The readiness of young people in the Arab world to enter the knowledge society: Procedures, results, diagnosis and suggestions: Read the Arab Knowledge Report for 2011

Abstract

The Arab Knowledge Report 2011, “Preparing the Emerging Generations for the Knowledge Society,” builds on the basic findings of the Arab Knowledge Report for the year 2009, which highlighted the knowledge gap and the marginality of Arab knowledge performance, and moved to the stage of action to place us at the heart of the processes of preparing the Arab person in a way that enhances the opportunities for his effective participation in building the desired knowledge society. And to benefit from its fruits and then to employ the gains to serve the goals of sustainable human development. And laying the foundations for dealing with methodologies and mechanisms for preparing future generations to qualify them for effective participation in building the knowledge society and accessing its broad fields. The report's vision for preparing future generations to build a knowledge society is based on the correlation between the trilogy of skills, values and empowerment. The upbringing processes include providing the emerging generation with the required skills that enable it to build the desired knowledge society and to keep pace with cognitive, technical and scientific developments and thinking patterns to catch up with the world in this field.

The report was based on field research on the readiness of young people to enter the knowledge society, targeting students and teachers. It aims to explore the skills that students possess, the values they possess, and the enabling environments. It addressed four axes: the skill of searching for and processing information, the skill of written communication, the skill of solving problems, and the skill of purposeful and effective use of technology. Modern.

The results of the field research on “the readiness of young people to enter the knowledge society” are the synthesis results of a pilot study conducted in four countries (the Emirates, Jordan, Morocco, and Yemen) that revealed the low results of the sample of students (which we will focus on in this reading) included in the research in cognitive skills. (seeking and processing information, written communication, solving problems, and using technology), compared to social skills (communicating with others, teamwork, and participation in public life) and affective skills (self-esteem, nurturing motivation to learn, and planning for the future). At the level of values, the results indicated that students possess the values that qualify them for the knowledge society. The comparison process by gender showed that females are superior to males in general. Regarding the enabling environments, as portrayed by the students and their teachers, they seemed to lack a number of basic components required to prepare young people for the knowledge society. Analysis of the results also revealed the positive impact of some components of these enabling environments.

So, through the results that have been reached, we must stop at this field research to learn more about the procedures followed and to diagnose the reasons for reaching this result in order to realize the reality of Arab knowledge and the reasons for the delay of Arab youth and its lack of readiness to enter the knowledge society. In addition to diagnosing the pressures and restrictions that hinder building the components of the knowledge society, we rely on examples from the political and economic environment, as well as the social, cultural and media environment, to highlight the forms of restrictions that prevent the formation of an enabling environment that embraces and accommodates the requirements of the knowledge society.