Global Education Initiative MENA Roundtable on Entrepreneurship Education

8/7/2019 Global Education Initiative MENA Roundtable on Entrepreneurship Education

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Global Education InitiativeMENA Roundtable on Entrepreneurship EducationMarrakech, Morocco

October 2010

In collaboration with Deloitte and GV Partners

World Economic ForumDecember 2010



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Contents

Foreword 5

1. Introduction 7

1.1 Maniesto 7

2. Entrepreneurship, Job Creation and 21st Century Skills 10

2.1 The role o entrepreneurship in the MENA region 10

2.2 Creating an entrepreneurial ecosystem in the MENA region 16

2.3 Challenges 18

3. Entrepreneurship Education Policies in MENA 20

3.1 Trends across the region 20

3.2 Policy challenges and gaps 21

4. Practices and Partnerships 23

4.1 21st century skill development: paradigm shit in the education system 24

4.2 Building policy commitment and an enabling regulatory environment 24

4.3 Leveraging and scaling good practices through multistakeholder partnerships 25

4.4 Developing clear outcomes, goals and measuring impact 26

5. Next Steps 27

6. Acknowledgements 28

7. Appendices 30

7.1 List o Reports Reerenced 30

7.2 List o Participants 31

7.3 Entrepreneurship Education Prole Matrix 34

7.4 Entrepreneurship Education Proles 35

Global Education Initiative | 3



Foreword

The World Economic Forum’s Global Education Initiative (GEI) advocates positive and sustainable change in education

through quality, innovation and entrepreneurship. Capitalizing on the successul launch o the 2009 report, Educatingthe Next Wave of Entrepreneurs, the GEI will continue championing this issue globally in 2010 and 2011. The primaryvehicle to achieve this will be a series o high-level regional entrepreneurship education roundtable meetings; the irst wasconvened in Brussels, Belgium, in May 2010. The second roundtable which is the ocus o this report was convened inthe Middle East and North Arica region on the occasion o the World Economic Forum on the Middle East and NorthArica in Marrakech, Morocco, on 24 October 2010. The third roundtable is scheduled to take place in Latin America on26 April 2011 on the occasion o the World Economic Forum on Latin America in Rio de Janeiro, Brazil. The objectives oreach o these regional meetings are as ollows:

1. Convene stakeholders rom business, government, academia, international organizations, civil society and non-governmental organizations in a roundtable to develop action plans to advance entrepreneurship education within theregion in question

2. Focus on strengthening entrepreneurship education at the secondary and higher education levels3. Provide a tangible opportunity to inluence policy in entrepreneurship and innovation in education4. Provide an open orum to discuss regionally the possibilities or implementing the recommendations o the 2009 GEI

report, Educating the Next Wave of Entrepreneurs

5. Develop and establish concrete partnerships and cross-sector collaboration in the region targeted that will lead to theglobally relevant advancement o entrepreneurship education

In the MENA region, the quality and relevance o education are critical given the demographic and social implications.Although progress has been made in key areas such as basic enrolment, millions o youth leave school withoutemployable skills, and millions more emerge rom university lacking the capabilities needed to compete or entry intoprivate sector employment. Youth unemployment in the region averages 25%, and there are deep concerns about existingeducation models being able to provide the skills required or economic growth and development in the 21st century.

Integrating innovation and entrepreneurial thinking into the education process is a prerequisite to build and oster the 21stcentury skills, aptitudes, attitudes and entrepreneurial mindsets that the youth o the region need to acquire to succeedand grow opportunity moving orward. Some countries have already started to develop their entrepreneurial ecosystemsbut this tends to ocus on the higher education level and, as yet, only a handul o countries in the region are activelyintroducing national policies related to the implementation o entrepreneurial learning in their national education curricula.

The MENA Roundtable on Entrepreneurship Education is the irst milestone in advancing the policy dialogue in the region,and complements the solid work that has already been done in this area by the United Nations Educational, Scientiic andCultural Organization (UNESCO), the International Labour Organization (ILO), the European Training Foundation (ETF),INJAZ and others at both the international and national level in several countries. Building on the momentum rom theroundtable, our ocus now is to develop a sustainable platorm driven by local partners that continues to raise visibilityon the importance o entrepreneurship education across the MENA region and promote the implementation o the

recommendations outlined in this report. We invite you to join us in this journey.

We would like to thank the Global Education Initiative Steering Board or their many years o unconditional supporto the initiative and the mission o the World Economic Forum. We speciically thank GEI Steering Board members –Abraaj Capital, Cisco, Deloitte, EMC, Intel, Manpower and Microsot – or their leadership and stewardship o the MENARoundtable and this report.

Alex Wong

Senior DirectorHead o Centre or Global Industries (Geneva)Head o Global Education InitiativeWorld Economic Forum

Andreas Cox

Associate DirectorGlobal Education InitiativeWorld Economic Forum




1. Introduction

This report provides a summary o the discussions and outcomes o the MENA Roundtable on EntrepreneurshipEducation, organized by the World Economic Forum’s Global Education Initiative (GEI), as well as background research onthe MENA region.

“Transformational changes in society,

the economy and technology have

created an imperative to prepare young

people with 21st century skills. Skills in

entrepreneurship, innovation, creativity,

problem solving and collaboratingacross borders are crucial. These skills

will prepare them to address global

challenges and become leaders and

innovators. Collaboration between

business, government and community

leaders is key to bringing about change.

Through Deloitte21, Deloitte member

firms are focused on arming underserved

young people with 21st century skills.

They are working with community leaders

to scale innovative programmes thatdevelop these skills. We look forward

to continuing to collaborate with other

leaders through the Global Education

Initiative to make a long-term impact.”

Ainar Aijala, Global Managing Director,Consulting, Deloitte Touche Tohmatsu Limited

On 24 October 2010, on the occasion o the World

Economic Forum on the Middle East and North Aricain Marrakech, Morocco, the Steering Board o theWorld Economic Forum’s Global Education Initiative, theMENA Advisory Group and other leaders rom business,government, academia, international organizations and civilsociety gathered or a private high-level roundtable meetingon entrepreneurship education. The roundtable outcomesincluded a series o recommendations and the Maniestoor Creating Jobs and Economic Growth in MENA throughEntrepreneurship and 21st Century Skills.

1.1 Manifesto for Creating Jobs and Economic Growth in MENA through Entrepreneurship and 21st Century

Skills

The gap between skills and jobs is widening urther in the MENA region,and many countries in the region lag behind other countries around theworld in terms o competitiveness. The region must invest in developingentrepreneurial and innovative skills to build sustainable economicdevelopment, create jobs and generate renewed economic growth. The

MENA region needs to equip uture generations with the necessary skills orthe 21st century. The discussions led to the creation o this maniesto, whichis built on our pillars.

I. Transform the Education System by Integrating 21st Century Skills

and Entrepreneurship

Educational institutions, rom the earliest levels up, need to adopt 21stcentury methods and tools to develop the appropriate learning environmentor encouraging creativity, innovation and the ability to think “out o the box”to solve problems. Entrepreneurship enables the development o leadershipand lie skills and has become increasingly recognized as a key competency.

Entrepreneurship and innovation are driving new ways o learning, living andworking. Embedding entrepreneurship and innovation, cross-disciplinaryapproaches and interactive teaching methods in education requires newmodels, rameworks and paradigms. Changes in the educational system areneeded across all levels and should address the lielong learning processas well as critical links and interactions between levels (primary, secondary,higher and vocational education).

It is also critical to train, develop and motivate teachers to use interactiveteaching methods, leverage international best practices and develop thenecessary local content. Entrepreneurs and others with entrepreneurial experience should be integrated into classroomdiscussions and hands-on projects with students. Entrepreneurs provide great value in the learning process and alsoserve as role models or students. Engaging them also enhances entrepreneurial spirit within the institution overall andcreates stronger links with the local community and the entrepreneurial ecosystem. Training programmes outside ormaleducation play a key role in providing greater access to entrepreneurial training and should be expanded.



