Income tax 2022-2023. Lifetime learning credit. Figuring the credit. Let's do some wealth preservation with some tax preparation. Most of this information comes from Publication 970. Tax benefits for education. Tax year 2022. You can find on the IRS website irs.gov irs.gov. Looking at the income tax formula, we're at the bottom where the credits are located. Remember in the first half of the income tax formula is in essence an income statement ending at taxable income similar to the bottom line of a normal income statement net income. We then calculate the tax on the taxable income not using one rate or a flat tax but rather using the progressive tax system to get to the tax before credits and other taxes. Finally then we're down to where the credits are at as well as other taxes like self-employment tax and then we apply the payments which might be in the form of withholding or estimated tax payments to get to the tax refund or tax due. Also remember that the credits are similar to deductions and that we'd like them both but if we can get a dollar credit or dollar deduction we would rather have the credit use support accounting instruction by clicking the link below giving you a free month membership to all of the content on our website broken out by category further broken out by course. Each course then organized in a logical reasonable fashion making it much more easy to find what you need than can be done on a YouTube page. We also include added resources such as Excel practice problems PDF files and more like QuickBooks backup files when applicable so once again click the link below for a free month membership to our website and all the content on it. Usually because we'll usually get the full benefit of the dollar credit as opposed to the dollar deduction which only reduces the taxable income and our credit our benefit will be dependent upon the tax rate. Also the credits down below have a non-refundable portion and a refundable portion oftentimes we break the credits out into non-refundable and refundable. Non-refundable means we can't take the credit liability below zero meaning we're not going to get a refund if the tax liability goes below zero the refundable portion means that we can do that resulting in the tax code being used not as a tax system in that case but as a will for or benefit program for that refundable portion of a credit. Figuring the credit noting that we're looking at the lifetime learning education credit there's two major education credits the other one being the American opportunity credit our thought process generally being one can I qualify for the education credit if I cannot then two I'm going to default to the second credit that being the lifetime learning credit which is our focus here in other words the qualifications to be able to get the American opportunity credit are more restrictive than the qualifications to be able to get the lifetime learning credit so now we're figuring the lifetime learning credit the general assumption is that we couldn't qualify for the American opportunity credit we've talked about the American opportunity credit in prior presentations all right the amount of the lifetime learning credit is 20 percent of the first ten thousand dollars of qualified education expenses you paid for all eligible students so we've talked about what does it mean to be an eligible student what are the education expenses once we have the education expenses that's where we're at now to calculate the credit and if we take 20 percent of a ten thousand ten thousand is the cap of those education expenses times point two we have a two thousand dollar credit the maximum amount of the credit now the American opportunity credit you'll recall the maximum amount was two thousand five hundred dollars it was also easier to get to that two thousand five hundred maximum amount for the American opportunity credit because you only needed basically four thousand in order to maximize the qualified education expenses to get there and the things that qualified for the education expenses were a bit more encompassing than what qualifies for the lifetime learning qualified education expenses so here you got to have a pretty hefty number of the ten thousand dollars qualified education expenses in order to maximize the potential credit at the two thousand dollars okay so the maximum amount of lifetime learning credits you can claim for two thousand twenty two is two thousand that's twenty percent of ten thousand however that amount may be reduced based on your MAGI that's the modified adjusted gross income the income phase out which is generally not on gross income but the adjusted gross income with the slight modification which is usually due to like foreign income type of thing so it could be lower than that based on the income level see effect of the amount of your income on amount of credit later all right example bruce and tani are married and file a joint tax return for two thousand twenty two their MAGI modified AGI is seventy five thousand so that's below the threshold to basically be phasing out tani is attending a local college an eligible educational institution to earn credits toward a degree in nursing tani already has a bachelor's degree in history and wants to become a nurse in august two thousand twenty two tani paid five thousand dollars of qualified education expenses for the fall two thousand twenty two semester bruce and tani can claim a one thousand dollar which is twenty percent of that five thousand remember that she would have to get up to the ten thousand in order to max out the credit at the two thousand so so she's they get the one thousand lifetime learning credit on their two thousand twenty two joint tax return so the reason we're not at the maximum of two thousand in this case is not due to the income threshold it being phased out because of a higher income but rather because we didn't get to the maximum of ten thousand qualified expenses to maximize the calculation of twenty percent of that all right so form 1098 t to help you figure your lifetime learning credit the student made receive form 1098 t generally an eligible education institution such as a college or university must stand form 1098 t so if you don't get the 1098 t then you want to talk to the college or university so or acceptable substitute to each enrolled student by january 31st 2023 so it should get their first month of the following tax year so an institution will report payments received box one for qualified education expenses however the amount on form 1098 t might be different from what you paid when figuring the credit use only the amounts you paid or are deemed to have paid in 2022 for qualified education expenses in other words the 1098 t is a pretty good reference and it should hopefully be accurate you know for most people in terms of what you have paid but we've talked about what qualifies as education