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Since the outbreak of the Arab uprisings in 2010-2011, the teaching of public administration has been constantly evolving. Cases from Morocco, Qatar, and other countries in the Arab region have demonstrated the need for more robust cultural competency approaches on all major disciplines in public administration at the master's degree level. The Network of Schools of Public Policy, Affairs, and Administration (NASPAA) and the American Society of Public Administration (ASPA) have also intensified their focus is on preparing students and faculty for culturally diverse workplaces and establishing departments for effective public administration in the Arab region. Through applying qualitative analysis of documents and content in presenting relevant research published in the English language in the past two decades, this study examines the impact of the value added by the inclusion of cultural competency skills in public administration programs in the MENA region on good governance. It also suggests possible avenues for future US-Middle East partnerships to address training and educational gaps.

This study begins by discussing the concept of legitimacy and then examines the patterns of legitimacy in Egypt since 2013. It specifically focuses on the legitimacy of performance within the field of educational policies and its role in the regime's continuity. The study finds that the regime cannot establish its own legitimacy merely by creating an illusion of effective performance. Instead, it can manage legitimacy through several strategies: shaping public expectations by emphasizing the importance of maintaining public order and providing basic goods and services; influencing public perceptions by highlighting achievements while concealing failures and suppressing criticism; and managing citizens' perceptions of alternatives, such as Islamist groups or a descent into chaos, or both. The study also concludes that the regime's objective is not to secure genuine popular support but to ensure general compliance by persuading the majority that it is more effective in improving their lives than any alternative. This level of legitimacy may be sufficient to encourage adherence to laws and discourage efforts to replace the regime.

This study examines the foundations and development of teaching political science in Sudanese universities. It begins with the establishment of Gordon Memorial College in 1902 which became later the University of Khartoum. This is because it is the oldest Sudanese university, and the first to teach political science. Influenced by the objectives of the Gordon Memorial College formation, the attachment with the University of London before independence, and the early lecturers who taught there, the department of political science in the university adopted curricula pursued in British universities. In addition, the study discusses the expansion of political science to include Umdurman Islamic University and other universities. Moreover, it analyzes the intellectual perspectives that influenced the development of teaching political science in Sudanese universities, curricula development, means of training, and the impact of politics and policies on political science teaching.

​This study examines the foundations and development of teaching political science in Sudanese universities. It begins with the establishment of Gordon Memorial College in 1902 which became later the University of Khartoum. This is because it is the oldest Sudanese university, and the first to teach political science. Influenced by the objectives of the Gordon Memorial College formation, the attachment with the University of London before independence, and the early lecturers who taught there, the department of political science in the university adopted curricula pursued in British universities. In addition, the study discusses the expansion of political science to include Umdurman Islamic University and other universities. Moreover, it analyzes the intellectual perspectives that influenced the development of teaching political science in Sudanese universities, curricula development, means of training, and the impact of politics and policies on political science teaching.

This study compares the Millennium Development Goals (MDGs) with the outcomes of development policies in Algeria, in particular those related to employment, social protection, education, and health, since 1990 until the latest year for which data are available. These are outcomes of the policies laid down within the eight MDGs, among them: ending extreme poverty, universal elementary education, reduction of infant mortality, and improving maternal health. The study attempts to answer a central question: how far have the outcomes of development policies met the MDGs? In its answer, the paper includes an explanation of the contents of the MDGs and follows their historical progress, and details the goals, objectives, and indexes. The study also deals with the only Algerian MDG report, which appeared in 2005, to clarify the course of policies directly linked with the fight against extreme poverty and hunger, education, and infant and maternal health. The study concludes that Algeria was able to achieve the first, second, and fourth goal, but failed to meet the fifth goal (maternal deaths in childbirth) while expressing reservations about the funding for development policies and justice, and the implementation mechanisms for some policies.