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There are many new models being tested around the world, both inside and outside ormal educational systems, which

need to be shared more broadly to uel new and more eective approaches to entrepreneurship education. More mustalso be done to acilitate student exchanges, aculty collaboration and research across borders.

Suggested Actions

• Require entrepreneurship in the curriculum at all levels

Catalyse change in the education system by requiring the integration o entrepreneurship and 21st century skilldevelopment

• Empower teachers with the necessary tools, training and incentives

Develop training programmes and build networks or entrepreneurship educators across the region leveragingexisting international programmes as well as creating new local initiatives

II. Build Policy Commitment to Facilitate the Entrepreneurial Ecosystem

Governments across the MENA region must act now to address the growing skills gap. This requires a clear and coherentcommitment at the highest political levels.

Policies should send a strong signal o support or entrepreneurship and also set the strategic ramework in which schoolsand universities can work to implement programmes and activities within their institutions. To do so, greater coordinationis necessary across ministries and action is needed at the national, regional and local levels.

To acilitate an entrepreneurial ecosystem, the appropriate regulatory ramework is necessary. Regulations that restrictentrepreneurship, such as bankruptcy laws, should be modiied. However, policies and national strategies are notenough. The engagement o stakeholders in the entrepreneurial ecosystem – academia, business, the NGO community,international institutions and oundations – is critical to ensure the development o relevant policies and to assist in the

implementation o programmes.

Suggested Actions

• Create a cross-country and sector coordinating body to drive action

Extend the role and membership o the World Economic Forum MENA Action Group or Entrepreneurship Educationand continue the work o the group to drive action and commitment across the regionEngage policy-makers, create champions and instil urgency or action

III. Leverage and Scale Good Practices through Multistakeholder Partnerships

Entrepreneurship thrives in ecosystems in which multiple stakeholders play key roles. In particular, education should

be better linked with practice to ensure that uture skills match uture jobs. Academia should be encouraged to reachout to the business community and integrate them into the learning process. Students need to have the opportunityto experiment and experience entrepreneurship. Greater awareness and access to role models and success stories(international, national and local) is needed to encourage young people to pursue their potential. The media and neworms o social media should be leveraged to raise awareness as well as acilitate networks and partnerships.

While an increasing number o entrepreneurship education programmes exist in the MENA region today, scalabilityand penetration remain key challenges. In today’s environment, technology plays an increasingly important role in theeducational process, both as a delivery channel and a teaching tool.

Not only can technology help reach larger audiences, including those who previously might not have had access toentrepreneurship education, but it can also help in the development o interactive and locally relevant programmes andmaterials. Technology provides a mechanism or reaching greater economies o scale as well as providing broader sharingo practices.


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Suggested Actions

• Identiy and celebrate good practices• Identiy opportunities to share good practices through the creation o

resource guides and online tools• Celebrate entrepreneurship across the region by leveraging

international events (Global Entrepreneurship Week, regional businessplan competitions, etc.) and creating local initiatives

• Leverage media (including TV) and technology to provide greateraccess and awareness

IV. Ensure the Appropriate Metrics and Incentives Are in Place

More eective measurement and evaluation o the impact o entrepreneurship education programmes and policies are needed. Theseshould be based not only on inputs but also on outputs and outcomes.Evaluation needs to cover both short-term results and longer term impact inboth ormal and inormal education.

Suggested Actions

• Develop an entrepreneurship education scorecard for the MENA region

Leverage existing and develop new indicators to provide a benchmarking o developments in countries across theregion and create incentives or action

“Job creation is among the most critical

challenges facing leaders around theglobe today. We believe that a workforce

grounded in 21st century skills and ICT

literacy is essential to innovation and

economic growth and that the private

sector, in concert with government and

civil society, must play a major role. The

partnerships developed through the

WEF Global Education Initiative since

its inception have created sustainable

models for building a strong education

system with access for all children.

We look forward to the continued

acceleration of education transformation

with even greater scale and reach.”

Paul S. Otellini, President and Chie Executive Oicer, Intel Corporation, USA

At the same time, there is limited data on entrepreneurship education.For comparable data across countries, there needs to be agreement on the deinition o entrepreneurial competency,the scope o what should be measured and agreement on the process o data collection. Existing data collectioneorts should be coordinated to enable the development o an agreed upon ramework and process or collectingentrepreneurship education indicators.


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2. Entrepreneurship, Job Creation and 21st Century Skills

To set the scene or this session, background was provided on the indings o the 2009 World Economic Forum Report

Educating the Next Wave of Entrepreneurs and data rom the region was shared. The participants then discussed theimportance and evolution o entrepreneurship in the region, including the role o the entrepreneurial ecosystem as well asthe need or matching uture skills to uture jobs.

Opening Remarks

Bill Souders, Senior Director, Corporate Aairs, Cisco, USAAlex Wong, Senior Director, Head o Centre or Global Industries, Head o Global Education Initiative, World EconomicForum

Scene setting

Isil Oge, Senior Associate, Corporate Finance, Deloitte TurkeyKaren E. Wilson, Founder, GV Partners, Adviser and Board Member, EFER, and Senior Fellow, Kauman Foundation,France

Firestarters

Khaldoon Tabazza, Chie Executive Oicer, Riyada Enterprise Development, JordanAhmed Younis, Director o Strategic Partnerships and Communications, Silatech, Qatar

Table Discussion Leaders

Desmond Bermingham, Director, Education Global Initiative, Save the Children International, United KingdomFarhan Kalaldeh, Executive Director, Queen Rania Center or Entrepreneurship, JordanBranka Minic, Senior Director, Global Corporate and Government Aairs, Manpower, USAAssibi Napoe, Chie Regional Coordinator, Education International, GhanaFeroz Sanaulla, Director, Middle East, Turkey and Arica, Intel Capital, United Arab Emirates

FacilitatorKaren E. Wilson, Founder, GV Partners, Adviser and Board Member, EFER, and Senior Fellow, Kauman Foundation,France

2.1 The role of entrepreneurship in the MENA region

The session opened with remarks rom the World Economic Forum stating that thepurpose o the roundtable was to have an open orum in which participants coulddiscuss key issues in the region and also to build both a network and a commitmentor action among the participants.

The acilitator began by saying that entrepreneurship has never been more important

than it is today, especially in the MENA region. Now more than ever, entrepreneursare essential to create jobs and economic wealth, as well as to address the growingset o global challenges society is acing. Recent studies rom the KaumanFoundation1 have demonstrated that entrepreneurs have been major drivers o economic growth and job creation in the US.

The 2009 World Economic Forum Report Educating the Next Wave o Entrepreneursdiscusses deinitions o entrepreneurship and highlights one rom Howard Stevensono Harvard Business School: “The pursuit o opportunities beyond the resourcesyou currently control.” The report also emphasizes the importance o building theentrepreneurial ecosystem, which is discussed urther in section 2.2.

The report reviews entrepreneurship education in youth, higher education as well as

outside ormal education in what was termed “social inclusion”. Both in the reportand in the roundtable discussions, the importance o links between programmes inprimary, secondary, vocational and higher education are highlighted as well as therole o inormal and out-o-school programmes

1 www.kauman.org



The report also examines what, how, who and where

to teach entrepreneurship education and highlights theimportance o embedding entrepreneurship in education,using interactive teaching methods and training o teachers.Some other successul approaches to entrepreneurshipeducation include cross-disciplinary approaches, curriculumdevelopment, outreach to business and leveragingtechnology. At the same time, some key challenges remain,including the act there is “no one size its all” solution –each country/region needs to modiy the approach to itthe local context. In addition, continuous learning, eectivemeasurement and evaluation are needed to ensureprogrammes are meeting their goals. Finally, scalability

remains a key challenge and is one o the reasons orholding the roundtable and working on building links andcollaboration across key stakeholders rom various sectors inthe region.