expenses in prior presentations and the 1098 t might not pick up or exactly pick up all the different qualification components the reason the irs wants to make sure that a 1098 t is given isn't solely so you can tie into that number as is the case for other kind of documentation like a w2 where if you don't tie into the number you will almost surely get an audit kind of situation but but the 1098 t can still verify to the irs that if you're claiming the credit at least they can verify that you attended uh some kind of qualifying you know institution even if the number on the 1098 t is not exactly what was used to calculate the credit so in addition form 1098 t should give other information for that institution such as adjustments made for prior years the amount of scholarship or grants so that'll help you to see if you need to decrease the amount by the grants if that was free money we talked about that in prior presentation reimbursements refunds and uh and whether their student was enrolled at least half time which is another requirement generally for the american opportunity credit which has different rules in that case than the lifetime learning credit or was a graduate student so the eligible educational institution may ask for a completed form w9s so you have to give them the information so that they can populate the form 1098 t the w9s like a w4 in essence when you're an employee is a request for that information or similar statement to attain the student's name address and taxpayer identification number effect of the amount of your income on the amount of your credit the amount of your lifetime learning credit is phased out gradually reduced if your magi modified adjust to gross income is between 80,000 and 90,000 so these are the numbers that you kind of want to keep in mind if you're like giving advice or talking about these credits you got to say well it's going to start phasing out 80 and 90,000 it's going to be 160,000 and 180,000 if you file a joint return and obviously one way to kind of think about that is that you know you would think it would be doubled for a joint return which in this case it is right because you'd have two people together so you think their income could possibly be doubled so if it's 80,000 we're going to 160 90,000 we're going to 180 so you can't claim a lifetime learning credit if your magi is 90,000 or more or 180,000 or more if you file a joint return so modified adjusted gross income what does that mean that's going to be the phased out number that's used not the gross income but the agi and then the modified agi so for most taxpayers the magi the modified adjusted gross income is adjusted gross in the same as agi in other words as figured on their federal income tax return magi when using form 1040 or 1040 sr if you file form 1040 or 1040 sr your magi is the agi online 11 of that form modified by adding back if any of these apply and tax software would help you know to calculate these oftentimes one foreign earned income exclusion two foreign household exclusion three foreign household deduction four exclusion of income by bona fide residents of american samoa and five exclusion of income by bona fide residents of Puerto Rico example you are filing a joint return with an magi of 161,000 in 2022 you paid 6600 of qualified education expenses you figure the tentative a lifetime learning credit which is 20 of the first 10,000 of qualified education expenses you paid for all eligible students so the result is a 6600 is what was paid which is under the 10,000 therefore the credit before we get into any phaseouts it's not at the 2,000 but rather at the 1,320 tentative credit and then because your magi your modified adjusted gross income is within the range of income where the credit must be reduced you must multiply your tentative credit 1,320 by a fraction the numerator top part of the fraction is 180,000 the upper limit of those filing a joint return minus the modified agi the denominator bottom part is 20,000 uh is 20,000 the range of income for phaseout 160,000 to 180,000 the result is the amount of your phase out so we probably don't need to know this calculation because software will help with this calculation and then you can kind of deconstruct from the software what we need to know is to be able to say and talk to people intelligently about well now if your income goes above a certain threshold it's going to phase out so if you can't get the american opportunity credit then you might take the lifetime learning credit although it takes more expenses to maximize out the credit you would need 10,000 dollars instead of 4,000 dollars to get the maximum credit amount of 2,000 instead of 2,500 and there's an income phaseout which will basically start and then phase completely out phases out fairly quickly after you hit that basically uh income threshold


Next, we're going to go through the scientific usage of the words accurate and precise. In everyday language, these are used to mean the same thing, but scientists make a careful distinction between the two. The statement that Australia is in the southern hemisphere is accurate, but not very precise. But if I say Australia is centred on the South Pole, then I'm being very precise, but not at all accurate. As we've just discussed, when you repeat a measurement many times and use different equipment or methods, you'll probably get some variation in the values due to random and systematic errors. Now if there's a small spread of values, with a small amount of measurement uncertainty, we're going to call these measurements precise. If we take the average of all the measurements and find that it's close to the true value, then we say the result is accurate. Now precision and accuracy are not the same thing. It's possible to have experiments that are very precise but not accurate, and others that have low precision, but where the average of many measurements is spot on the true value. Now you might notice that accuracy and precision are closely related to the presence of systematic and random errors. An experimental setup that has significant systematic error won't give accurate results. And similarly, large variations in measurements due to random error will mean the results are not precise.


I really liked in the Colorado and New York case, they call this sort of sector of the market information discovery. And I think because we only have had Google, really, and products that are pretty similar to Google in that space, we've sort of lost our imagination about what information discovery on the internet could look like. And if all of these smart engineers were not working for a company that really benefits from the status quo, but instead working for companies that we're trying to disrupt Google's monopoly, we might have really cool and interesting information discovery tools. And we don't have that because Google may have been violating the law.


