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2. What Is Iran Up To in Deir al-Zour?
- Author:
- Oula A. Alrifai
- Publication Date:
- 10-2019
- Content Type:
- Policy Brief
- Institution:
- The Washington Institute for Near East Policy
- Abstract:
- Tehran and its proxies have been exerting hard and soft power in northeast Syria, combining military consolidation with economic, social, and religious outreach in order to cement their long-term influence. On September 30, Syria and Iraq reopened their main border crossing between al-Bukamal and al-Qaim, which had been formally closed for five years. The circumstances surrounding the event were telling—the ceremony was delayed by a couple weeks because of unclaimed foreign airstrikes on Islamic Revolutionary Guard Corps targets in east Syria following the Iranian attack against Saudi oil facilities earlier that month. What exactly have the IRGC and its local proxies been doing in Deir al-Zour province? And what does this activity tell us about Iran’s wider plans there?
- Topic:
- Foreign Policy, Education, Military Strategy, Geopolitics, Conflict, and Soft Power
- Political Geography:
- Iraq, Iran, Middle East, Syria, and United States of America
3. We Have Forgotten What Happiness Is: Youth perspectives on displacement and return in Qayyarah sub-district, Mosul
- Author:
- Antonio Massella
- Publication Date:
- 10-2017
- Content Type:
- Research Paper
- Institution:
- Oxfam Publishing
- Abstract:
- The current internal conflict in Iraq, its ensuing displacement and emerging returns, coupled with political and economic crises facing the country, are just the latest in a series of ongoing upheavals that Iraq’s youth are experiencing. This is a grim set of circumstances for any young person, and is particularly troubling in Iraq where pre-crisis figures indicate that 61% of the population is below the age 24 and 20% between the ages of 15 and 24. With the support of ECHO, Oxfam conducted an in-depth qualitative study of youth perspectives on experiences of displacement and return in newly retaken areas around Mosul. The main objective of this study is to investigate how circumstances for youth in Iraq may spur further conflict and shape displacement and return experiences; inform current policies around stabilization; influence the development of a durable solutions framework for displacement in Iraq; and support further development of conflict-sensitive programming as Oxfam moves its response from humanitarian to early recovery.
- Topic:
- Education, Displacement, Youth, and Conflict
- Political Geography:
- Iraq and Middle East
4. Universities are rising from ruins of war
- Author:
- Dlawer Ala'Aldeen
- Publication Date:
- 08-2017
- Content Type:
- Working Paper
- Institution:
- Middle East Research Institute (MERI)
- Abstract:
- Since the 1960s, successive governments in Baghdad considered the Kurdish-majority areas of Iraq a war zone, and deprived them of investment. So when, in 1992, Kurds elected their first parliament and government, the politicians inherited a half-ruined country, with more than 4,000 destroyed villages and just one small university to serve a traumatised population of more than 4 million. Educationally, the biggest priority for the Kurdistan regional government (KRG) was to rapidly expand school capacity. New universities and technical institutes with diverse programmes were also established de novo. Currently, 14 public and 15 private universities are fully operational, accommodating 165,414 students in 2016, compared with 10,166 in 1992. Investing in quality was the next big challenge. In 2010, the Kurdish government that I was part of introduced a comprehensive system of quality assurance and accreditation, including a performance assessment of all staff and institutions that later became the basis for the annual ranking of KRI universities. Previously, no such system had existed in Iraq, and standards were on the decline – especially after the Iraqi regime change in 2003. Continuing political, security and economic crises, as well as poorly designed policies, corruption and over-politicised administrations were partly to blame. As in other Middle Eastern countries, the Iraqi and KRI governments make all senior university appointments and manage university budgets. This inevitably permits external interference in academic affairs, at the expense of quality and efficiency. There have been serious attempts to move towards making universities totally independent from government, but it has not been easy to accomplish. However, we have succeeded in making the KRI university admissions system electronic and transparent, to ensure equal opportunity. Curricula and teaching methods have been modernised, with greater emphasis on critical thinking, scientific debate, mastering information technology and learning other languages, particularly English and Arabic. The rapid proliferation of educational institutions and the subsequent increase in student populations threatened to outpace the system’s ability to prepare an adequate number of teaching staff. This is where research-intensive universities and other centres of excellence in Europe and America helped. In 2010, it was mandated that all PhD