2.1.1 The need or entrepreneurship: data and research indings

Except or the high-income Gul countries, the GDP per capita o MENA countries is lower compared to many developedand developing nations in the world (see Figure 1). The main challenges that countries ace in developing their economiesare poor education outcomes, unavourable business environments and overbearing governments.2

2 The Arab World Competitiveness Review 20103 The Environment for Women’s Entrepreneurship in the Middle East and North Africa Region, World Bank

Figure 1: GDP per Capita (PPP US$) 2009

The economies are currently comprised o small and medium size enterprises and are characterized by a high levelo inormality and low involvement o women. For growth to prosper, the economies need to be geared towards moreexport-oriented, labour intensive and knowledge-driven sectors instead o the more traditional sectors that are currently inplace such as agriculture, natural resources and public works3.



Figure 2: Technology Penetration Rates

Figure 3: Population by Age

The MENA region has signiicantly lower telephone, Internet and personal computer penetration rates compared to the

rest o the world (see Figure 2). Having more available access to inormation technology could help the region becomemore innovative and entrepreneurial.

4 Global Employment Trends for Youth. 2010: International Labour Organization5 Youth in the Middle East and North Africa: Demographic Opportunity or Challenge? Population Reerence Bureau6 The Road Not Travelled, Education Reform in the Middle East and Africa. 2008 World Bank MENA Development Report

In all regions o the world, the share o youth is expected to decline (though not in all countries) by 2050. However, in theMENA region this ratio will increase until 2035 beore starting its declining trend.5 Thereore the region will have to continueto educate and create jobs or an increasing share o youth in the coming decades.

About 90% o the youth in the world live in developing economies with signiicant percentages in the Middle East andNorth Arica.4



Figure 4: Primary School Enrolment Ratio

Figure 5: Youth Labour Participation Rate

The region invested about 5% o GDP in education over the past 40 years. This investment has resulted in increased

enrolment rates or both males and emales (see Figure 4). However, the education systems o the region are notyet suicient to produce graduates with the skills and expertise necessary or progress in the business environment,Unemployment is particularly high among graduates, and a large segment o the educated labour orce is employed bygovernments.6

Comparison o youth labour orce participation rates across the world ranks the Middle East and North Arica region in lastplace (see Figure 5).



Figure 6: Female Participation in Workorce

Figure 7: Global Competitiveness

7 Women in Labour Markets, Measuring Progress and Identifying Challanges. 2010. International Labour Organization

Another issue is the region’s labour structure. Despite increased enrolment rates in education, the MENA region has the

highest rates o inactivity among women in the world (see Figure 6).Women’s inactivity rate in the Middle East is 74.6% and 72.6% in North Arica. These rates are signiicantly highcompared to the world average o 48.4%. Male inactivity rates are 24.7% in the Middle East and 23.6% in North Arica.7

According to the Global Competitiveness Index 2010, only high-income Gul countries and Tunisia rank in the top 50economies in the world (see Figure 7). The Global Competitiveness Index includes many pillars such as institutions,inrastructure, macroeconomic environment, health and primary education, goods market and market size. Figure 7shows selected pillars o the index in which most o the MENA countries have lower rankings compared to their overallrankings. According to these pillars, the challenges to increase competitiveness in the MENA region are mainly relatedto higher education and training, labour market eiciency, inancial market eiciency, technological readiness, businesssophistication and innovation.



Figure 8: Silatech Mobile-employed

According to the Silatech Survey on Arab youth, 31% o young people say they would like to migrate to another

country (see Figure 8). A great majority o this 31% is educated and currently employed and would like to start their ownbusiness. The survey inding suggests that “it may be unulilled ambition or lack o perceived opportunity rather than onlyunemployment that prompts some young people to leave their homelands or other countries.”8

8 Silatech Index 2010: Voice o Young Arabs



0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5

Sudan

Comoros

Tunusia

Djibouti

Kuwait

Yemen

Qatar

Iraq

Algeria

LibyaSyria

Lebanon

Egypt United Arab Emirates

Bahrain

Morocco

Palestinian Territories

Jordan

% of young people who are not already business owners say they are planning to start their own business in the next 12 months

Source: Silatech Index : Voice of Young Arabs 2010 (in partnership with Gallup)

Figure 9: Silatech Entrepreneurship Tendencies

The same survey conducted by Silatech also shows that an entrepreneurial spirit is present among the youth; 26% o

young people who are not business owners say they would like to start their business in the coming year (see Figure 9).This rate is signiicantly higher than the young respondents in the United States.

2.2 Creating an Entrepreneurial Ecosystem in MENA

Entrepreneurship thrives in ecosystems in which multiplestakeholders play key roles. This has been evident inthe Silicon Valley, the Boston area and other thrivingentrepreneurial regions US, Europe and elsewher.

Academic institutions are central in shaping young people’sattitudes, skills and behaviours. Educational institutions,particularly at the higher education level, provide a criticalrole as intellectual hubs in entrepreneurial ecosystems by

serving as incubators or innovation and research, andocal points or collaboration among researchers, students,proessors, companies and entrepreneurs.

However, actors outside education systems play anincreasingly critical role in working with ormal and inormal educational programmes as well as reaching out tounderserved and socially excluded target groups. These other stakeholder groups include governments (national, regionaland local) and companies (both large and small). Thereore, creating a unctioning entrepreneurial ecosystem requirescollaboration and multistakeholder partnerships.



Foundations, NGOs and other organizations can play

important acilitation or intermediary roles, oten helping tolink various stakeholders. Most important are the champions(oten serial entrepreneurs but also educators, sta orstudents) who leverage their social capital and serve ascatalysts or building the entrepreneurial ecosystem.

Greater interaction between business, schools anduniversities needs to be encouraged in the region.Companies and entrepreneurs can play instrumental rolesin shaping entrepreneurial mindsets o young people byproviding knowledge, expertise, mentoring, social capital andinancial support. Policy-makers at the international, national,regional and local levels all have important roles to play insetting the appropriate legal and iscal rameworks to encourage entrepreneurship and in illing market gaps as necessary.

In the MENA region, about 95% o the economy is made up o small and medium size enterprises. Several o thespeakers stated that a vast amount o opportunities exist in the MENA region; however, the region must create anentrepreneurial ecosystem such that this potential can be ulilled. As shown in the research in the previous section, thereare clearly huge dierences between countries in the region. Some countries are currently more ocused on encouraginghigh-growth entrepreneurship to transorm the economy, whereas other countries have a dire need or job creation o anykind. The approach to entrepreneurship education and ecosystem development will dier according to the needs o theindividual countries.

There are many signiicant initiatives in entrepreneurship in the MENA region but they need to be scaled. This requiresmultistakeholder partnerships and the leveraging o technology. “Evidence has demonstrated that technology plays a key

role in catalysing innovation and in providing opportunities or growth and entrepreneurship,” said Bill Souders, SeniorDirector, Corporate Aairs, Cisco.



0

10

20

30

40

50

60

70

Yemen

Saudi Arabia

Jordan West Bank and

Gaza Strip

Tunisia Iran Algeria United Arab

Emirates

Morocco Lebanon Syria

Fear of Failure

Source: Global Entrepreneurship Monitor : 2009 Global Entrepreneurship Report

0

5

10

15

20

25

30

Yemen

Saudi Arabia

Jordan West Bank and

Gaza Strip

Tunisia Iran Algeria United Arab

Emirates

Morocco Lebanon Syria

Early-Stage Entrepreneurial Activity

Source: Global Entrepreneurship Monitor : 2009 Global Entrepreneurship Report

Average

Average

Figure 10: GEM Report

Serious regulation and policy reorms are needed in the Arab world to create a more desirable business environment.To transorm the MENA economies into economies o the 21st century, innovation and entrepreneurship are critical. Butinnovation and entrepreneurship cannot happen in isolation rom the rest o the world. Governments in the region shouldallow visas or cross-border knowledge workers. In addition, regulations such as bankruptcy laws need to be adjusted toremove barriers to entrepreneurship. The ear o ailure is high in many countries in the region, thus stiling entrepreneurialactivity.

