Mondes Arabe, Musulman et Sémitique
http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique
Mondes Arabe, Musulman et Sémitique
Blog pédagogique du laboratoire IREMAM
pcassuto2013-06-18T07:19:42ZTop global university courses to be available in Arabic for free
http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique/education/2013/05/22/top-global-university-courses-to-be-available-in-arabic-for-free
<div>
<a href="http://english.alarabiya.net/en/life-style/variety/2013/05/20/Top-global-university-courses-to-be-available-in-Arabic-for-free-.html" target="_blank"><img src="http://dam.alarabiya.net/images/3095a858-74c1-4cb1-ae88-953f054fd4c4/600/338/1?x=0&y=0" alt="http://dam.alarabiya.net/images/3095a858-74c1-4cb1-ae88-953f054fd4c4/600/338/1?x=0&y=0" width="112" height="62" align="left" /></a><strong>Taghreedat,
the largest Arabic crowd-sourcing initiative in the Middle East and
North Africa, has announced a partnership with Coursera, the world’s
leading Massive Open Online Course provider, to translate major
international university courses across multiple disciplines for Arab
students worldwide, for free.</strong><br />
Leading global universities, including Stanford, Yale, Columbia,
Georgia, Duke, Northwestern, Pennsylvania, Princeton and Edinburgh, are
offering a number of their courses for free on Coursera in English. With
this partnership, some of the world’s top university courses will be
accessible for free for all Arabic-speaking users.<br />
Starting May 19, Taghreedat’s 9,000 translators, writers and editors in
37 countries worldwide will have a chance to translate two university
courses, marking the official start of the collaboration with Coursera.
Stanford University’s Math Think and Duke University’s Behavioral
Economics will be the first two courses to be localized, with plans for
more courses to follow.<br />
A group of Taghreedat translation language moderators will be managing
project quality in the following weeks to ensure the courses are
localized accurately and are accent-free.<br />
“This is a major milestone for Taghreedat, especially that we are
looking at diversifying our localization project portfolio and focusing
on Open Educational Resources as a strategic area that we are engaging
our crowd-sourcing community in,” said Taghreedat co-founders Mina Takla
and Sami Mubarak.<br />
“2013 has been a very exciting year for Taghreedat, including
collaborations with WhatsApp, Gameloft, the Wikimedia Foundation and
Easy Chirp, in which over 8,000 Arabic translators have participated so
far. Localization of apps and games are two new and very unique
additions to the initiative’s contributions to Arabic digital content,
and we have more ambitious plans for the rest of the year.”<br />
The Taghreedat - Coursera collaboration is part of a larger global
partnership that Coursera is announcing this week with more than 15
translation organizations worldwide to translate its courses into the
most popular language markets reflected by Coursera students: Russian,
Portuguese, Turkish, Japanese, Ukrainian, Kazakh and Arabic. The
majority of translated courses are expected to be available by Sept.
2013.<br />
“The institutions that are providing translation services for our free
online courses are helping to make the educational content on Coursera
more accessible to the millions of people around the world who stand to
benefit from these resources but are not fluent in English. The
potential to impact global education is greatly elevated by our ability
to bridge language barriers,” said Coursera co-founder Daphne Koller.<br />
“Many of our students are already taking advantage of user-generated
subtitles in our courses, and we believe that having translations will
significantly improve the learning experience for non-native English
speakers,” said Coursera co-CEO Andrew Ng. “By offering courses in more
languages, we hope to provide quality educational opportunities to more
of the students who need it most.”<br />
Over the past few months, Coursera has welcomed 29 new universities to
its platform, in addition to six educational institutions and museums,
bringing the total number of participating institutions to 69. The new
additions include 16 international schools that offer courses in
Chinese, French, Italian and Spanish.
</div>Education2013-05-22T00:29:58ZpcassutoPromoting ethics in universities
http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique/education/2012/05/06/promoting-ethics-in-universities
<div>
<a href="http://www.iiep.unesco.org/no-cache/news/single-view.html?tx_ttnews[tt_news]=1070&tx_ttnews[backPid]=262" target="_blank"><img src="http://www.iiep.unesco.org/typo3temp/pics/69b85e6274.jpg" alt="http://www.iiep.unesco.org/typo3temp/pics/69b85e6274.jpg" width="232" height="334" align="left" /></a><strong>Morocco initiates the design of an ethics charter</strong><br />
Within a context of profound political and social transformations in the
Arab region, the University Mohammed V - Souissi in Rabat (Morocco)
recently initiated the design of a charter on ethics, “the most
important values of which should permeate all university actors”. In
support of this initiative, the Faculty of Educational Sciences decided
to devote its Second Forum on Active Citizenship to "Ethics in
Universities of Morocco", on 28–29 March 2012.<br />
The event was inaugurated by Mr Radouane Mrabet, President of the
University and Mr Abdesselam El Ouazzani, Dean of the Faculty of
Educational Sciences. The debates focused mainly on the importance of
ethical values in a context of political, social, and cultural change;
on the position of the Moroccan university community concerning the
issue; and on the role of universities in strengthening an ethical
culture.<br />
The President stressed the need to promote the role of Universities as
"a place of consolidation and defence of values" in a context of
economic, political, and social crisis. He described the early stages of
development of an ethical charter, with the establishment of an ad-hoc
committee on which key University stakeholders are represented. <br />
Invited by the University, IIEP staff explained in detail the
prerequisites for an effective application of ethical charts, founded on
the key findings of <a class="external-link-new-window" href="http://teachercodes.iiep.unesco.org/" target="_blank">its research on teacher codes of conduct</a>.