candidates should spend up to 18 months in international centres abroad. And the KRG launched a $400 million programme to send more than 4,500 talented graduates to study for higher degrees at prestigious universities abroad. Meanwhile, existing faculty were given incentives to take sabbatical leave, spend time in prestigious universities abroad and to co-publish with colleagues there. Such arrangements can be mutually beneficial. While the local academics and institutions have great needs in terms of connectivity, sense of direction and research leadership, they can offer scientific material, data and unique insight into their local issues. Academic leaders of post-conflict countries need first-hand exposure to best practice in higher education and research. They need to understand how independent universities work in a democracy. They need help to become research-active and to produce high-impact publications. They need to think globally and act locally, solving their countries’ problems through collaborative research. Countries such as KRI are resource-rich and can sustain the funding of their side of collaborations. In addition to its full-fee paying scholarship and sabbatical programmes, the KRG also pledged in 2010 to match-fund external grants for research projects in the KRI. These have led to numerous joint projects, publications and supervision of research students. Many of the external supervisors have become external examiners and assessors of university performance in the KRI. The current security and economic crises have slowed progress, but this is a transient phase. These investments must be maintained as the situation eases. Without strong higher education, Kurdistan will never stand tall even as it moves towards full nationhood.
- Topic:
- Development, Education, Political stability, and Higher Education
- Political Geography:
- Iraq, Middle East, and Kurdistan
5. Education as a way out of IS: Deradicalisation in Mosul
- Author:
- Maisie Cook
- Publication Date:
- 12-2016
- Content Type:
- Policy Brief
- Institution:
- Middle East Research Institute (MERI)
- Abstract:
- With the liberation of Mosul fast becoming a reality, attention is turning to post-IS dynamics. Without sufficient deradicalisation policies, including within the education system, the narrative of the Islamic State will lie dormant or transform, creating the potential for another extremist group to emerge.
- Topic:
- Conflict Resolution, Education, Radicalization, and ISIS
- Political Geography:
- Iraq
6. Making Education Count: Finding Possibilities of Peace in the Unlikeliest of Place
- Author:
- Sarah Dryden-Peterson
- Publication Date:
- 03-2015
- Content Type:
- Working Paper
- Institution:
- Weatherhead Center for International Affairs, Harvard University
- Abstract:
- Sarah Dryden-Peterson, assistant professor at the Harvard Graduate School of Education (GSE), has spent years investigating the dimensions of education in conflict settings. During her time at GSE, her mission has proved ever more important as conflicts intensifying in Syria, Iraq, Gaza, and Somalia both demand immediate action and provide new opportunities for exploration.
- Topic:
- Civil Society, Education, Poverty, and Children
- Political Geography:
- Africa, Iraq, Middle East, Gaza, Syria, and Somalia
7. Crying Wolf Again? The Decline of Western Economic Influence after the Great Recession
- Author:
- Matthias Matthijs
- Publication Date:
- 09-2012
- Content Type:
- Journal Article
- Journal:
- The International Spectator
- Institution:
- Istituto Affari Internazionali
- Abstract:
- Since the turn of the millennium, scholars and pundits have been musing over the decline of the West. The disappointing US military invasions in Afghanistan and Iraq, together with the subprime mortgage crisis, seem to be evidence of an abrupt end to America's 'unipolar' moment. In Europe, the sovereign debt crisis has amplified Europe's long-term structural economic problems and laid bare the fragile institutional foundation on which the Economic and Monetary Union was built. At the same time, the BRICs and other emerging economies have been growing at unprecedented rates. Those same analysts see a 'decoupling' in the world economy: the developing economies pulling the world out of recession, while the advanced industrial economies are unable to solve their domestic difficulties. So to them, the events of the past five years signify the beginning of the end of Western influence, eventually leading to a more complete rebalancing of the world economy's current 'Western' system of governance. This article argues instead that the West still has a significant edge when it comes to most critical factors that determine long-term economic growth potential, including technology, innovative capacity, research and development, investment climate and education. Furthermore, the transatlantic economy is less vulnerable than the rest of the world to outside economic shocks and might eventually prove more capable of reform than many expect. The current malaise in the transatlantic community might therefore prove once again to be more cyclical than structural. Relying on linear projections, many are 'crying wolf' again, too loud and too soon.
