The Role of Palestinian Higher Education in Meeting Community Needs at Local and National Levels.

The Role of Palestinian Higher Education in Meeting Community Needs at Local and National Levels.

Zajel / An-Najah National University The Role of Higher Education in the Context of an Independent Palestinian State 7-9 Nov.1996 Chairperson: Professor Carlo Di Benedetta, Co-ordinator, Cgmmunity of Mediterranean Universities Main Speakers: Professor Manuel Hassasian, Vice President, Bethlehem University                          Mr. Said Kana'an, Director of Research Centre, An-Najah University                          Mr. Ghassan Shak'a, Mayor of NabIus  Rapporteur: Professor W. John Morgan, Professor, University of Nottingham Forty five participants attended the Working Group, of which 33 were Palestinian. Two of the main speakers, Professor Emanuel Hassasian and Mr. Said Kan'an introduced the debates. Mr. Ghassan Al-Shak'a, who had contributed to the elaboration of the joint paper, vias unable to attend, because of civic duties. The debates that ensued, pointed out the vital importance of the topic, bearing as it does on the relationship that universities and other higher education institutions must develop with Palestinian society. Moreover, the universities in particular have the responsibility of representing Palestine in the international academic community and of preparing its citizens for full participation in both the society of nation states and in the global economy. There was some criticism that the paper, at least as presented orally, did not focus on the problem given, but concentrated instead on the particular role and functions of university research centres. This was considered to be too narrow. The contributions from the floor emphasized the lack of a workable definition of what is meant by the rather vague term "community needs". Such a definition was seen as an essential prerequisite to policy and action. It can only be reached through the use of criteria understood and agreed by the members of society, a task of civic education and participatory democracy. It will also be necessary to re-evaluate the effectiveness of the system in the light of the needs not thus identified. Given the scarce resources, it is important to agree on priorities. This implies a certain rationalization of the system. Public understanding and acceptance of the objectives of the higher education system, is also essential; if there is to be public resourcing and the exercise of accountability. Numerous examples were given from the floor to illustrate these points of principle. The main recommendations of the Working Group were: 1. That the Palestine National Authority commissions a series of interim economic and social plans, based on research and public consultations, which could be carried out by the universities. These should consider particularly (but not exclusively), labor markets and employment, demography, health and social policy, the environment, scientific planning, technological innovation, justice and the rule of law, etc. 11. That the Palestine National Authority, in the light of the findings and in consultation with the institutions, evolves a national policy for education which prepares students for lifelong and recurrent education. 111. That such a policy should include a national system of accountability, evaluation and accreditation that takes into account the perspectives of the consumers of higher education (students, parents and potential employers). This will assist in the setting of priorities and the maintenance of standards. IV. That the institutions of higher education be required to formulate their aims and objectives in a mission statement that can be recognized and understood by such consumers and checked by them against performance. That the universities in particular recognize that they have an obligation to educate, as well as to train, the members of the society. This could mean the provision of non formal, civic and cultural education in addition to continuing training for the professions and offering the standard formal programmes of teaching and research. This may be achieved through a system of community colleges, whose work is validated by the universities. Progress towards the above, particularly the setting of clear objectives for innovative programmes, based on thorough needs analysis and subject both to internal and external evaluation, should be a necessary determinant for development agencies and potential donors in the allocation of funds and of other support. The PEACE Programme could act as a register and evaluator of projects.