Abstract
The youth bulge in a country like Yemen in which a quarter of its estimated 25 million population is between 10 and 19 years of age, 46% of them under 16, has raised many societal challenges and played a central role in the country’s revolutionary transition since 2011 (Ahmed, 2013).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Ahmed, I. O. C. (2013). Empowering youth as ‘the engine of transition’ in Yemen. UNDP. Retrieved December 21, 2015, from http://www.undp.org/content/undp/en/home/ourperspective/ourperspectivearticles/2013/11/22/empowering-youth-as-the-engine-of-transition-in-yemen-ismailould-cheick-ahmed.html
Al-Ghamdi, A., & Al-Hattami, A. A. (2016). The psychological, cultural and political impacts of using social media on university students. The Educational Journal of the Kuwait University.
Al-Hattami, A. A. (2012). Differential predictive validity of high school GPA and college entrance test scores for university students in Yemen (Doctoral Dissertation). University of Pittsburgh, Pennsylvania PA.
Al-Warafi, A. A. (n.d.). Higher education in the Yemeni republic: Stages and development. Anbaa: The League of Arab Universities newspaper. Retrieved December 21, 2015, from http://aarunews.ju.edu.jo/Lists/EventsAndNews/DisplayNews.aspx?id=591 on
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Josey-Bass, Inc.
Ba Abbaad, A. H. (2004). The philosophy and politics of higher education in Yemen. National Center for Information. Retrieved December 21, 2015, from http://www.yemen-nic.info/contents/education/bookses/pdf/10-.pdf
Biggs, J. B. (2003). Aligning teaching and assessment to curriculum objectives. Imaginative curriculum project. New York, NY: LTSN Generic Centre. Retrieved December 21, 2015, from https://www.heacademy.ac.uk/sites/default/files/biggs-aligning-teaching-and-assessment.pdf
Bligh, D. A. (2000). What’s the use of lectures? San Francisco, CA: Jossey-Bass.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. University of North Carolina, NC: The Center for Teaching and Learning.
Childre, A., Sands, J. R., & Pope. S. T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6–14.
Cho, J., & Trent, A. (2005, Fall-Winter). “Backward” curriculum design and assessment: What goes around comes around, or haven’t we seen this before? Taboo: The Journal of Culture & Education, 105–122.
Clark, D. (2011). Instructional design—Media, strategies, & methods. Retrieved July 23, 2015, from nwlink.com/donclark/hrd/media.html
Clarke, R. (2001). Learning from media: Arguments, analysis, and evidence. Greenwich, CT: Information Age Publishing.
Ebel, R. L. (1978, October). The role of standardized tests in college admissions, credit and placement. Paper presented at the National Forum of College Entrance Examination Admission, New York, NY.
Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.) Englewood Cliffs, NJ: Prentice Hall.
Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Tampa, FL: University of South Florida.
Foucault, M. (1972). The archaeology of knowledge and the discourse of language (A. M. Sheridan Smith, Trans.). New York, NY: Pantheon Books.
Glaser, R. (1976). Components of psychology instruction: Towards a science of design. Review of Educational Research, 46(1), 1–24.
Gottheil, E., & Michael, C. M. (1957). Predictor variables employed in research on the selection of medical students. Journal of Medical Education, 32(2), 131–147.
Hake, R. R. (1998). Interactive engagements versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics course. American Journal of Physics, 66(1), 64–74.
Hayes, S. (2015). Counting on use of technology to enhance learning. In P. Jandric & D. Boras (Eds.), Critical learning in digital networks (pp. 15–36). Switzerland: Springer International Publishing. Retrieved July 21, 2015, from http://link.springer.com/chapter/10.1007/978-3-319-13752-0_2#page-1on
Hirschberg, N. W. (1977). Predicting performance in graduate school. In M. F. Kaplan & S. Schwartz (Eds.), Human judgment and decision processes in applied settings (pp. 95–123). New York, NY: Academic Press.
Humphreys, L. G. (1962). The nature and organization of human abilities. The Yearbook of the National Council on Measurement in Education, (19), 39–45. Retrieved from http://www.jstor.org/stable/41862676
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. Retrieved July 21, 2015, from http://www.tlrp.org/docs/enhance.pdf
Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298 –310.
Laurillard, D., Oliver, M., Wasson, B., & Hoppe, U. (2009). Implementing technology-enhanced learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technologyenhanced learning (pp. 289–306). Dordrecht: Springer Netherlands. Retrieved July 21, 2015, from http://link.springer.com/chapter/10.1007/978-1-4020-9827-7_17#page-1
McKimm, J., & Jollie, C. (2007). Facilitating learning: Teaching and learning methods. Retrieved July 21, 2015, from faculty.londondeanery.ac.uk/e-learning/small-group-teaching/Facilitating_learning_teaching_-_learning_methods.pdf
Ministry of Education. (2006–2007). Statistical year book, 2006/2007. Retrieved June 4, 2015, from http://www.yemen-nic.info/contents/education/bookses/pdf/5-.pdf
Ministry of High Education and Scientific Research. (2010). Retrieved June 12, 2015, from www.moheyemen.org
National Information Center. (2015). Retrieved July 26, 2015, from http://www.yemen-nic.info/english_site/contents/education/
O’Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. American Academy of Pediatrics, 127(4), 800–804. doi:10.1542/peds.2011–0054
Pentages, T. J., & Creedon, C. F. (1978). Studies of college attrition: 1950–1975. Review of Educational Research, 48, 49–101.
Robley, W., Whittle, S., & Murdoch-Eaton, D. (2005). Mapping generic skills curricula: A recommended methodology. Journal of Further and Higher Education, 29(3), 221–231. doi: 10.1080/03098770500166801
Said, E. W. (1994). Representations of the intellectual. New York, NY: Vintage Books.
Willingham, W. W. (1974). Predicting success in graduate education. Science, 183, 273–278.
Zhao, Y. (2013). Recent developments in technology and language learning: A literature review and metaanalysis. CALICO Journal, 21(1), 7–27. Retrieved July 24, 2015, from http://www.equinoxpub.com/journals/index.php/CALICO/article/viewArticle/23210
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Mahdi, W.F., Al-Hattami, A.A. (2016). Youth & Revolution. In: Mohamed, E., Gerber, H.R., Aboulkacem, S. (eds) Education and the Arab Spring. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-471-8_5
Download citation
DOI: https://doi.org/10.1007/978-94-6300-471-8_5
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-471-8
eBook Packages: EducationEducation (R0)