and there were practically no in-depth studies to examine the neels of the countries in order to build educational systems responsive to those needs. Thus, the already-existing educational systems were broadened to take care of rapid quantitative growth.

Table I shows the number of universities that have been established during different periods by the Arab countries. Universities, in the modern sense, began to be established at a very slow rate during the first half of the century -- only twelve universities out of seventy two in Table I existed by 1950. The pace has intensified since then and culminated in the establishment cf thirty two universities during the decade of the 1970s. The increasing financial capabilities of the oil-rich countries has contributed to the boost during this period.

It is difficult to discuss Arab universities as one group because, in spite of some similarities, there are basic differences that have a direct bearing on the size of universities and their potential. A country like Egypt has a population which exceeds at least that of ten other Arab countries put together. The per capita income ranges over a wide spectrum even between neighbor' ig countries like the Yemen Arab Republic and Saudi Arabia. Some promising educational develooments and practices in both Lebanon and Iraq have been disrupted if not shattered by extended military activities.

One commonality is that all the Arab countries are considered developing, although at different stages of development. It may also be appropriate to single out all the high-income oilexporting countries as a distinct category. The changed economic circumstances caused by the drop in oil prices and lowered demand during the past few years may, in the long run, contribute positively to oil-rich countries in terms of budget control and efficiency and, more importantly, in terms of the attitudes of their people and the forced reorientation of their outlook to everyday living. It is concretely realized that oil is a dwindling and unreliable asset and, accordingly, a number of oil-exporting Arab countries are exerting efforts to diversify their economies in the shortest time possible. Science and technology assume or are presumed to assume a major role in the process of diversification of such economies.

With respect to higher education, some Arab countries have become captive to traditional policies and practices and are now facing new problems engendered by new realities. :.is is exemplified by both open admissions policies and very generous support to students in higher education in countries like Algeria, Moiocco, and Tunisia. Rapid growth in pre-university enrollment was bound to have its impact in terms of enrollment growtits in higher education, making tuition support and subsiste--ce assistance to students a budgetary burden.

Thus, publicly subsidized higher education has emerged as an issue in some countries and many questions are being raised about its place in overall educational fu;:;ding and in overall public expenditure priorities. Jordan faced such problems squarely and managed to absorb societal pressure for higher education through its system of community colleges, many of which are private. Furthermore, although enrollment in the state universities has mushroomed, the government of Jordan has managed to maintain a tuition fee structure generating income to cover approximately one-third of the recurrent costs of its state universities.

In the following sections, consideration is given to many aspects of higher education as they characterize universities in the Arab countries: governance, structure, admission and enrollment, financial resources, curricula and the methods of instruction, status of faculty, facilities, research and graduate studies, language of instruction, foreign exposure, and women's education.

Higher education in the Arab countries is basically a state function. Out of seventy two state universities covered in this overview, twelve are private - - se ven in Lebanon, four in the West Bank of Jordan, and one in Egypt. Based strictly on enrollment f.gures, private universities shoulder a smaller burden than may be suggested by their number. Available enrollment figures for 1983-85 for sixty five universities representing fifteen countries of those listed in Annex 1, derived from the _Intemational Handbook of Universities,_ 1986 show a total of about 1.3 million students with only about 43,500 or 3.3 percent in private universities. The overall enrollment figure includes approximately 48,000 listed as being external students. One of the sixty state universities, the Gulf University in Bahrain, is regionial -- a joint achievement of the Gulf Cooperation Council that includes: Bahrain, Kuwait, Saudi Arabia, Qatar, United Arab Emirates, and Oman. It should be noted that more than half of the 1.3 million students were enrolled in Egyptian universities.

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