53018 January 2010 . Number 19 U IVERSITIES AS KEY PART ERS FOR DEVELOPI G GOOD GOVER A CE PRACTICES I ME A Emmanuel Mbi and Adriana Jaramillo1 participate in selecting their government, possibility of freedom of expression, freedom of Introduction: In October 2009, the World Bank, association, and access to free and independent together with the European Investment Bank, media. Therefore, improving transparency and the Governments of Egypt, France, Jordan, accountability are key obstacles to overcome in Lebanon, Morocco and Tunisia, and the City of MENA in order to succeed in improving Marseille, launched the Marseille Center for Governance for Development. Mediterranean Integration (MCMI). The Center will facilitate access to best knowledge and Although MENA has important universities practices and improve cooperation to support that have high academic and technical development policies geared towards greater standards, they are not exempt from the integration and convergence in the governance and accountability constraints Mediterranean Region. observed in the overall MENA context. Most higher education systems are highly MCMI will offer a platform for public and centralized, with little authority given in terms independent institutions from the region to of how to appoint their staff, how to manage discuss these challenges, learn from each other their budgets and even on what programs to and strengthen local, national and regional offer. Along with limited decision-making capacities to manage interdependence and power, they also lack accountability measures. other developmental challenges. Among these For universities to operate as independent challenges is that of good governance and this institutions, with freedom of expression and Quick Note is based on a speech given at one of independent capacity to create and disseminate MCMI's first forays into this area with a focus knowledge, they need to have more transparent on the governance of universities and its governing arrangements. broader impact on the good governance agenda in the Middle East and North Africa (MENA) MENA and the Youth Challenge: The Middle region. East and North Africa is a youthful region. With about two thirds of the region's MENA and the Governance Challenge: population below the age of 24, MENA is facing According to the Worldwide Governance an unprecedented `youth bulge.' The large Indicators (WGI) produced by DEC and WBI,2 youth population is the result of high fertility the MENA region scores low on Voice and rates between 1970 and 2000, and while growth Accountability, an aggregate indicator that rates are slowing down, the region will measures perceptions of citizens' ability to continue to have one of the world's youngest populations in the next decade. It is a region 1 Emmanuel Mbi, Director, Strategy and Operations, Middle East with an old and rich past ­ but, as noted, it is a and North Africa Region, the World Bank. Adriana Jaramillo, region with a very large number of children Senior Education Specialist, Middle East and North Africa and young adults who are yearning for the type Region, the World Bank. 2 World Bank's Development Economics and Chief Economist of education that will make it possible for them department, and the World Bank Institute. to reap the full benefits of the global economy in the 21st century. The challenge is formidable finally, universities are obvious and it is also urgent: these young people are stakeholders in the reform, and their anxiously waiting to be educated and to be ownership of the reform agenda is hence trained. Each year of delay in the necessary critical for success. reforms is not only a lost year, but also translates into a huge loss of talent and a huge · Second, we at the World Bank are very loss of opportunities for the youth- and with interested in learning from both academics serious implications for social and political and practitioners, from both OECD and stability non-OECD perspectives. The topics that will be discussed are complex ones, and Reforming Higher Education: The process of require a confrontation of viewpoints and reforming higher education systems is mutual learning ­ in the best academic challenging and the record ­ on both sides of tradition. The end result should be new the Mediterranean Sea ­ has been mixed. There and better ideas on how to help transform have been successes ­ and there have been governance of the higher education systems failures. There have been different levels of in the Middle East and North Africa region. progress, different levels of commitment, and different levels of achievements. · Third, we need to adopt a very pragmatic approach. We all know that the challenges One of the key challenges ahead for countries are in many respects formidable, and will on both sides of the Mediterranean has been to take time to address. What is at stake is not improve the governance of the higher only to change a set of regulations, but education system, to tackle issues such as often to change the way people think about university autonomy, quality assurance, the role of universities and the way higher financing, accountability, etc. The Marseille education systems can be best managed. Conference on Universities as Key Partners for We also know that higher education