The Institute advocated for the involvement of both faculty and
students at each stage of the charter’s development, and for the
implementation of indispensable mechanisms to ensure its enforcement,
such as creating an "ethical watch", dealing with complaints, training
the actors, etc. Reference was made to ongoing initiatives in various
universities, notably in Europe (Geneva) and North America (Ontario).
<br />
The discussions that followed the presentations were
very lively, especially concerning the distinction between ethics and
morals; the determination of the values with which the Moroccan academic
community currently identifies; the definition of the legal status of
ethical charters in light of existing regulations; the integration of
ethical issues into certain university programmes; and the setting up of
joint consultative mechanisms on these themes.<br />
In conclusion, the Dean of the Faculty indicated his
willingness to hold another Forum next year, in order to make a first
assessment of the experience of the University in its elaboration of an
ethical charter.<strong><br />
Contact:For more information, please contact <a class="mail" href="mailto:m.poisson@iiep.unesco.org">Muriel Poisson</a>. Links: <a class="external-link-new-window" href="http://www.um5s.ac.ma/images/stories/etablissements/FSE/forum_de_la_citoyennete/Ethique_et_universit_argumentaire__1_.pdf" target="_blank">See the Forum flyer</a> (In French);<span class="external-link-new-window"> </span><a class="external-link-new-window" href="http://teachercodes.iiep.unesco.org/" target="_blank">IIEP website on Teacher codes of conduct</a>.</strong>
</div>Education2012-05-06T01:09:52ZpcassutoHistoire scolaire, impérialisme(s) et décolonisation(s): le cas du Soudan anglo-égyptien (1945-1958)
http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique/colonial-studies/2012/05/03/histoire-scolaire-imp-rialisme-s-et-d-colonisation-s-le-cas-du-soudan-anglo-gyptien-1945-1958
<div align="center">
<span style="color: #800000"><strong><span style="font-family: arial,helvetica,sans-serif">Soutenance de thèse</span></strong></span>
</div>
<div align="center">
<strong><span style="font-family: arial,helvetica,sans-serif; color: #000000">Jeudi 17 mai 2012 à 14h00, salle George Duby, MMSH, Aix-en-Provence</span></strong>
</div>
<div align="center">
</div>
<div align="center">
<img src="http://blog.univ-provence.fr/gallery/41/Iremam-Logo.png" width="82" height="95" /> <img src="http://blog.univ-provence.fr/gallery/41/previews-med/AMU.png" border="0" width="229" height="82" />
</div>
<div align="center">
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div align="center">
</div>
<div align="center">
<span style="font-size: medium; color: #003300"><em><strong><span style="font-family: arial,helvetica,sans-serif"> Histoire scolaire, impérialisme(s) et décolonisation(s):</span></strong></em></span>
</div>
<div align="center">
<span style="font-size: medium; color: #003300"><em><strong><span style="font-family: arial,helvetica,sans-serif">le cas du Soudan anglo-égyptien (1945-1958)</span></strong></em></span>
</div>
<div align="center">
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div align="center">
</div>
<div>
<span style="font-family: arial,helvetica,sans-serif; color: #000000">Thèse d'histoire soutenue par <a href="http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique/pages-personnelles/2007/05/11/iris-seri-hersch" target="_blank"><strong>Iris SERI-HERSCH</strong></a><strong>, IREMAM</strong> </span>
</div>
<div>
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div>
<span style="font-family: arial,helvetica,sans-serif; color: #000000">Sous la direction de <a href="http://iremam.univ-provence.fr/spip.php?article20" target="_blank">Ghislaine Alleaume </a></span>
</div>
<div>
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div>
<u><strong><span style="font-family: arial,helvetica,sans-serif; color: #000000">Jury</span></strong></u>
</div>
<div>
<span style="font-family: arial,helvetica,sans-serif; color: #000000"><a href="http://iremam.univ-provence.fr/spip.php?article20" target="_blank">Ghislaine ALLEAUME</a>, Directrice de recherches CNRS-IREMAM, Aix-en-Provence
<br />
<a href="http://www.unifr.ch/ipg/fr/Collaborateurs/bugnard-pierre-philippe" target="_blank">Pierre-Philippe BUGNARD</a>, Professeur, Université de Fribourg, Suisse
<br />
<a href="http://www.kuleuven.be/wieiswie/en/person/00009631" target="_blank">Marc DEPAEPE</a>, Professeur, Université Catholique de Louvain, Belgique
<br />
<a href="http://www.tau.ac.il/~mideast/faculty/files/haggaicv.doc" target="_blank">Haggai ERLICH</a>, Professeur émérite, Tel Aviv University, Israël
<br />
<a href="http://www.sedet.univ-paris-diderot.fr/spip.php?article76" target="_blank">Odile GOERG</a>, Professeur, Université Denis Diderot - Paris 7
<br />
<a href="http://www.rfiea.fr/en/node/155" target="_blank">Robert ILBERT</a>, Professeur, Aix-Marseille Université, Aix-en-Provence