It's not the best hour for us to begin this session. I told you that it's not the best hour for us, but we will try to make you interested in this issue. I will make some remarks to introduce this session. But after that, I will leave the floor to the highly talented people we have in this session. I will use French if you can change your... So, today, during the demonstrations of the Arab Spring, the most important demand was employment. And indeed, when we look at and examine the situation in the Arab countries, we see that there is a strong unemployment among young people. That is employment, economic growth, diversification of the economy. And above all, a major handicap is that of the lack of the educational system. At the same time, during these two days, we talked about fighting radicalism and terrorism. And there, too, we find the cause of the educational system. We also talked during these two days about good governance and we also included the educational system. However, the MENA region, as you will see, is making extremely important efforts for education. 20% of the budget, in general, is dedicated to education. And in Morocco, more than 50% of the workers are national workers. The region has made a few results. In particular, the number of schooled children has been multiplied in Morocco by 60 since independence. The number of schooled children has surpassed 95%. The number of children in the Arab world has decreased in an absolutely incredible way. And yet, we consider that education has always been a handicap in the region. Why? Is it a problem of quality of teaching? There are people who put in place the quality of teaching, the training of teachers, the language that is used, which is different, the language of teaching is different from the practical language. I also put in place the pedagogy. We have talked about pedagogy problems, as we develop the memorization of knowledge rather than the other talents of creativity or critical mind. And there is also the notion of idealization of the past and refusal of modernity in the teaching system. So there is this question of quality of teaching that is put in the center of the problem. The second aspect is also governance. We have to do with centralization of the teaching system. The great Mahmoud, as the former French minister of teaching, and we do not encourage the private sector, the teaching in the private sector. The third aspect is also the inequity between training and employment. We see two paradoxes in the countries of the region. The first paradox is that the unemployment increases with the level of teaching. The higher the level, the higher the unemployment. For example, in Morocco, 5% of the unemployment of people who do not have a diploma is about 20% for the people who have the highest degree in university. This is the first paradox. The second paradox is that during the important unemployment, the employers do not find the profiles they are looking for on the market. The fourth important point that I highlight is that the school has stopped playing its role as a social advisor. The children of parents who play the role of the most efficient schools and the social inequalities continue to grow more and more. And as you can see, on the one hand, an important unemployment, a social inequality, all of them are the ingredients of a real frustration and a feeling of injustice that the Algerians, our Algerian armies, call the hongra. So I introduce you right away. I would like to speak to my friend Uri Dadouche, who will talk to you, Uri Dadouche, for those who do not know him, is a very well-known economist, a senior fellow of the OCP, and who will talk to us about the issue of unemployment in particular and the employment that is the essential issue in this region. Thank you very much. I speak in English, I use my computer all the time, so it's easier for me to stand up. So the really big worry is jobs. And according to statistics, the MENA region has an unemployment rate close to 12%, which is the highest in the world, according to the ILO. And the unemployment rate of young people is close to 30%, which is two to three times higher than it is in the other developing regions. So that's why I'm concentrating on jobs. Diversification and education are, of course, important, but in the final analysis, they're instruments of the growth process. And jobs, as the chairman just told us, equal growth. Very difficult to separate the two. So I'm going to make a prediction, which is the heart of my message, which is that, unfortunately, I don't see a change, big change in the unemployment problems in the MENA region going forward. And to make this prediction, I look at some of the key drivers. Before I do that, a couple of caveats. One is there's huge problems in mentoring unemployment and employment in Morocco, in the MENA region, as there is in all other developing countries. And that's essentially because the line between employment and unemployment is very blurred when you have large numbers of people in agriculture, large numbers of people in the informal sector, participation of women, which is just around 20% of the female working age population. So it's very developed to distinguish between actual unemployment and the fact that some people who really would like to work or get a better, more formal job cannot do so. The second caveat, of course, is that the MENA region is a very diverse one. So you are in a place where something like, I don't know, 80% of the workers are actually imported, okay? So by definition, you have no cyclical unemployment in Qatar and the Gulf countries on the one hand, which are some of the richest in the world. And on the other hand, you have countries like Egypt, Morocco and Tunisia, which can only balance their labor market by exporting something like 10% to 15% of their labor force is outside the country. So with those caveats, let me just list five stylized facts about jobs in the MENA region. The first is, which has already been mentioned, I want to elaborate, is we have had big investment in education, but the children are not learning and the achievement on standardized tests of the kids in the region are very low, relative to per capita incomes, and the kids in the Gulf countries score hugely below countries in the same income brackets, an extreme case. And there's a large amount of tertiary-educated unemployed, which again is a very particular feature of the region. The second stylized fact is we've had an absence of diversification of these economies, Masoud is going to talk about that, so I'm not going to elaborate. Next speaker, Masoud Ahmed. The third stylized fact is that two-thirds of MENA's workers are employed in the informal sector, and in the formal sector, the one-third, over half of the jobs are government jobs, okay? So you have a classic dual labor