2.3 Challenges

The issue o developing entrepreneurial skills and mindsets must be tackled through the entire education system as wellas outside ormal education. Today, too ew graduates are equipped with the skills needed in the job market. Educational

systems need to change to ocus on 21st century skills, not those o the past. While changing the education system isnot an easy process, steps must be taken urgently to implement a short-, medium- and longer term agenda that canmove education in the right direction. There must be commitment rom the leadership o both the political and educationalsystems to make the necessary changes. In addition, coordination is needed across ministries and sectors.

Entrepreneurship should be embedded in the curriculum at all levels. However, the programmes need to be tailored oreach age group, particularly in terms o motivation and behaviour. For all ages, skills such as leadership and sel eicacyare a key component. For young students in primary school, raising awareness and generating interest is important.For vocational, secondary school and university students, entrepreneurship should be more experiential, hands-on andaction-oriented. For all ages, role models and mentors, particularly those rom the local area, are important to provideinspiration.

As mentioned earlier, links between academia and business are important, not only in making sure the curriculum isrelevant but also in providing role models, mentorship and expertise. Academic and business links are also critical orbuilding an entrepreneurial ecosystem, without which, it is diicult or entrepreneurs to thrive. This requires partnerships(and trust building) across sectors and a regulatory environment that acilitates business creation and growth.



To create an entrepreneurial culture, parents also need

to have an understanding and positive attitude towardsentrepreneurship as their views inluence those o theirchildren. Young people should be encouraged, both at homeand at school, to pursue entrepreneurial opportunities. It wasagreed that there needs to be a more common languageabout why entrepreneurship is important or the economy,society and culture.

The ollowing items were identiied by the participants as thekey elements to establish entrepreneurship education and anentrepreneurial culture in the region:

• Bottoms-up and top-down approaches should be used.• Strategies should be locally relevant – local needs and priorities should be identiied.• Entrepreneurship education should be linked to learning.• Risks o ailure should be reduced by increasing the sharing o inormation and also by changing the legal system in

some countries.• Mentorships are important and should be leveraged.



3. Entrepreneurship Education Policies in the MENA Region

• Access to unding and obtaining work permits needs to be easier.

• The region should make use o global inancial crisis (it can be a good opportunity to promote innovation andentrepreneurship).• The gap between decision-makers and ront-lineimplementers should be bridged.• Entrepreneurship skills can be taught in schools(through learning-by-doing and experiential learning).In this session, an overview o national policies onentrepreneurship education in selected countries across theMENA region was presented. Participants then discussedpolicy gaps and challenges across the region.

Special Remark

Lamis Al Alami, Minister o Education and Higher Educationo the Palestinian Authority

Discussion Leader

Hoda Baraka, First Deputy to the Minister o Communications and Inormation Technology o Egypt

Facilitator

Fernando Reimers, Ford Foundation Proessor o International Education and Director o International Education PolicyProgram, Harvard Graduate School o Education, USA

3.1 Examples from across the Region

Palestine

Palestine does not have an industrial-based economy and 99% o the economy is comprised o small and mediumsize enterprises with less than 20 employees. It is thereore important to clariy the role that entrepreneurship plays andwhy it is important. For the government o Palestine, entrepreneurship education is not only a means to increasing theopportunity or employment by also or enhanced economic development.

Entrepreneurship needs to be embedded in the educational system. In terms o scaling entrepreneurship education, theMinistry o Education and Higher Education has a very important role to play at all levels o education. There is a particularissue, however, in terms o the pool o unemployed university graduates, in whom a lot has been invested but with littlereturn. The country has recently developed, and revised or the second time, the strategy or vocational and technicaleducation. A technical and vocational education council has been ormed including all public stakeholders – the Ministrieso Education and Higher Education, Labour, Economics, Social Aairs and Women’s Aairs.

While there are many individual initiatives going on, the major challenge is to evaluate and scale best practices.

Egypt

Egypt provides another example o including other public bodies, in addition to the Ministry o Education, in the processo developing innovation and entrepreneurship education in the country. The Ministry o Communications and InormationTechnology has partnered with the business sector to use Inormation & Communications Technology (ICT) to create amore innovative environment. The Ministry o Communications and Inormation Technology has also started working withthe Ministry o Higher Education to ocus on leveraging ICT to accelerate education.

Egyptian culture needs to be geared towards entrepreneurship. There is a vast pool o local talent and, in the pastyears, the country has attracted multinational companies to leverage these local skills. The next step is to build more

partnerships and empower Egyptians to be more entrepreneurial.

Some o the key issues in Egypt include localization, partnerships and mentoring, access to inance, access to markets

20 | Global Education Initiative



Figure 11: European Training Foundation Index on Policy

and scaling. It is necessary to develop a strategy to enable entrepreneurship. When working in partnerships with

multinational businesses, the irst step in this strategy is localization. The second step is providing access to inancing.The system or inancing in the country needs to be set up. Mentors and partners are needed rom businesses to teachand lead the way. For entrepreneurship to develop having access to markets is the next challenge, and this is also wherepartnerships with multinational companies are essential. Business partnerships create the means to access to markets.The role o the government in this strategy is to acilitate the creation o the ecosystem. Once the government hasestablished this and provides support or the system, then everything will start to move. On the basis o these concepts,Egypt has been working on developing a system or the last ive years. In 2011, an initiative will be launched which will

encompass all o the above-mentioned components.

3.2 Policy challenges and gaps

Currently there are ew policies in place or entrepreneurship education in the region. Tunisia is the only country that hasclearly identiied entrepreneurship education in its national development strategy.However, strategy alone is not enough. There must be a clear implementation plan that engages all the necessarystakeholders. At the same time, there are many entrepreneurship education initiatives outside the public education systemand a strategy is needed to scale them up.

In Jordan, the number o entrepreneurship initiatives has increased rom three or our 10 years ago to around 50today. Last year, an alliance was created between these initiatives to include all stakeholders, supportive organizations,investment companies, universities and entrepreneurs. This has created one united source which is ar better positioned



to approach the government to demand changes in policy

or scaling and going orward.

Essentially, a paradigm shit is required in nationaleducation systems. It must be clear who “owns” thestrategy, how to prioritize eorts and, importantly, how tomeasure the results. Education reorm will not work withoutpolicies in place to change the existing metrics.

The building blocks or entrepreneurship should beidentiied and required outcomes need to be monitoredto ensure the eiciency o programmes and policies.Providing entrepreneurship education does not mean thatall learners will go into entrepreneurship. It does, however,equip all learners with training in areas such as math skills,working in teams, leadership, critical thinking and problemsolving, and thereore creates a labour orce with the skillsdemanded by business. These entrepreneurship educationelements should be built into national curricula rom asearly an age as possible.

Training teachers is critical. How should/can they be trainedand who will pay or the time and resources required todo this? All stakeholders must be active participants in

Building blocks for Entrepreneurship Education:

An Example from ILO’s KAB Programme

ILO’s KAB Programme works with ministries to introduceentrepreneurship education to national curriculums.In Syria an entrepreneurship education coursebased on KAB has been agreed upon as part o the

national curriculum or secondary vocational schools,intermediate institutes and universities.



4. Practices and Partnerships

education, including parents, students, business and the

government.

The aim o entrepreneurship education should be to allowstudents to shape their ideas or their uture and to equipthem with entrepreneurial tools or when they are ready andwilling to start entrepreneurial ventures. Most importantly, itmust empower students to take charge o and change theirown utures.In preparation or the roundtable, the key NGO and privatesector initiatives in entrepreneurship education in theMENA region were identiied and a matrix was created toprovide an overview o their regional coverage by country.A summary o the organizational proiles and inormation

on related initiatives was also made available to acilitate connections between participants (see appendix or matrix andorganizational proiles).

In this session, new multistakeholder partnerships and initiatives or entrepreneurship education in the region wereannounced. The participants then split into our groups to discuss key entrepreneurship education issues which led to thecreation o the Maniesto highlighted in section 1.1.