<br />
<a href="http://iremam.univ-provence.fr/spip.php?article388" target="_blank">Catherine MILLER</a>, Directrice de recherches CNRS-IREMAM, Aix-en-Provence
<br />
<a href="http://www.dur.ac.uk/history/staff/profiles/?id=1570" target="_blank">Justin WILLIS</a>, Professeur, Durham University, Royaume-Uni </span>
</div>
<div>
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div align="center">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">La soutenance est publique. </span>
</div>
<div align="center">
</div>
<div align="center">
<a href="http://blog.univ-provence.fr/gallery/41/SoutenanceThèse_Seri-Hersch.pdf" target="_blank"><strong><span style="font-family: arial,helvetica,sans-serif; color: #000000">Annonce de la soutenance et résumé de la thèse </span></strong></a>
</div>
<div align="center">
</div>
<div align="center">
<a href="http://tel.archives-ouvertes.fr/tel-00700410" target="_blank"><span style="font-family: arial,helvetica,sans-serif; color: #003300"><strong>Texte intégral de la thèse (pdf)</strong></span></a>
</div>
<div align="center">
</div>Doctorants IREMAMSudanese StudiesEducationSoutenancesColonial Studies2012-05-03T22:45:22Zh20506805Yemen - Privatization of higher education
http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique/higher-education/2012/04/30/yemen-privatization-of-higher-education
<div>
<a href="http://www.yementimes.com/en/1568/opinion/789/Privatization-of-higher-education.htm" target="_blank"><img src="http://www.yementimes.com/templates/set_zen/_img/yementimes.jpg" alt="http://www.yementimes.com/templates/set_zen/_img/yementimes.jpg" width="189" height="122" align="left" /></a><strong>Published on 30 April 2012 in <a href="http://www.yementimes.com/en/1568/opinion/" target="_blank" title="View all posts in Opinion" rel="category tag">Opinion</a><a class="show_hide1" title="More about Aref Abdullah Al-Selmi"> Aref Abdullah Al-Selmi</a> (author).</strong> All of us knows the importance of higher education and its necessity in a
world that recognizes only those with higher education degrees. In
Yemen, getting a bachelor degree is very difficult as a result of
corruption in the higher education sector. This corruption changed the
public education system into a private one by establishing educational
systems aimed towards profitability. In order to get a bachelor degree,
Yemeni students – especially those with low marks at high school – have
to give in to the reality and enroll in these private systems, because
higher education is the gateway for a better future.<br />
According to Article no.54 of Yemen’s Constitution, “The state
guarantees the right of education for all citizens.” But unfortunately
in 2004, the “parallel” Moazi and personal expense systems arose in
public Yemeni universities. According to this system a student has to
pay a large amount of money, starting from US 200 up to US 2,500
depending on the specialization. If you are studying medicine or
engineering, you will pay a higher amount than if you are studying human
sciences. If we calculate the total amount received from the students
at Sana’a university alone, it amounts to between YR 400 million and YR 2
billion annually.<br />
These systems must be cancelled as soon as possible because they are
unfair, blocks the future of poor students, increases the number of
illiterate and unemployed youth in the society, and above all is the
main source of financial corruption in universities.<br />
I don’t think that the Moazi and the personal expense systems serve the
nation or students. More they are torturing the students by the amount
of money they have to pay. Instead of concentrating on their studies,
students have to work to gain the money to be able to continue their
education.<br />
The sons of officials always study abroad even if they got low marks at
high school. So what’s the difference between those students and those
who are poor? According to the constitution all students have the right
to free education, and the priority is for the those who want to
continue their education and can contribute to their homeland’s
development.<br />
What a shame will be on the government if the privatization of education
continues and is not cancelled. The government has to take into
consideration that the youth made their revolution in order to get rid
of corruption of which the Moazi system is a part.<br />
The students – at all the public Yemeni universities – will not stop
their continuous demonstrations to achieve their demands, which are the
canceling of the Moazi and personal expense systems, the transfer of the
students under those systems to the general system, extending the
purchasing power of the universities, and publication of the financial
amounts that were received from students to be used for the purchasing
of labs, books etc. for the universities.<br />
If the government cannot cancel these unfair systems, the students have to overthrow the regime again!