market situation, where in the formal part of the market, workers are protected on high wages, et cetera, but it's very difficult to get in, and of course, that is a cause of frustration as well as a cause of unemployment. The fourth stylized fact is that despite all these handicaps, the MENA region actually grew quite handsomely prior to the Arab Spring. So from 2000 to 2012, the MENA region achieved a growth rate of 5.3%, which is actually a very high growth rate, it's not Asian growth rate. Since then, we have halved that growth rate, also with the fall in oil prices. During the period prior to the Arab Spring, paradoxically, we had a big increase in employment. Employment expanded at a pace well in excess of 3% a year, which is gigantic, and even in recent years, 2013, 2015, employment grew at a rate of 2%, 2.5% a year, okay? But quite a bit of the recent employment was in government sector, which traditionally accounts for over half of the formal jobs, and a lot of the employment that was created is in relatively low-value-added service activities. The fifth stylized fact, and this is my last fact before I project, so to speak, is that we have another exceptional fact about this region, very fast growth of the population historically, and very fast growth of the young population. This is a young region, the 15 to 24 cohort in MENA, this is when people enter the labor market, has grown at around 2.4% a year over the last 30 years. These are very high growth rates, and they help explain the unemployment problem among the youth. However, and this is good news, another important fact, is that we appear to have reached the peak of the young people coming into the labor force. This is declining, and indeed the labor force, which has been going very rapidly over the last 10, 20 years, is now slowing very sharply, together with the rate of growth of the population, very sharply indeed. So right there you can begin to see one day the solution to the unemployment problem in MENA one day. So, if you analyze it comparatively, the big issue in MENA is not so much job creation, yeah? There's been a lot of job creation. There's been a lot of job creation. The main problem is the demographic bunch. Let me conclude with my prediction, and that is that if you look over the next several years, the demographics is going to be favorable for resolving the unemployment problem, in the sense that not that it's good, but it's not going to be as bad as it has been in the past. However, two other factors will militate against a rapid reduction in the problem. Number one, and you already know it, is the fact that the gross rate of the MENA region with low oil prices and the conflicts in the region and the problems that we have in world trade is very unlikely to go back to grow as rapidly as it did pre-Arab swing days. And the second factor is that, as I said from the beginning, there is a very large reservoir of workers that want to enter into the formal market or want actually any kind of job. And these are the underemployed women of the region, the people in subsistence or low-value-added agriculture, and the people that are in the informal sector, in the informal urban sector, will be lining up to get these jobs and eliminating, so to speak, the reservoir of unused labor is going to take a long time, maybe 10 years or longer. Thank you. Let's see, let's see. Thank you, thank you. I would like to give the floor to Ahmed Masroud, a well-known person in the region. He was in charge of the Department of Middle East and North Africa in the IMF, and now he is president of the Center of Global Development, Ahmed. Master Ahmed. So, Uri has given you a good picture of the central issue for the region, which is how to create jobs for a young population. I want to focus a little bit on a subgroup of countries, which are the oil-exporting countries in the region, who are all trying to diversify their economies, to try and provide jobs for nationals, and who are also trying to diversify their economies to become less dependent on oil, because now they see the future oil is not going to provide the same income, just to give you a couple of facts. In most of the oil-exporting countries in the region, let's look at the GCC countries, Qatar and the other five countries as GCC. The nationals work mainly in government, in the public sector. In Qatar, 85% of the nationals work in the public sector, and in other countries it's a bit less, on average, 70% of the nationals work in the public sector. This has been a good way to employ a lot of young people coming out of the universities and schools in the past, but going forward, the governments are not going to have the resources to be able to employ all the nationals in the public sector, so they have to be employed in the private sector. Now, how to create a private sector that is going to be able to employ nationals? First, look at all the countries now have plans and visions of creating a non-oil economy. There is a Qatar vision 2030, there is a Saudi development plan, there are plans in every other country, and they cover the same sorts of areas, more or less they want to develop logistics, services, manufacturing, tourism. So you look at the areas, it's more or less in some more and some less, but the same kinds of things. The challenge is, how do we make sure that these plans turn into reality so that in 10 years time or in 15 years time, actually the economies are more diversified and the jobs can actually be created for nationals in the private sector. History, from looking at countries around the world that have come from a commodity dependent base, is that diversifying away from commodities is not easy. Malaysia has a good success story in some ways, there are one or two other success stories, but it's a hard process. Why is it so hard? I think for two reasons. One is that it's hard to actually create the strategic sectors, the clusters of industries. Relatedly, it's also sometimes hard to create in the enterprise sector the mindset to switch from being mainly producers of non-tradables which they sell to the government, because today a lot of the private sector is actually selling goods and services to the government, to becoming really competitive, internationally comparable producers who can stand on their own two feet and add value to the economy rather than simply be providers of services in a somewhat protected market. And the second big reason which is why I'm so happy that this session is called diversification and employment, because the second big reason, sorry, diversification, employment and education and because the second big reason is that to enable the nationals to work in the private sector, you have to focus on the incentives they have and the skills that they have. Now, incentives first. Today, the conditions of work in the