1) 21st century skill development: paradigm shit in the education system2) Building policy commitment and an enabling regulatory environment3) Leveraging and scaling good practices through multistakeholder partnerships4) Developing clear outcomes, goals and measuring impact

FirestartersRane Johnson, Director, Worldwide Education Audience Marketing, Microsot Corporation, USAMartina A. Roth, Director, Global Education Strategy Research and Policy, Intel Corporation, GermanySoraya Salti, Senior Vice-President, Middle East and North Arica, INJAZ Al Arab - JA Worldwide, JordanMary de Wysocki, Director, Corporate Aairs, Cisco, USA

Breakout Discussion Leaders

1) 21st century skill development: paradigm shit in the education systemAmin Amin, Chie Executive Oicer and Founder, CADER (Changement or Arab Development & Education Reorm),JordanRiadh Bouzaouache, Senior Coordinator, Head o Entrepreneurship Education Program North Arica, University o Sousse, Tunisia

2) Building policy commitment and an enabling regulatory environmentKlaus Haftendorn, Chie Technical Adviser, Know About Business (KAB) Programme, International Labour Organization(ILO), GenevaDale D. Murphy, Director o Entrepreneurship, Dubai School o Government, United Arab Emirates

3) Leveraging and scaling good practices through multistakeholder partnershipsWaleed Al Banawi, Vice-Chairman, Banawi Industrial Group, Saudi ArabiaShahzad A. Bhatti, Chie Executive Oicer, TriMillenium Learning, Malaysia

4) Developing clear outcomes, goals and measuring impactNicholas Burnett, Managing Director, Results or Development Institute (R4D), USAAbdelaziz Jaouani, Human Capital Development Specialist, European Training Foundation (ETF), Italy




Facilitator

Karen E. Wilson, Founder, GV Partners, Adviser and BoardMember, EFER, and Senior Fellow, Kauman Foundation,France

The session opened with announcements about partnershipand entrepreneurship education initiatives rom the region.

Soraya Salti, Senior Vice President o INJAZ Al Arab,announced their new joint initiative with Aramex as a pilotprogramme or leveraging the business sector. In thiscontext, the best ideas rom a business competition willbe selected and seed-unded by Aramex. This programmewill dier rom others by providing constant support or theentrepreneurs with Aramex partners providing mentoring or the start-ups during their initial stages, as well as access tothe Aramex network.

On the issue o scaling, Soraya Salti stressed the importance o evaluations and that once assessments can be made,best practices, as measured through outcomes, can be taken to the ministers. INJAZ Al Arab has been working activelyin entrepreneurship education in the region and they will be ocusing on measuring the outcomes o their eorts over thenext two years in partnership with Citibank and an expert rom Harvard Graduate School o Education.

The GEI Steering Board representatives rom Cisco, Intel and Microsot also stressed the importance o evaluation andannounced their new joint initiative ocusing on evaluation and assessment o entrepreneurship education practices,which they hope will acilitate policy changes and the scaling o initiatives which are working well. In addition, Cisco, Inteland Microsot presented a resource guide which they put together or the MENA Roundtable. It highlights their initiatives

in entrepreneurship education in the region; they would like to build on it by adding the many other initiatives in the region.Their goal is to create a common ramework and a set o resources which are easily available to all stakeholders in theregion, which provides an overview o activities in the region as a way to help build collaboration and partnerships.

Sheri El Diwany, Senior Director or the Middle East and North Arica at the World Economic Forum, joined the roundtableto talk about the need or education reorm in the region. He highlighted the need or scaling, measurement and puttingthe proper incentives in place. In addition, he stressed the importance o multistakeholder involvement in educationreorm.

4.1 21st century skill development: paradigm shift in the education system

The group identiied qualities deining 21st century skills as cognitive, social and emotional capacity, lexibility, sel-

conidence, having respect or himsel/hersel and others, having a sense o identity/belonging, empowerment, ethicaldevelopment, ability to apply knowledge towards problem solving, understanding economics, the ability to access anduse inormation eectively, and communications skills across cultures and languages.

Teachers are the key to reaching students and will provide the scaling needed in entrepreneurship education. Teachersshould be empowered to also develop 21st century skills. An environment needs to be created where teachers can alsodevelop to become cycle breakers, leaders and guides. Partnerships can be created between schools o education andbusiness schools to acilitate aculty training.

To empower youth and teachers with these 21st century skills, all stakeholders (ministers, regulatory bodies, privatesector, civil society, teachers, parents and students) should all have roles and responsibilities.

4.2 Building policy commitment and an enabling regulatory environment

The group started by tackling the question o what policy-makers can do to encourage more entrepreneurship. First,it was agreed that entrepreneurship should be part o the state-mandated curriculum. Second, it was noted that theevaluation o programmes should be in terms o encouraging entrepreneurial thinking, which is an important skill or allstudents even though only a small portion will actually take the step to begin their own businesses. Third, it was agreed



that all important stakeholders need to be at the table and invested in these policy

changes. The group discussed the need or pathways to entrepreneurship asstudents move through the educational system.

Decisions need to be taken at the highest level o government. It was noted thatthere needs to be a high-level entrepreneurship champion or council – someoneor a body at a senior policy level to bring consensus across ministries and sectors.The proper incentives also need to be in place or the key stakeholders involved inimplementing the policies. Government can help scale, but the driver o change hasto come rom a multistakeholder partnership ocused on positive social change. Theprivate sector can help drive eective, timely change.

The role o teachers was discussed and, in particular, the issue o the low “brand”o teachers. Teachers are key to implementing entrepreneurship education so theirstatus, training and incentives are important.

The issue o matching student skills to jobs was also discussed. It wasacknowledged that there needs to be some type o local-based market clearingmechanism, which is not overly reliant on the educational institutions themselves.

The group recommended that the objectives o entrepreneurship policy shouldocus on high-quality content and changing the mindset o students – helping themind their passions and then ocusing on creativity and later, on speciic skills. It wasnoted that education should be lexible but with proper support or schools and universities. Finally, it was noted that theprogrammes, particularly at the higher education level, should help students and entrepreneurs in creating and scalinghigh-growth, high value-added, job-creating start-ups. Successul entrepreneurship in the region should be celebrated,

creating role models o high-growth, “born global” entrepreneurial irms.

In terms o the strategy, a high-level champion should be identiied within the government (as in many Scandinaviancountries) and the head o government should make a public commitment to the importance o entrepreneurship andentrepreneurship education. Multistakeholder partnership should provide curriculum guidance, interns and mentors. Inaddition, systematic ways should be identiied or the private sector to employ students beore graduating so that theycan be more readily integrated into the workorce thereater.

The biggest challenges are sustaining the unding commitment and establishing the network or public, private andNGO stakeholders to work together (possibly by leveraging existing regional bodies in the Arab world and proessionalassociations). Institutional commitments are needed to identiy tasks, commitments and measurable outcomes.

4.3 Leveraging and scaling good practices through multistakeholder partnerships

The irst action discussed was to leverage the World Economic Forum’s MENA Advisory Group, which was put togetherto provide input into the roundtable, as a coordinating body to drive ollow-up action in the region. This body which shouldbe reocused as the MENA Action Group on Entrepreneurship Education should use metrics or evaluation to identiythe best practices needed or the region. Multistakeholder partnerships ollowing these good practices should help scaleentrepreneurship education. These partnerships should be based on mutual respect, transparency and accountability.Each partner has to have ownership and beneit. There needs to be a lead partner and metrics or success. Each partnerhas to bring something to the table, while eliminating ego as a disruptive actor.

With these partnerships, the next step would be to create an entrepreneurship learning system that has 1) adoptability tolocal system requirements, 2) local people or endorsement, 3) leadership continuity, 4) succession planning, 5) politicalengagement and 6) a system-driven approach. Through these partnerships, support or teachers should be established.



