Assessment of the Impact of Oil: Opportunities and Challenges for Economic Development in Sudan

This paper assesses the effect of oil on economic development in Sudan and discusses related opportunities and challenges. We provide a comprehensive analysis using the most recent secondary data, with a view to clarifying the positive and negative effects of oil on Sudan’s economic development. We support the view that oil has had a mixed blessing on the Sudanese economy, arguing that oil is an important resource, particularly in satisfying domestic consumption and the achievement of self sufficiency by increasing public sector revenues. Although oil has helped to improve economic performance in the country, we find that the recent dependence on oil may spark other problems because it is an exhaustible resource and the instability of oil prices in the international market could produce uncertainty in domestic growth. Moreover, the increasing dependence on oil raises the possibilities of a ‘Dutch Disease’ and a lack of diversification, which may aggravate challenges linked to the division of the country and the potential for conflict with newly independent Southern Sudan

Building Knowledge-Based Economies in Africa: A Systematic Review of Policies and Strategies

Compared to other regions of the world, Africa is lagging in its drive toward knowledge-based economies. This study systematically reviews the literature in order to highlight the policies and strategies with which African countries can accelerate their current drive towards building knowledge-based economies. These are discussed in terms of three pillars of the World Bank’s knowledge economy framework. They are the indices for: (i) education and skilled population, (ii) information and communication technology and (iii) economic incentives and institutional regime

ICT, Financial Sector Development and Financial Access

This study assesses the role of ICT (internet and mobile phone penetration) in complementing financial sector development (financial formalization and informalization) for financial access. The empirical evidence is based on generalized method of moments with 53 African countries for the period 2004–2011. The following findings are established from linkages between ICT, financial sector development and financial activity. First, the interaction between ICT and financial formalization (informalization) decreases (increases) financial activity. Second, with regard to net effects, the expected signs are established for the most part. In spite of the negative marginal effects from financial informalization, the overall net effects are positive. Third, the potentially appealing interaction between ICT and informalization produces positive thresholds that are within ranges. Policy implications are discussed in three main strands. They include implications for (i) mobile/internet banking, (ii) a quiet life and (iii) ICT in reducing information asymmetry and surplus liquidity

Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study

This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students’ achievement, their perceived learning gains, and their self-efficacy. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience. Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived learning gains and self-efficacy. Students self-reported increased self-efficacy, interest, and better understanding of concepts using the POGIL method. Comparing fall and spring semesters, student reluctance and negative perceptions of the POGIL approach gradually diminished. Students were able to adapt easily to POGIL—a method of teaching that they had not experienced before but which was compatible with the high-context culture in which they live. In addition, this study reflects the current condition of science learning in Qatar, where the emerging outcomes of educational reforms play an important role in preparing local students to transition into higher education