Economic Memorandum, entitled Morocco 2040 – Emerging by Investing in Intangible Capital.
Born in Tunisia, Selma Turki left her native country for France when she was two. She returned to Tunisia for high school and to pass her Baccalaureate. She studied architecture for two years at the Paris Ecole des Beaux Arts before moving to Canada to pursue her studies in computer science. She also accomplished leadership and management education at Henley Business School (UK) and Berkeley (US).
Riad Hartani was born and raised in Algiers. He graduated as an engineer from Ecole Polytechnique with highest honors and went on to obtain Engineering and Master degrees in France, both with highest distinctions. At the age of 25, he was awarded a Doctorate in Artificial Intelligence with highest honors and best thesis distinction, from the University of Paris. Subsequently he pursued his work as a post-Doctoral fellow in Machine Learning and Computational Intelligence at the University of California, Berkeley.