</div>EducationArabian PeninsulaHigher Education2012-04-30T22:32:14ZpcassutoContrats doctoraux LabexMed 2012-2015
http://blog.univ-provence.fr/blog/mondes-arabe-musulman-et-smitique/education/2012/04/27/contrats-doctoraux-labexmed-2012-2015
<div align="center">
<span style="font-family: arial,helvetica,sans-serif; color: #800000"><strong>Bourses doctorales
</strong></span>
</div>
<div align="center">
<span style="font-family: arial,helvetica,sans-serif"><strong><span style="color: #000000">
Laboratoire d'Excellence sur les Etudes Méditerranéennes, MMSH, Aix-en-Provence</span></strong></span><br />
</div>
<div align="center">
</div>
<div align="center">
</div>
<div align="center">
<a id="res_3060" href="http://www.univ-amu.fr/" target="_blank"><img src="http://blog.univ-provence.fr/gallery/41/previews-med/AMU.png" border="0" width="318" height="114" align="left" /></a>
</div>
<div align="center">
<a href="http://www.mmsh.univ-aix.fr/Pages/labexmed.aspx" target="_blank"><img src="http://blog.univ-provence.fr/gallery/41/labexmed.png" width="318" height="59" /></a>
</div>
<div align="center">
</div>
<div align="center">
</div>
<div align="center">
</div>
<div>
</div>
<div align="center">
<span style="font-size: medium; color: #000000"><strong><span style="font-family: arial,helvetica,sans-serif">Appel d’offre pour deux contrats doctoraux fléchés LabexMed</span></strong></span>
</div>
<div align="center">
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">Le laboratoire d’excellence sur les études méditerranéennes, coordonné par la <a href="http://www.mmsh.univ-aix.fr" target="_blank">Maison méditerranéenne des sciences de l’homme</a> (Aix-en-Provence), attribuera en septembre 2012 deux contrats doctoraux, pour des thèses préparées dans une des Ecoles doctorales du périmètre de LabexMed :</span>
</div>
<div align="justify">
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole doctorale 355 « Espaces, cultures, sociétés »</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole doctorale 67 « Sciences juridiques et politiques » (Aix-Marseille Université)</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole doctorale 356 « Cognition, Langage, Education » (Aix-Marseille Université)</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole doctorale 372 « Sciences Economiques et Gestion d’Aix-Marseille » (Aix-Marseille Université)</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole Doctorale 251 « Sciences de l’Environnement » (Aix-Marseille Université)</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole doctorale 286 « Sciences sociales » (Ecole des Hautes Etudes en Sciences Sociales)</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">- l’Ecole doctorale 357 « Culture et patrimoine » (Université d’Avignon et des Pays de Vaucluse).<br />
</span>
</div>
<div align="justify">
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">Durée : 3 ans à compter du 1er septembre 2012.<br />
Le montant du contrat doctoral est de 1684.93 € brut par mois.<br />
</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000">Le doctorant aura la possibilité de demander une mission complémentaire (d’enseignement par exemple). Le montant du contrat doctoral sera alors de 2024.70 € brut par mois.</span>
</div>
<div align="justify">
<span style="font-family: arial,helvetica,sans-serif; color: #000000"> </span>
</div>
<div align="justify">
<span style="color: #0000ff"><strong><span style="font-family: arial,helvetica,sans-serif">Délai d'envoi des candidatures: 20 juin 2012 </span></strong></span><br />
</div>
<div align="justify">
</div>
<div align="center">
<span style="font-size: medium"><a href="http://blog.univ-provence.fr/gallery/41/ContratsDoctoraux_LabexMed_2012.pdf" target="_blank"><span style="font-family: arial,helvetica,sans-serif; color: #000000"><strong>Appel d'offre détaillé et modalités de candidature </strong></span></a></span>
</div>
<div align="center">
</div>
<div align="center">
</div>Formations courtesDoctorants IREMAMPostes & BoursesEducation2012-04-27T23:39:47Zh20506805