public sector in many oil exporting countries are actually better than what people might find in the private sector. So over time, you have to level the playing field so that people are as interested in going into the private sector as in looking for a job in the public service. And the skill set. Are we giving our young children in the school system the skills that they need to actually be productive and competitive in the private sector? And if you ask employers, what is the main reason that makes it hard for them to bring more nationals into their private sector companies? One of the key constraints that they identify is that they find that there's inadequate match between the skills they need and the skills that the students are coming to them with. So reworking the education system which really means looking at the fundamentals of what we teach, how we teach, and how we teach them to learn rather than how we just give them information to remember is a fundamental change in the educational philosophy that in many countries will require us to go through a major root and branch reform of the education systems to be able to give the people the skill set. Now I should say to you that while it's important for the oil exporting countries, the same argument of looking at the education system and asking whether it's giving young people the skills that they need for tomorrow's workforce applies also to the oil importing countries. It applies as much in Egypt. It applies as much in other countries and I'm sure Mona will talk more about it. But it also applies outside the region. There are people in Europe, in the United States who are all struggling, employers in all of those societies are struggling with not being able to get young people who have the right skill set. And that's partly because the skills that we need for employment tomorrow are going to be radically different from the skills that we needed until today because the nature of employment and the nature of work is being transformed through the digital economy, through the technological revolution and that requires our young people to have a whole different set of skills and aptitudes going forward. So to me the big challenge going forward is to think of the diversification, growth, employment and education agenda as an integrated agenda where you cannot achieve success on either employment or on diversification unless you also address the fundamental issue of how you develop the skills of your workforce for tomorrow. Thank you. Thank you. Thank you, Haman. I will give the floor to Mona Makram which is a well-known woman in the Arab world. She plays a role, very important role in the development of the area and we will be happy to hear from her about the role of the woman in the economy. Once again, I hope you're not tired of hearing me. I want to underline what the previous speaker has spoken about, about education and how important this is, is that the theme should be education for employment because to say that we have high rates of employment today is a misnomer. What we have is a mismatch between what the market demands and what they are taught in school. But now let me turn to the role of women in overcoming, in particular, Egypt's economic and security challenges. So let me first start by posing a question. Do you know why Egyptians call their country Om Meldonia, the mother of the world? It is not simply because their country is such an important cultural, religious and political force across the globe but it also because that power was in interesting ways defined by women. Women ruled over many of the greatest civilizations not only in Egypt but all of human history from Nefertiti and Cleopatra to the queens of the Fatimid and Mamluk periods to Hoda Sharawe and her daughters of the Nile. So in Egypt, women have struggled and marched against colonialism, sexism and discrimination, winning the right to vote, to go to school in particular and to fully participate in public life. And here in Cairo, in recent years, in 2011 and in 2013, Egyptian women, and I was one of them, have taken to the streets alongside men during 18 days in Tahrir Square and in 1813 to call for a new future for their country and reject in 2013 a leadership bent on grabbing power and grabbing power and whose objective was to impose a theocracy on a secular Egypt. Over the years, the leadership, women's leadership has inspired women across the region and shaped the course of history. Women's centrality to Egypt parallels the early role of women in Islam. As many of you know well, the very first Muslim woman, the very first Muslim was a woman, the prophet's wife, Khadija. She was also a successful and independent business woman in her own right. So it is noteworthy that independent and empowered women are found in both Egyptian and Islamic history. Even as the majority of women here and across the globe continue to struggle for equality. So what we know is that women thrive when they enjoy freedom and opportunity. Unfortunately, today, this is a difficult time for all the Arab people. Like many countries across the globe, the Arab people and Egypt in particular face significant economic, security, and political challenges. After a period of national turmoil, Egyptians need strong economic growth to ensure that young people have the opportunities they deserve to learn, to work, and to shape their future. We in the region, like many other places, are also confronted by the new faces of terrorism in the form of Daesh and other militant groups across the region. The question is not whether the Arabs can overcome these challenges. The question is how? Around the world, we have seen that no country can overcome these challenges and achieve prosperity and security without women. Structural reforms are essential to modernize the economy, yet they are challenging to be implemented. And external trends such as globalization, which increases competition worldwide and regional instability, which disrupts trade and investment, make it even harder to jumpstart economic growth. Yet a fundamental requirement for maximum economic growth is tapping into the talents of all the Arab citizens, and in particular, the untapped resource of women, particularly as they still face tremendous disparities. Disparities like the one out of three Egyptian women, for instance, over the age of 10, who cannot read, the dangerous and widespread practice of female genital mutilation, and the nearly one in five Egyptian girls who marry before age 15. Many are forced down this road at great risk to their health and well-being and before they are old enough to finish school and develop skills to support themselves economically. Early and forced marriage, and we know that we have a demographic problem, and limited education not only limit women's future, but also those of the