Private individuals and alumni should also be part o the system. Technology

can be employed as an accelerator, providing data or metrics and reducingthe risk o ailure by allowing or experiments beore taking initiatives to scale.

4.4 Developing clear outcomes, goals and measuring impact

One o the major challenges in the way o entrepreneurial education is thelack o evaluation. This concern was emphasized by all participants duringthe roundtable, as both individual organizations and public institutions need a reerence to measure the outcomes o theireorts to better ormulate a strategy to increase the scale and eiciency o their initiatives. “The only thing that matters isthat which is measured.”

A metric or measuring entrepreneurship education needs to be applied to the education system in general and, giventhe characteristics o the region, should pay attention to gender equality as well as out-o-school education and the largeinormal education sector. These should be measures that can be used in a cross-country way and adapted by individualcountries or local use.

An immediate action plan suggested by the working group is to create a scorecard or each country using a small number(10 to 20) o critical indicators. The scorecard should identiy inputs, outputs and outcomes and be based on data thatalready exists.

Input data can be selected on policy and entrepreneurship education indicators. Output data can include some o theinnovation metrics o the World Economic Forum Competitiveness Index. Outcomes can measure aspects o criticalthinking like the PISA Index. The group creating this scorecard should include researchers and business people and can

be connected through an intermediary such as an international organization. Money would need to be raised to support

“Entrepreneurship education can help

our region establish new businesses andcreate jobs that use technology to deliver

more culturally and globally diverse

products and services.”

Charbel Fakhoury, General Manager,Microsot Gul, Microsot Corporation, UnitedArab Emirates



5. Next Steps

this initiative.

This scorecard index should then be maintained through partnership with technology irm(s) to create a network anddatabase.

The roundtable brought together key stakeholders rom across the MENA region engaged in entrepreneurship education.This included policy-makers, academics, business leaders, NGOs and students. Following the roundtable, the participantshad the opportunity to join the INJAZ Al Arab Annual Pan-Arab Young Entrepreneurs Competition, touring the booths setup by student entrepreneur teams rom 13 countries across the region. The teams were extremely impressive in terms o their strategies and marketing abilities and the experience helped provide the link between the discussions during the dayand the outcomes being sought in the region. In the evening the roundtable participants joined INJAZ Al Arab’s regionalcommunity or a networking dinner.

In the closing session, Charbel Fakhoury, General Manager or the Gul Region or Microsot Corporation, highlighted theimportance o entrepreneurship to improve the social and economic environments in regions. “Competitiveness today isabout how eective you are about driving change,” he stressed.

In terms o results o the roundtable, the irst outcome was eeding the key indings and recommendations into theEducation Summit held by the World Economic Forum in Marrakech on 25 October 2010.

The second outcome was the production o the Manifesto for Creating Jobs and Economic Growth in MENA

through Entrepreneurship and 21st Century Skills which was presented during Global Entrepreneurship Week at theEntrepreneurship Celebration in Dubai, hosted by Abraaj Capital.

The third outcome was the agreement to continue the work initiated by the MENA Advisory Group, which was puttogether in the summer o 2010 to provide input on the preparations or the roundtable. This group, whose name will now

change to “Action Group”, will be expanded, with additional participants rom the roundtable, and will create a network tobuild on the links and synergy established during the roundtable. It will enable the group to continue to work together totake actions which will contribute to promoting entrepreneurship education and building the entrepreneurial ecosystem inthe MENA region. The group will pursue the items outlined in the Maniesto and will report back at the World EconomicForum on the Middle East in 2011.




6. Acknowledgements

The World Economic Forum recognizes the GEI Steering Board Members – Abraaj Capital, Cisco, Deloitte, EMC,

Intel, Manpower and Microsot – or their leadership and stewardship in the development o the Roundtables onEntrepreneurship Education, and all the GEI Steering Board Members or their many years o support.

Steering Board Task Force on Entrepreneurship Education

Omar Lodhi Executive Director Abraaj Capital United Arab Emirates

Fred Sicre Executive Director Abraaj Capital United Arab Emirates

Bill Souders Senior Director, Corporate Aairs Cisco USA

Mary de Wysocki Director, Corporate Aairs Cisco USA

Rana Salhab Partner, Human Resources Deloitte Middle East

Renata Horakova Global Corporate Initiatives, ProgramManager

EMC Corporation USA

Joe Haberman Co-Global Practice Managing Partner,Education and Social Enterprise

Heidrick & Struggles USA

Ferruh Gurtas Corporate Aairs Director, Middle East,Turkey and Arica

Intel Corporation Turkey

Martina A. Roth Director, Global Education StrategyResearch and Policy

Intel Corporation Germany

Branka Minic Senior Director, Global Corporate andGovernment Aairs

Manpower USA

Rane Johnson Director, Worldwide EducationAudience Marketing

Microsot Corporation USA

Kimberly Voltero Student Audience Marketing Manager,Microsot Worldwide, AcademicAudience Marketing

Microsot International France

Julie Engerran Director, Corporate Responsibility Deloitte Touche Tohmatsu

Limited

United States

Stasha Fye Community Investment ProgramManager

Deloitte Touche TohmatsuLimited

United Kingdom




MENA Advisory Group on Entrepreneurship Education

Sheri Kamal Dean o Business School American University o Cairo Egypt

Cagatay Guney Director, Human Resources Deloitte Turkey

Tarek Youse Dean Dubai School o Government United Arab Emirates

Ahmed Ezzat Managing Director Endeavor Egypt Egypt

Abdelaziz Jaouani Human Capital DevelopmentSpecialist

European Training Foundation(ETF)

Italy

Fernando Reimers Ford Foundation Proessor o International Education and Directoro International Education PolicyProgram

Harvard Graduate School o Education

USA

Rana Salhab Partner, Human Resources Deloitte Middle East

Tayeb Kamali Vice-Chancellor Higher Colleges o Technology United Arab Emirates

Soraya Salti Senior Vice-President, Middle East

and North Arica

INJAZ Al Arab - JA Worldwide Jordan

Klaus Hatendorn Chie Technical Adviser, Know AboutBusiness (KAB) Programme

International LabourOrganization (ILO)

Geneva

Tony Feghali Director, Entrepreneurship Initiative Olayan School o Business atAmerican University o Beirut

Beirut

Farhan Kalaldeh Executive Director Queen Rania Center orEntrepreneurship

Jordan

Siham Al Figuigui Country Leader SIFE Morocco

Rick Little Chie Executive Oicer Silatech USA

Riadh Bouzaouache Senior Coordinator, Head o Entrepreneurship Education Program,North Arica,

University o Sousse Tunisia

Additional Acknowledgements

Karen Wilson Founder, GV Partners, Adviser and

Board Member, EFER, and SeniorFellow

Kauman Foundation Switzerland

Isil Öge Senior Associate, Corporate Finance Deloitte Turkey




7. Appendices

7.1 List of Reports Referenced

Global Entrepreneurship Monitor 2009 Global Report. GEM

The Arab World Competitiveness Review 2010. World Economic Forum, 2010

The Environment for Women’s Entrepreneurship in the Middle East and North Africa Region. World Bank, 2008

Global Employment Trends for Youth. International Labour Organization, 2010

Youth in the Middle East and North Africa: Demographic Opportunity or Challenge? Population Reerence Bureau, 2007

The Road Not Travelled: Education Reform in the Middle East and North Africa. World Bank, 2008

Women in Labour Markets: Measuring Progress and Identifying Challenges. International Labour Organization, 2010

The Silatech Index: Voices of Young Arab. Silatech, 2010

Report on the implementation of the Euro-Mediterranean Charter for Enterprise. European Training Foundation, 2008

Entrepreneurship Education in the Arab States: Case Studies on the Arab States (Jordan, Tunisia, Oman and Egypt).