reform Developing Good Governance practices in is a sensitive topic. Political leaders need to MENA, held on December 16-17, 2009 was not approach the issue with caution. And we only an opportunity to share knowledge on this know that there is no one-size-fits-all, that important topic ­ it was also a chance to move each country and each system is different the agenda forward, to gather the ideas and and that actions need to be adjusted to each experiences that will inform concrete decisions specific situation. Hence, we need to make and will translate into action in the very near a conscious effort to remain as grounded as future. The young people in the MENA region possible, and to focus on identifying cannot afford much more time to elapse before practical ways to start moving forward ­ concrete improvements take place in the way small or not-so-small steps that can be higher education is delivered across the region. taken now and that would make a difference. Against this backdrop, in his Opening Remarks, Emmanuel Mbi expressed these three key The Relevance of Universities in Addressing remarks: the Governance Agenda: Universities are relevant institutions in promoting economic · First, Universities, as places of learning, growth and civil society participation; not only have developed the type of extensive and for their capacity to create and disseminate thorough knowledge that can inform knowledge, but also as organizations that decisions on how best to reform higher attract talented people, inject new ideas, enrich education systems. Universities are also cultural life and are regarded as encompassing places for exchange of ideas: the rich the whole social fabric of which they are part history of the Mediterranean world is a of. clear example of the importance of such exchanges, with the incessant back-and- Although none of the universities in the region forth of ideas between its various corners are in any of the rankings of the world's top and its various centers of knowledge. And universities, there are key universities that can January 2010 Number 19 2 play an important role in providing leadership in terms of governance reform in the university To carry out the above, a three year process is system, and be an entry point for wider proposed. The regional seminar that took place dissemination and practice of transparency and on December 16-17 in Marseille was the kick-off accountability at different levels of public and of this program. private institutions. By implementing a set of reforms conducive to On the government side, a key role lies in transforming the way decisions are made in strengthening the governance capacity at local Universities, we expect that important and community levels so as to deploy its institutional examples and leadership will be enabling powers more effectively to promote a provided for other public and private process of social learning among local institutions to follow. As institutions devoted to institutions. forming young people with the skills and values required in productive and democratic Until now, the countries that have been more societies, universities have a wide range of involved in higher education governance potential spill-over effects on a sizeable reforms with the Bank's support are Egypt, population. University students will learn and Jordan, Morocco, Tunisia and West Bank and witness transparency and accountability first Gaza. Through the Skills Employability and hand. In this way, these reforms and initiatives Labor Mobility Program, the Marseille Center may generate an important regional network of for Mediterranean Integration (MCMI) seeks to institutions in the region, and the impact that expand the number of countries that would their activities will have can be multiplied and benefit from these reforms, and continue its disseminated to wider audiences. With the support to Universities that would be interested internationalization of higher education, this in pursuing their reform efforts. network can be linked to best practice governance initiatives in other parts of the Through a technical assistance program, MCMI world. seeks to improve transparency in the way decisions that affect Universities are made by Contact MNA K&L: enlarging the number of stakeholders Emmanuel Mbi, Director, Strategy and Operations, concerned in the decision-making process. Middle East and North Africa region Another objective is to improve and enlarge David Steel, Manager, Operations, Middle East the information dissemination efforts and North Africa region concerning all aspects of University Regional Quick Notes Team: Management such as web-based information on Omer Karasapan, Roby Fields, Najat Yamouri, Budgets, Accreditation and or Evaluation and Aliya Jalloh results, employability of graduates, campus Tel #: (202) 473 8177 facilities, research projects, and other relevant information for students and families. Finally, The MNA Quick Notes are intended to summarize the program aims to build the capacity of at lessons learned from MNA and other Bank Knowledge least one key and strategic University in each and Learning activities. The Notes do not necessarily reflect the views of the World Bank, its board or its participating country. member countries. January 2010 Number 19 3