next generation of Egyptians who grow up in households with mothers who despite their every desire cannot read to their children, cannot assist them with schoolwork or help their envisioned and economic livelihood or career. So the challenge for women do not end here. In countries around the world, corruption and needless red tape hurt women more than men because men have the connections and resources to navigate a broken system. But it makes it harder for women to enroll in schools, to apply for jobs, or secure permits to start new business. It is simple. Egypt cannot reach its full economic potential without women. Great nations draw their strength from all their people, but harnessing that strength means tolerating differences that are peacefully expressed. It is well known that a diversity of views and beliefs in religion, in culture, in politics and in academia do not weaken societies. On the contrary, they strengthen them by adding new perspectives, creativity, innovation, challenging faulty assumptions and allowing people to identify and resolve differences. The freedom of scholars and students to probe and to question is vital for any advancement. Because insecurity and fear can prompt governments and peoples to compromise values and principles in a search for control and stability, it can be tempting to pursue the goals by silencing peaceful descent, limiting academic inquiry, compromising universal values, or abusing the power of the states as our young American participants underlined yesterday talking about the new American presidency. But the experience of many countries around the world underscores the cost of compromising fundamental rights and freedoms. In reality, extremist views are best discredited through open debate where citizens and religious leaders can challenge them head on. When debate is shut in the name of security, it feeds extremist propaganda. And the exclusive or heavy-handed reliance on security solutions is unlikely to address and may well exacerbate key underlying factors that increase vulnerability to terrorist propaganda. Let me end up by quoting Hubert Védrine, whom I think is here, who called this era an era of electoral insurrections and he cautioned elites from all countries to listen to the social distress and understand people's attachment to security, identity, and sovereignty. Otherwise insurrections will continue. These are the lessons of history that all nations must bear in mind. Thank you for your attention. Thank you, Munaan. I would like to introduce the last intervention is Mr. Hassan Adderham, is a well-known civil engineer and also president of Qatar University. Thank you very much. I will speak in Arabic. So, if you'd like to use the translation tool, it will be better, please. So, for example, with the surprise of the change that took place in the arrival of Mr. Donald Trump to the president of the United States, it will impose real challenges when it comes to its election program in the economy, in the economy policies, and in the trade. And this will involve many countries to return their accounts to this side, as well as the high education sector in these countries to return its policies to the universities of high education. And since the education system is an essential part of the social and economic system, the university should not be affected by such challenges. All these changes, in addition to the economic changes, will result in the future of the education system and the opening of the work and investment markets in it, and I will explain it. These changes will put light and light to the expected role in the high education system that will affect the heart in two ways. First, these high education institutions are universities that are understood by the intellectual leaders who solve and promote the most prominent future challenges and are involved in the invention of solutions and the strategies and challenges of the face of any society. And especially if these universities are national such as the Qatar University. This is the biggest achievement in this side. And another thing is that these universities also need to implement the needs and needs of the changing work market and its future needs. I will talk a little bit about the community here and they mentioned, for example, the future technological developments. And it is called disruptive technologies or effective technologies that will affect the community. And we have seen in the beginning of the 1990s how a large company like Kodak had to end most of its work because of the transition to digital transformation and the lack of trust in tools and different materials. And we have seen this in companies like Uber how they actually deal with a huge change in the way people deal with communication. And we will see this more and more in the future when the machine is talking to the machine or the Internet of Things. The Internet of Things. So the communication and the exchange of information from a certain nature to the transformation of information companies like Google, Apple and others from these companies will actually change their mind in the nature and needs and needs of the future work market. So there is something necessary for the universities to stop these challenges and events to move the demand to the work market. Also, it does not hide all of us that our Arab region is suffering from high changes in the battle. And that the economic growth and development of technology is limited to the security and economic situation that is not sustainable. And although we are in Qatar, we thank God for the security, stability and economic balance, because we cannot hide the two main things. First of all, here in Qatar, we must hide that the world is connected in a big way and that we do not live in a place that is far away from us. So the markets of work are connected to each other and affect the global directions, whether from where the prices of oil or the opening of markets or others. And secondly, we must not hide the limits of the new carbon hydropower. And we must not rely on it as a single source, no matter how much it is available. And we must only rely on the single source, which is the human mind, and its ability to manufacture knowledge and innovation and development. And the need for the kind of economy and to build a common society of knowledge is more than a number. And since the announcement of the 2030 national vision of Qatar, we are also in Qatar here, a group of leaders as a government, so for example, the overview of the general education from K-12 was repeated, as well as the high education in Qatar University, and there were more than 12 years that the project for the development of the university was repeated, and the university achieved through this development through its management and financial support, and the university was