- Topic:
- Education
- Political Geography:
- Afghanistan, Iraq, America, and Europe
8. ObamaCare v. the Constitution
- Author:
- Paul J. Beard II
- Publication Date:
- 06-2011
- Content Type:
- Journal Article
- Journal:
- The Objective Standard
- Institution:
- The Objective Standard
- Abstract:
- Matt Sissel is a young entrepreneur who is pursuing the American dream. After returning from military service in Iraq and paying his way through art school, he opened a studio in Iowa City, where he sells his fine art and offers art lessons. Until recently, Matt's entire focus had been on furthering his education and art business. So he made the considered judgment to forgo some luxuries-such as health insurance. In his twenties, Matt is healthy and has no preexisting medical conditions. He is self-insured-paying out of pocket any medical expenses that might arise-and wants to continue to self-insure because he believes the cost of health insurance premiums is excessive and that his money is better devoted to his business. But the federal government couldn't care less about Matt's priorities and choices. Beginning in 2014, it will force Matt, along with almost every other American, to buy a comprehensive, government-approved health-insurance plan from a private insurance company, on pain of stiff civil penalties. This "Individual Mandate" is at the heart of the Patient Protection and Affordable Care Act-also known as "ObamaCare"-which Congress enacted and the president signed into law in 2010. As a consequence of the Individual Mandate, Matt must act now to make financial plans: either purchase health insurance or pay a hefty annual penalty. Given the financial burden it will impose, he can no longer afford to hone his craft by furthering his education in art. Matt must focus exclusively on the creation and sale of his artwork in order to brace himself for the impending obligations the Individual Mandate imposes. Outraged that he is being forced to divert his hard-earned resources away from his education and career in order to buy a service he neither needs nor wants, Matt has decided to sue the federal government, asking the federal district court in Washington, D.C., to enjoin enforcement of the Individual Mandate on the grounds that it violates the United States Constitution. Other legal challenges to the Individual Mandate are pending in courts across the country, such as the well-known lawsuits brought by various state governments and officials whose purpose is to protect their sovereignty against federal encroachment. But few challenges take up the cause as championed by Matt, who is driven by the explicit desire to have the government recognize his right to life, liberty, and the pursuit of happiness, exercised in accordance with his own values and goals.1 Let us consider the prospects for Matt's constitutional challenge to the Individual Mandate. ObamaCare's Individual Mandate In brief, here is how the Individual Mandate will work: Beginning in 2014, with few exceptions, all individuals with legal residence in the United States will be forced to purchase a health-insurance plan with "minimum essential coverage," as defined by the government. Exempt individuals include Native Americans, religious objectors, Americans living abroad, and the poor (whose health care will be subsidized). And what the law defines as "minimum essential coverage" is far more than is necessary for young and healthy individuals such as Matt. Thus, a catastrophic health-insurance plan covering only expenses related to medical emergencies-which would make sense for many Americans-would not satisfy the mandate's requirements. Moreover, individuals subject to the Individual Mandate cannot satisfy the "minimum essential coverage" requirement by self-insuring: Under the act, they are prohibited from paying for their medical expenses out of pocket.2 Thus, if Matt fails to buy "minimum essential coverage" by January 1, 2014, the government will assess a financial penalty against him for every month he remains without such coverage. The penalty for failing to purchase approved health insurance is the greater of 2.5 percent of the taxpayer's annual income, or $695 for each uninsured family member per year, up to a maximum of $2,085 per family per year-not an insignificant sum.3 Does the federal government-specifically, Congress-really have the legal power to force Matt and other Americans to buy a product or service, such as health insurance, from a private company? . . .
- Topic:
- Education
- Political Geography:
- Iraq and America
9. The Broken Contract: Inequality and American Decline
- Author:
- George Packer
- Publication Date:
- 11-2011
- Content Type:
- Journal Article
- Journal:
- Foreign Affairs
- Institution:
- Council on Foreign Relations
- Abstract:
- Like an odorless gas, economic inequality pervades every corner of the United States and saps the strength of its democracy. Over the past three decades, Washington has consistently favored the rich -- and the more wealth accumulates in a few hands at the top, the more influence and favor the rich acquire, making it easier for them and their political allies to cast off restraint without paying a social price.