UNESCO and StratREAL, 2010

Global Entrepreneurship Monitor Special Report: A Global Perspective on Entrepreneurship Education and Training. GEM,2010

Global Competitiveness Review 2010. World Economic Forum, 2010

Educating the Next Wave of Entrepreneurs. World Economic Forum, 2009




7.2 List of Participants

Participants of the Middle East Roundtable on Entrepreneurship Education

Fahd El Hassan Technical and Functional Consultant United Systems and Solution Morocco

Waleed Al Banawi Vice-Chairman Banawi Industrial Group Saudi Arabia

Amin Amin Chie Executive Oicer and Founder CADER (Changement or ArabDevelopment & EducationReorm)

Jordan

Bill Souders Senior Director, Corporate Aairs Cisco USA

Mary de Wysocki Director, Corporate Aairs Cisco USA

Isil Oge Senior Associate, Corporate Finance Deloitte Turkey

Dale D. Murphy Director o Entrepreneurship Dubai School o Government United ArabEmirates

Assibi Napoe Chie Regional Coordinator or Arica Education International Ghana

Robert H. Reed Senior Editor Elite 103 USA

Issam Lahlali Chie Technology Oicer Eskuila Morocco

Abdelaziz Jaouani Human Capital Development Specialist European Training Foundation(ETF) Italy

Karen E. Wilson Founder, GV Partners, Adviser andBoard Member, EFER, and Senior Fellow,Kauman Foundation

GV Partners France

Fernando Reimers Ford Foundation Proessor o International Education and Director o International Education Policy Program

Harvard Graduate School o Education

USA

Soraya Salti Senior Vice-President, Middle East andNorth Arica

INJAZ Al Arab - JA Worldwide Jordan

Mhammed AbbadAndaloussi

Director-General Injaz Al-Maghrib Morocco

Hans H. Wahl Executive Director, SocialEntrepreneurship

INSEAD France

Andrew Yousse Programme Manager, LIFT-OFF Initiative Institute o InternationalEducation Center or

Leadership Excellence

Egypt



Feroz Sanaulla Director, Middle East, Turkey and Arica Intel Capital United ArabEmirates

Ferruh Gurtas Corporate Aairs Director, Middle East,Turkey and Arica

Intel Corporation Turkey

Martina A. Roth Director, Global Education StrategyResearch and Policy

Intel Corporation Germany

Laith Zraikat Co-Founder and Chie Product Oicer Jeeran Jordan

Hissam KamalHassan

Director, Investments Khazanah Nasional Berhad Malaysia

Noorazman Abd Aziz Executive Director, Investments Khazanah Nasional Berhad Malaysia

Michael Hay Proessor o Management Practice inEntrepreneurship

London Business School UnitedKingdom

Jamal Belahrach General Manager, North Arica and IndiaOcean

Manpower Morocco

Branka Minic Senior Director, Global Corporate andGovernment Aairs

Manpower USA

Charbel Fakhoury General Manager, Microsot Gul Microsot United ArabEmirates

Rane Johnson Director, Worldwide Education AudienceMarketing

Microsot Corporation USA

Zeid Shubailat Education Director, Microsot Middle Eastand Arica

Microsot Corporation Jordan

Kapil Gupta Foreign Service Oicer Middle East Partnership

Initiative, Economic Programs

USA

Sami Abdellaoui Student Moulay Yousse High School Morocco

Lina El Yakhloui Student Moulay Yousse High School Morocco

Sachin Duggal President and Chie Executive Oicer Nivio SA Switzerland

Yasar Jarrar Partner PwC United ArabEmirates

Farhan Kalaldeh Executive Director Queen Rania Center orEntrepreneurship

Jordan

Khaldoon Tabaza Chie Executive Oicer Riyada EnterpriseDevelopment

Jordan



DesmondBermingham

Director, Education Global Initiative Save the Children International UnitedKingdom

Siham Al Figuigui Country Leader SIFE Maroc Morocco

Ahmed Younis Director o Strategic Partnerships andCommunications

Silatech Qatar

Nicholas Burnett Managing Director The Results or DevelopmentInstitute (R4D)

USA

George Khala Director, Middle East and North AricaRegion

The Synergos Institute USA

Shahzad A. Bhatti Chie Executive Oicer TriMillenium Learning Malaysia

A. Bennani President University Ibn Zohr Morocco

Riadh Bouzaouache Senior Coordinator, Head o Entrepreneurship Education Program,North Arica

University o Sousse Tunisia

From the Government and International OrganizationsKlaus Hatendorn Chie Technical Adviser, Know About

Business (KAB) ProgrammeInternational LabourOrganization (ILO)

Geneva

Hoda Baraka First Deputy to the Minister o Communications and InormationTechnology o Egypt

Lamis Al Alami Minister o Education and HigherEducation o the Palestinian Authority

Olav Seim Director, Education or All, InternationalCoordination Division

UNESCO Paris

From the World Economic Forum

Richard Samans Managing Director, World EconomicForum

World Economic Forum

Alex Wong Senior Director, Head o Centre or GlobalIndustries (Geneva), Head o GlobalEducation Initiative


Sheri El Diwany Senior Director, Middle East and NorthArica


Andreas Cox Associate Director, Global EducationInitiative


Irina Dhowtalut Team Coordinator, Global EducationInitiative




7.3 Matrix for Entrepreneurship Education Activity from a Cross-section of Organizations in the MENA Region



7.4 Entrepreneurship Education Profiles


Steering Board Organizations Involved in Entrepreneurship Education Initiatives in the MENA Region

Abraaj Capital Cisco Deloitte Touche Tohmatsu Limited

Headquarters

United Arab EmiratesHeadquarters

USAHeadquarters

USA

Website

www.abraaj.com/ Website

www.cisco.comWebsite

www.deloitte.com

Focus

Abraaj Capital is the biggest privateequity group in the Middle East, NorthArica and South Asia (MENASA). Sinceinception in 2002, Abraaj Capital hasraised about US$ 7 billion and distributedalmost US$ 3 billion to the investors.With headquarters in Dubai, the AbraajGroup operates seven oices in theregion including Istanbul, Cairo andRiyadh.

Focus

Over the past 20 years, Cisco has usedtechnology to advance its businessand become one o the world’s leadingcompanies. Cisco’s vision is to oer thelessons learned rom its own experience,combine business relevant knowledgerom leading business and learningresources, and connect entrepreneurswith people, inormation and theleadership o local organizations. Theresult will be strengthened businessskills that help entrepreneurs grow,dierentiate, and innovate – anddramatically improve their potential orsuccess

Focus

Deloitte21 is Deloitte’s global ambitionto drive innovations in education andskills or underserved young peoplethat will help them succeed in the 21stcentury economy. Deloitte is committedto developing underserved students’skills so they can become entrepreneurs,innovate, lead, be creative, think criticallyand make good decisions – the skillsneeded to address the global challengeso today and the uture.

Programmes

Wamda.comRiyada Enterprise DevelopmentCelebration o EntrepreneurshipAbraaj Capital Art Prize

Programmes

The Cisco Entrepreneur InstituteCisco Networking Academy

Programmes

Deloitte Middle East supports INJAZal-Arab by providing volunteers to teachcourses, delivering management trainingto sta, and is helping launch an ethicscurriculum across the region. A Deloittepartner is also on the Board.

Deloitte Turkey has an educationoundation (DEVAK) to grant scholarshipsto talented students and to establisheducational institutions.



Steering Board Organizations Involved in Entrepreneurship Education Initiatives in the MENA Region

Intel Corporation Manpower Microsot Corporation

Headquarters

USAHeadquarters

USAHeadquarters

USA

Website

www.intel.comWebsite

www.manpower.comWebsite

www.microsot.com

Focus

Intel has been ostering the nextgeneration o innovators through itsextensive commitment to education,including wide-ranging support o universities and students around theworld. The Intel ® Education Initiativeincludes teacher training programmes,promoting excellence in science andmath, encouraging technology innovationat universities and community learning.