able to develop a number of academic programs and achieved the required academic opportunities, as well as with the needs of the labor market. And also, the international organizations established Qatar for Science and Culture, and the social service, and a group of leaders started from K-12, as well as through the establishment of the Qatr Al-A'ayt Al-Bahth Al-Ilmi, or the establishment of one of the Qatr Al-Ulum of Technology, and the establishment of the university of Hamid bin Khalifa, which we hope will be a university of research, and the organization of three national universities of research under the leadership of Hamid bin Khalifa. So, there is a group and a series of leaders who established the country on this side, and we are also in the Qatr Al-A'ayt Al-A'ayt Al-Bahth Al-Mustakbal in order to strengthen a group of leaders, and the project on the basis of the example, to restore vision and development, as well as a program related to social and human sciences, and social sciences, and Islamic and legal studies. As we all know, the development of this event in many universities in the region, is based on scientific and applied sciences, such as engineering, medicine, biology, and so on. Unfortunately, we are still not aware of international universities in terms of social and human sciences. Unfortunately, our Arab people have not worked with the Arab people to deal with the demands, and that is due to the fact that they have no real reason to think about and not have any real reason to work in social and human sciences, to deal with this phenomenon, or this terrorism, in the right way to influence it in the right field. So, they have reached the heights of what our Arab people had hoped for. Therefore, this matter is not limited to Qatr Al-A'ayt Al-A'ayt, or even the universities of the international universities, but really, in most of the Arab countries. Unfortunately, outside of social sciences in the West, there is a role and a role in society, and we have not found this thing in the Arab world. Therefore, this is one of the things that we will be providing in the near future. We are also, in this phase in Qatr University, in our feedback and strategic discussion in the fields of research and education, the university has established the most important skills, and the skills needed to focus and re-draw the educational plan to achieve this goal. So, education has not been developing fast, as I mentioned before, in different sectors, and the focus has become on the essential skills, the need for knowledge, which is the critical thinking, the practical skills, the accounting skills, the communication, the activities, the participation, the participation, the research, and the problems. We hope that during our future plans, we will ensure that the university's graduates have these skills, and that if there is a field in the future, we will be able to reach this side. Thank you. Thank you. I would like to invite people to have some questions. It is obvious that the problem of the workforce and of employment is linked to the training of education, but also linked to the production sector and to growth. And in our countries, the Middle East and the Arab countries, we produce very little. Otherwise, we exclude the energy sector, our commercial balance is largely difficult to take advantage of industrialized countries. However, we have the financing, we have the workforce, and we miss the technology. We miss the importation of technology rather than goods with the workforce we have and the financing that does not have a problem. We can contribute to employment, to the creation of employment, but there is also another factor. It is the cooperation between the production sector and the university. We cannot continue to form universities in different sectors that go to unemployment or exportation. So there must be an orientation based on the production needs and this requires cooperation between the production sector and the universities. Thank you. I will take another question. I'm sorry. So you take it. So I will speak in Arabic, so please put your translators. Thank you for joining us. I had a comment on Dr. Mona. She said that she has no problem with what she says about ideas or the problems she sees in Egypt. She said that in 2013 there was a religious government that wanted to separate Egypt from Egypt. But in fact, the government that passed the 25th of January did not have a religious government so the religious government used the power of God to separate the religious people from the religious government. But this did not happen in Egypt at all at this time. And also, in the world, Egypt did not have a religious government and that is what we witnessed when the first constitution was established after 2011. There was no popular desire to turn Egypt from a civil state, that is an Islamic response to a secular state. Thank you very much. I want to thank the panel for their presentations. This is Dr. Abdullah Hazami, the Dean of the Community College here of Qatar. I have a couple of comments for the groups. I'll start with Ms. Mona. I did not see the connection between the topics of the panel, which is diversification of education, education and the last part, I believe employment with the statements of political statements. I hope she can make that connection. I heard about the terminals, about the political rising and the women equal rights, but that did not translate to the topic of the panel or the presentation. As an academician here, I did not see the connection if she could make that at some point. On the other hand, the other comment for Mr. Moosa, I think, about the future skills needed. Actually, I don't think there's a problem with what the university skills are teaching coming from the 29 years in the U.S. and working in the industry skills and the university there for high skills. Still, the world needs engineers, the traditional engineers. There is a shortage in demands of engineers. There's still shortage in IT. Just to give you an instead of Qatar here, there's a huge need for IT, engineering technology. Engineers, the high-skilled technology-based, but we are flooding the market in the West, even in the Arabic world with degrees. I don't want to call it not useless, but it's flooding it that the market doesn't need it. We have too many business degrees in the U.S. and here. Maybe they think it's the easier route or the quickest route to be rich, but we still lack in programs, for example. The world is desperate for programs, for ITs. So these are still the old basic skills that needed over the years and we still need them. So I'm not sure when you guys talk about future skills. What are those future skills? I hear these buzzwords when I go to conference in the U.S. I come back here, but still I read the reports coming from all the