This study adopts the regulatory state thesis to highlight the changes that have occurred in the economic and social role of the state and then the way in which public policy problems are addressed. The discussion focused on the regulatory policies of the telecommunications sectors following the economic liberalization of these markets and their opening to competition, through examining three cases in the Arab region: Egypt, the UAE and Qatar. The study is based on the hypothesis that the shift in the role of the state from the welfare state model, whereby the state and its institutions played the main role in the operations of providing communications services, to the regulatory state model, whereby the country adopts strategies to liberalize those markets, has necessitated making room for non-state actors to play an expanding role as a telecommunications service provider and operator. At the same time, the state has become the regulator that controls the behavior of new actors by designing regulations and legislation that control the rhythm of service delivery processes in liberalized telecom markets, in a manner that guarantees the quality of the services provided, and in a way that benefits the users.

​This introductory essay highlights the considerations that prompted this in-depth look at the state of political science in Arab academic institutions, and made it essential. For political science, and the humanities and social sciences more generally, play a central role in any societal renaissance. Our experience of teaching graduate level political science at the Doha Institute for Graduate Studies has already indicated to us that the situation of the discipline in Arab universities was not at all rosy. This impression was confirmed by many studies, conferences, and forums organized by the Arab Center for Research and Policy Studies, which revealed a huge gap of knowledge in the field. This made it imperative to undertake an evaluation of what Arab universities were offering in their efforts to guide students to master the discipline up to global standards. The studies in this special issue, and the following one, highlight a multi-layered crisis in the field, impacting teaching, research, and employment prospects. The studies point to the late arrival of the discipline in the region, the limited areas covered, inadequate resources, and a lag behind international achievements in the field. The crisis is complicated by a number political, economic, social and structural obstacles that hold the discipline back from achieving its potential. This introduction summarizes and assesses the findings of the studies included in this special issue, and the second part in the following one, one emergence, evolution and achievements of the discipline, and the impediment obstructing its progress and maturity in the region. It focuses on case studies from Egypt, Algeria, Sudan, and Tunisia, adding surveys and reflections on methodologies and theoretical challenges. It concludes that despite some major achievements and progress, the biggest obstacle to progress in the discipline remains the absence of viable scholarly communities, both regionally and nationally in in each country. The essay offers proposals to address this problem.

This study examines the emergence of the Palestinian National Liberation Movement (Fatah) in the Arab Gulf countries, focusing on the dynamics that accompanied this development in the 1950 s and 1960 s. Fatah emerged in a Gulf context, through which it was able to establish recruitment networks and build an active Palestinian elite base, utilizing institutional margins, forming a type of negotiated legitimacy that allowed Fatah to expand within Gulf administrative structures and provide social and educational services to Palestinian communities. The study draws on a biographical and archival research to provide an analytical reading of the formation of the Palestinian political space in the Gulf as a foundational ground for the Palestinian liberation project.

This paper applies the categorization of welfare state systems set out by Esping-Andersen in 1990 to the welfare state in Egypt. It analyzes the relationships between state, market, and society over the 10 years from 1995 to 2005, which were marked by a shift to a market economy and a confrontation with the historical legacy of the state’s social role. The best description for the current welfare state in Egypt is “conservative/unorganized” in that social security entitlements are limited to work in the formal sector, which makes the family, religious institutions, and patronage networks take on important roles in meeting the social needs of the large informal sector. Additionally, the study proposes some modifications to the Esping-Andersen categorization with the aim of understanding welfare programs in developing countries. When analyzing welfare systems in general, particularly in the developing countries, it is necessary to take into account methodologically aspects of mismanagement, considerations of quality, the gap between stated aims and their implementation, the disparity resulting from differences between countryside and city and between the sexes, and the role of the informal sector.

In this study, the researcher builds on the idea he presented in a previous study on “Symbolic Liberalism”, which he used to describe the responses of social sciences to the ailments of late modernity. This modernity is characterized by a blend, where it is defined as classical liberalism but politically illiberal. The study argues that this modernity is undergoing polarization across various societies, including on university campuses and in the media. This is evident through high levels of intolerance that have surfaced in discussions on political, cultural, and social issues, where bias and taking sides prevail over the use of strong, persuasive arguments. This intolerance comes from both the left and the right, manifesting in what is known as "cancel culture" on both sides. The spread of "over-safety culture" among administrative officials has led to hasty decisions and sanctions against some university professors, merely for using certain references in class or for not providing prior warnings to students, all within an atmosphere of fear. The study provides examples from the United States and France, often driven by symbolic liberals. Following this, provide a case related to the ongoing war in Gaza.