- Topic:
- Economics and Education
- Political Geography:
- United States, Iraq, Washington, and Baghdad
10. Higher Education and the Future of Iraq
- Author:
- Imad K. Harb
- Publication Date:
- 01-2008
- Content Type:
- Working Paper
- Institution:
- United States Institute of Peace
- Abstract:
- Iraq's higher education sector has the potential to play an important role in overcoming the country's widening sectarian divides and fostering long-term peace and stability. As a leading actor within Iraq's civil society, it could offer an institutional venue for resolving the country's political, social, and economic problems while promoting respect for human rights and democratic principles both on campus and in the wider society. Iraq's universities flourished in the 1960s and 1970s. However, after the rise of Saddam Hussein to power in 1979, they gradually lost their intellectual dynamism and became increasingly politicized in the service of the regime. UN sanctions imposed after Iraq's invasion of Kuwait in 1990 helped to isolate and impoverish the higher education sector. Universities, many of which were already in poor physical shape, were looted in the chaos that accompanied the invasion of 2003. Hundreds of millions of dollars are needed to rehabilitate campuses, but the budget for higher education is meager and most is earmarked for wages and salaries. Universities have also been hit hard by the violence that has followed the invasion. Hundreds of university professors and administrators have been killed and thousands have fled abroad. Meanwhile, sectarianism has begun to cast a dark shadow over student life. Campuses are highly politicized with student organizations vying, sometimes violently, for influence. There also has been an increase in religiosity and in efforts, especially in the south, to enforce veiling of women and separation of the sexes. The dismal situation is made worse by the fact that curriculum materials in all fields are in short supply, textbooks are outdated, administrative authority is overcentralized, new students are poorly prepared, and the teaching staff is inadequately trained. The international community has made a variety of efforts to support the rejuvenation of Iraq's universities by donating funds, providing expertise, and launching cooperative initiatives. International assistance has been helpful, but if the higher education sector is to reclaim its earlier dynamism and play a leading role in national reconstruction, it needs a comprehensive program of reform. Any package of reforms must emphasize the need to update and expand the curriculum. Universities should embrace new disciplines that will instruct students in conflict resolution, reconciliation, intercommunal tolerance, institution building, civil society development, women's studies, democracy, and human rights. Another pressing requirement is to give academics and students access to foreign scholars and publications through a series of international seminars and workshops and via a large-scale program of translating foreign-language books and journals into Arabic. Efforts must also be made to train faculty in new technologies and subjects and to increase the number of faculty who hold doctoral degrees. Foreign donors and governments should also offer scholarships abroad to Iraqi students and professors to help alleviate the burden of training a new class of university personnel. Like other public-sector institutions, higher education institutions are overcentralized and need more freedom to determine their own policies, procedures, and curricula. Iraqis cannot accomplish these reforms by themselves. They need the sustained support of foreign governments, international bodies, and non-governmental organizations if they are to demonstrate how universities in a divided society can play a leading role in promoting civic peace.
- Topic:
- Democratization, Education, and International Cooperation
- Political Geography:
- Iraq and Middle East
11. Are U.S. Military Academies Preparing Graduates for Today's Wars?
- Author:
- Andrew Exum
- Publication Date:
- 01-2007
- Content Type:
- Policy Brief
- Institution:
- The Washington Institute for Near East Policy
- Abstract:
- For the past five years, U.S. Army and Marine Corps officers have been operating in highly complex combat environments in both Afghanistan and Iraq. Uniformed decisionmakers realized early on that these wars required a wide array of skill sets and areas of expertise beyond those traditionally taught to junior officers. Army chief of staff Gen. Peter Schoomaker has stressed the need for a new kind of Army leader skilled in governance, statesmanship, and diplomacy and able to understand and work within different cultural contexts. The question, then, is to what extent the education given to future ground component officers at the U.S. Military Academy at West Point and the U.S. Naval Academy at Annapolis is working to produce such leaders. Specifically, to what extent are the traditional engineering-based curricula at the nations service academies producing leaders with the requisite language and cultural skills necessary to be effective officers on the ground in Iraq and Afghanistan?
- Topic:
- Development, Education, and War
- Political Geography:
- Afghanistan, United States, Iraq, and Middle East