industries, so needs the old traditional engineers and ITs. Thank you. When we talk about education, the student is the educational worker, but who is responsible and who deserves education? If the student wasn't prepared in the right way for this education, the student wouldn't be able to learn from the skills of education, and he wouldn't be able to learn from the right path and the right path for the learning process. Also, the technology and the work inside the school are very important for the country's money. If the teacher wasn't prepared for this kind of technology, the child would be able to learn at a young age of two and he would be able to open the electronic devices, the iPads and other things, and play games and use them. The teacher doesn't need to know how to use these tools. How can I use them in the educational service? How can I face the student to use them to learn about life? How can I work with them and use them to make the student able to learn from the skills of research, education, and creativity? Now, we have students in Qatar, in one of the projects, they are able to use their phones. Not only do they use their phones with all their components. They are now able to prepare. Now, we need to know who is managing this process. We need to change the educational skills that the teachers are preparing. We need to develop them with their programs, with their tools. We need to know who is managing the student and the educational service. Thank you. Hamda Hassan, other questions? Yes. Do you have some comments? Please. Let me just perhaps make two comments quickly. I think that the point that was raised is very right that while there are new skills that people are trying to develop, whether it's entrepreneurial skills or other areas, there are already many areas of existing skills which we are not training our people in enough. We are training them in the skills that maybe are useful for some of the jobs that they did yesterday, but not what the market is asking for today. There's a shortage of programmers, as you say, worldwide. Are we training enough people in that area? That's actually one of the key points that I agree with you on. The second thing I would raise is that I think you raised a very important point that you cannot change the educational system without focusing on the teachers and giving them the equipment, the skills, the training so that they can play the kind of role and they are confident in then giving their students the empowerment that they are trying to give them. Clearly, we have to invest a lot and much more in terms of the time and resources to bring our teachers themselves up to date and comfortable with the new skillset. I agree with you on that point as well. Two minutes for Owe, please. Yes, thank you very much. So much of the discussion is focused on education. What about education and also try and bring us back a little bit to reality in terms of job creation? I think the education issue is a very important one, obviously, and one that is especially important in this region simply because of the large number of young people that you have and the unemployment among young people. In the end, I think it's been said you need a strong governance system for education. This is, I think, one of the big failures in Morocco, a country that I know a little bit about. And I also believe that this is my personal view that there isn't enough guidance for students and by that I mean the creation of incentives in the United States where I live. It's kind of taken for granted that everybody's going to do, you know, study whatever they want to study and you know, and then somehow things will shuffle around so that everybody's going to be happy but the reality is that kids have absolutely no idea what the job market is going to be 15, 20 years from now. You can argue we don't know but we have some kind of guidance and so I'm all for putting some incentives for kids which of course there are various ways of doing that to give them some guidance in the direction that has been mentioned about the kinds of people that we need and I completely agree there's so much focus on business education. The second point I want to make is to go back to the basics for jobs look in the end you can but can I make my point just one point in the end the in the end the creation of enough jobs is a combination of two fundamental factors on the one hand demographics the supply of young people and that's slowly being corrected 10 years from now it's going to be a better picture in this very special situation but the other fundamental one absolutely critical is economic growth and if you don't have economic growth you're simply not going to be able to generate good jobs and enough jobs and that of course is a much more complex topic and goes back in particular what strikes one in the region is the absence of a strong formal public private sector what do you need to create a strong formal private sector that's the big question and that's the underlying question for job creation both in terms of education and in terms of employment in these countries and it's the originality that we can finally bring in our region thank you very much for your participation thank you


The Ministry of Health, along with several stakeholder organizations, recently held a clean-up campaign in the town of Grosile. The campaign's aim is to raise awareness of the dengue outbreak in the community while reducing the spread of the vector-borne disease. Assistant clerk of the Grosile Constituency Council, Kimberly McPhee, cites the recent rise in dengue infection rates as the catalyst for the initiative. We felt the need to address the situation by taking on a massive clean-up of areas that are prone to breathing grounds and illegal dumping of garbage. According to environmental health officer Charlotte Charles, epidemiological analysis indicates a significant number of cases in the town of Grosile. Charles disclosed the current education campaign will extend to several other communities on the island. We are hoping to replicate this very same activity in other communities because, of course, I know that we have experienced a fall in dengue cases. However, there is always a possibility that we can see that very high resurgence or spiking cases again. So it is imperative that we attack the mosquitoes from its source, from the root of the problem and to get rid of these active and potential mosquito-breeding sites. So we are looking to move into other communities to mobilize more of our solutions and to get rid of as much as we can of these mosquito-breeding sites. The campaign also hopes to encourage inclusion residents to undertake the cleaning of the communities to hamper mosquito-breeding grounds. Reporting from the Communications Unit of the Ministry of Health and Wellness, I am Fidel Neptune.