Focus

Manpower helps clients raiseproductivity through improved quality,eiciency and cost-reduction acrosstheir total workorce. Around theglobe, Manpower leverages its corecompetencies in partnerships withgovernments, businesses and/or NGOsor initiatives that help to provide greateropportunities or long-term unemployed/ under-employed persons, people with

disabilities, disenranchised minoritiesand immigrants, victims o disaster,victims o exploitation, reugees andyouth.

Focus

Microsot believes that technology is avital strategic and communication tool toachieve the potential o entrepreneurshipin the 21st century. It is helping start-upsaround the world realize their potential byproviding world-class tools, technologiesand market resources to students andentrepreneurs, bringing new ideas, newcompanies and new sotware innovationto lie.

Programmes

The Intel® Higher Education ProgramTechnology Entrepreneurship - Theory toPracticeTheory to Practice SeminarsThe Arab Technology Business PlanCompetitionIntel® Learn Technology and

EntrepreneurshipTechnoWomen Program

Programmes

Junior Achievement (Global)YouthConnect (Global)NBS Entrepreneurial Screening (Global)Entrepreneurship Training (Regional -Middle East and Arica)

Programmes

DreamSpark is simpleMicrosot BizSparkThe Imagine CupMicrosot Sotware BusinessManagement or Students CurriculumMicrosot Innovation Centers (MIC)



Selected Profiles – Multilateral Organizations Involved in Entrepreneurship Education Initiatives in the

MENA Region

International Labour Organization United Nations Educational, Scientiic and Cultural Organization

Headquarters

SwitzerlandHeadquarters

France

Website

www.ilo.orgWebsite

www.unesco.org

Focus

The ILO is devoted to advancing opportunities or womenand men to obtain decent and productive work in conditionso reedom, equity, security and human dignity. Its main aimsare to promote rights at work, encourage decent employmentopportunities, enhance social protection and strengthendialogue in handling work-related issues.

Focus

UNESCO works to create conditions or dialogue amongcivilizations, cultures and people based upon respect orcommonly shared values. UNESCO’s unique competenciesin education, sciences, culture and communication andinormation contribute towards realization o those goals.

Programmes

Training through the International Training Centre o ILOKnow About Business (KAB): is an entrepreneurship educationprogramme with speciic adaptations or vocational education,secondary education and higher education.

Programmes

One o UNESCO’s main objectives is to attain quality educationor all and lielong learning. They lead the global Education orAll movement (EFA), aiming to meet the learning needs o allchildren, youth and adults by 2015.Entrepreneurship Education (EPE) in the Arab StatesEnhancing access and quality o TVET programmes throughentrepreneurship education in Jordan




Selected Profiles – Organizations Involved in Entrepreneurship Education Initiatives in the MENA Region

AUC School o Business Education or EmploymentFoundation

Endeavor European Training Foundation

Headquarters

EgyptHeadquarters

EFE is a network o localorganizations

Headquarters

USAHeadquarters

Italy

Website

www.aucegypt.edu/ Website

www.eeoundation.orgWebsite

www.endeavor.org/ Website

www.et.europa.eu/

Focus

The School o Business, underthe American University inCairo, strives to create anenvironment that osters thedevelopment o principled,innovative business leaders andentrepreneurs who can make adierence.

Focus

The Education or EmploymentFoundation (EFE) was oundedon the belie that when youngpeople have satisying jobs andthe hope o building a uture,they help lay the oundationor prosperous economies andstable societies. EFE’s missionis to improve the utures o

young people in the MiddleEast and North Arica bygiving them the tools to buildlivelihoods or themselves.

Focus

Established in 1997, Endeavoris the global non-proit thatpioneered the concept o High-Impact Entrepreneurshipin emerging markets. Endeavorhelps entrepreneurs overcomebarriers to growth by providingthe key ingredients to success:mentorship, networks, strategic

advice, talent, skills, access tosmart capital and inspiration.

Focus

ETF is a specialized EU agencysupporting 29 partner countrieson human capital development.ETF’s mission is to supporttransition and middle-incomecountries in harnessing theirhuman capital potential reormo education, training andlabour market systems in the

context o the EU externalrelations policy.

Programmes

Entrepreneurs SocietyWomen’s Entrepreneurship andLeadership ProgramEntrepreneurship andInnovation ProgramEl-Khazindar Business

Research and Case CenterEgyptian Bio-digestersCompany

Programmes

EFE operates on three levels:Education, Employment andAlumni Support

Programmes

Endeavor selects and supportsa group o extraordinaryemerging market entrepreneurswho have the potentialto transorm industries,communities and even

countries. Once selected,entrepreneurs are providedwith customized services roma volunteer network o 1,000+global and local businessleaders (“VentureCorps”) whoserve as mentors, advisers,connectors, investors and rolemodels.

LIFT-OFF Initiative

Programmes

ETF’s initiatives includedevelopment o entrepreneurialpolicy indicators, countryassessments, policy support,good practice identiicationand support and development

o thematic entrepreneurshipexpertise networks.

Capacity building onentrepreneurship or careerguidance counsellors inLebanon



Selected Profiles – Organizations Involved in Entrepreneurship Education Initiatives in the MENA Region

Injaz al-Arab Queen Rania Center orEntrepreneurship

Students In Free Enterprise Silatech

Headquarters

JordanHeadquarters

JordanHeadquarters

USAHeadquarters

Qatar

Website

www.injazalarab.org

Website

www.qrce.org/

Website

www.sie.org

Website

www.silatech.comFocus

INJAZ al-Arab harnesses thementorship o Arab businessleaders to help inspire aculture o entrepreneurshipand business innovationamong Arab youth. Operatingin 13 countries across theMiddle East and North Aricaregion, INJAZ al-Arab is aconederation o nationaloperations collaborating withcorporate volunteers andministries o education toprovide experiential educationand training to Arab youthin work readiness, inancialliteracy and entrepreneurship

Focus

QRCE is a non-proitorganization establishedin 2004 to help developtechnology entrepreneurshipin Jordan. The Center ispart o El Hassan ScienceCity and plays the role o aNational Center o Excellenceor Entrepreneurship. Overthe last ive years, the Centerhas organized many activitiesthat beneited thousands o entrepreneurs, proessionalsand students in Jordan.

Focus

SIFE is an international non-proit organization that workswith leaders in business andhigher education to mobilizeuniversity students to make adierence in their communitieswhile developing the skills tobecome socially responsiblebusiness leaders.

Focus

Silatech is an innovative socialenterprise created to meetthe urgent need to generatenew jobs and opportunitiesor young people starting irstin the Arab world, where thechallenge is at its most severeglobally. As a not-or-proitsocial enterprise, Silatech hascreated novel connections withthe private sector, creating acommercial incentive or globalbusinesses to address thechallenge o youth employmentwhile also being able to explorenew markets.

Programmes

INJAZ al-Arab programmesinclude:Success SkillsMore than MoneyBanks in ActionEntrepreneurial Master ClassJob Shadow

Business EthicsLeadershipCompany Programme

Programmes

Queen Rania NationalEntrepreneurship Competition(QRNEC)Made in Jordan Competition(MIJC)DART (students body o QRCE), Trizmatic (a programme

or systematic innovation thatoers training and consultingservices in business andtechnology)Technology CommercializationProgram (TCP)

Programmes

Community outreach projectsLeadership and careeropportunitiesRegional and nationalcompetitionsPrestigious international eventssuch as World Cup

Programmes

Youth Microinance InitiativeConstruction Skills Training andPlacement InitiativeThe Silatech Index: Voices o Young Arabs



Andreas Cox

Associate DirectorGlobal Education InitiativeWorld Economic ForumTel.: +41 (0)22 869 1291E-mail: [email protected]

Alex Wong

Senior DirectorHead o Centre or Global Industries (Geneva)Head o Global Education InitiativeWorld Economic ForumTel.: +41 (0)22 869 1460E-mail: [email protected]

Contact Information




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Global Education Initiative MENA Roundtable on Entrepreneurship Education

Documents

Transcript of Global Education Initiative MENA Roundtable on Entrepreneurship Education