INTEGRATION OF WOMEN IN DEVELOPMENT PLANS WITHIN THE UNITED ARAB EMIRATES(1)*

Abstract of a study prepared in Arabic by Dr. Haidar Ibrahim Ali, Professor in the Sociology Department, School of Arts, University of the United Arab Emirates, presented at the Second Regional Conference for Arab Gulf Women, March 28-31 , 1981.

(From an article on the topic by Nicu Van Oudenhoven, Unicef Information Bulletin, 14 April 1981, p. 11).
In a detailed introduction of 30. pages, Dr. Haidar Ibrahim Ali presents the concepts and the problems of development within the United Arab Emirates.
«Development» in the modern sense is linked to westernization and industrialization; it requires a change in the conditions of traditional societies, leading to their adoption of a Western style of development. This is based on a capitalistic system of production, rapid industrialization, parliamentary government and constitution and so on.
This form of development does not necessarily result in general welfare. It may lead to one-sided growth, favoring an increase in income for some classes at the expense of others. As an example, we may mention Brazil, where industrialization failed to solve the problems of underdevelopment.
For a clearer understa(1ding of development, the author tries to define «underdevelopment», the first sign of which is the uneven distribution of national income resulting from its abuse in worthless or futile expenditure. Another sign is the preponderance of the rural sector with its traditional use of archaic implements and the persistence of feudal ties between landowners and workers. This leads to dwindling rural production and an increased migration to urban centers. A third sign is the dependence of the country on a single source of raw material such as oil or one type of agricultural product. The product is sold at a low cost. The end product is bought from the world markets at a high cost. (1) Abstract of a study prepared in Arabic by Dr. Haidar Ibrahim Ali, Professor in the Sociology Department, School of Arts, University of the United Arab Emirates, presented at the Second Regional Conference for Arab Gulf Women, March 28-31 , 1981. ." The United Arab Emirates are Abu-Dhabi, Ajman, Chariqa, Dubai, AI-Fujaira, Umm-ul-Qi'iwayn, and Ras-el-Khayma.

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The above analysis leads to the following definition of economic development: Adequacy of production, a fair distribution of income and elimination of econof!1ic ~ep~ndency. In the case of the Gulf Region , other Implications should be considered herewith These include the complete utilization of human resources with an end to transforming them into productive forces, the elimination of illiteracy and the application of education to cater for the needs of the development process . (2) In the Gulf States, as in other Arab countries , there is the problem of limitation of employment due to the difference between potential and actual workers . This condition applies particularly to those Gulf states which are obliged to employ large numbers of workers from other Arab countries or from foreign ones. In 1975, the percentage of resident Arab workers in Bahrain , Kuwait and UAE was 41.7%, that of Pakistani and Indian workers, 45.7% and that of Iranians and Europeans, 12.6%. Local Arabs account for only 26.5% of the foreigners.

Problems of Development in the Gulf Region
A second problem is the disparity that exists between the various sectors of production brought about by the predominance of the oil sector. Opportunities for employment are not proportional to the huge capital since capital-labor ratio is subject to the decisions of the oil companies.
A third problem is the cultural lag resulting from the disparity in the rates of material and cultural growth. In the educational field in particular, methods and programs have not evolved according to a plan which aimed to prepare good citizens. Illiteracy is high, especially amongst women; the mass media do not have the impetus that would allow them to contribute effectively to the education of the public.
To the above problems we may add other harmful aspects of the «oil culture" such as: 1) the increased interest in consumption as a way of life. 2) Disdain of work, especially manual work. 3) Money fetichism, i.e. considering money as the key to social status, and 4) Ethnocentrism, which means giving a superior rank to a racial or cultural group instead of encouraging true democratic relations in SOciety.

Women and Development
The author of the study agrees with those who believe that the liberation of women is closely linked to that of men and of society as a whole. However, he disagrees with those who believe that general progress depends on the adoption of a particular political system, as do those who affirm that socialism can solve all problems, including those of women. To him, those societies which have been indicated as models are still in the experimental stages and so far have not been able to achieve the results which their initiators predicted .
To Dr. Ali, the problem of the Third World is not so much that of slow growth or lack of industrialization and westernization. It is the problem of choosing the right system -a system insuring social justice and general welfare, resulting from the right sort of development.
While women's integration in development is everywhere deficient, it is particularly so in the Third World . Men are, in most cases, the sole source of income, and hence they enjoy complete authority within the family while women are restricted to housekeeping and child care.
Since education is the first pre-requisite for women to participate in the development process it is essential to look into the status of women's education in the Gulf states.
In 1967, the proportions of girls to boys were as follows: In Bahrain, where education began earlier than in other Gulf states, the first elementary school for boys was opened in 1919; the first school for girls in 1928. In 1973-74, the total number of students was 55726, about half of whom were girls. In Qatar, the first elementary school for boys was founded in 1952, for girls in 1956. In 1972-73, the total number of students in Qatar reached 23392, including 10435 girls. . Discrimination between boys and girl~ exists not only in numbers but also in programs of courses. ' Professional and technical training for women is greatly restricted. University education is limited to a small number. The proportion of illiteracy reaches about 70% for both sexes, 85% for women alone.
The limited opportunity for education and training imposes limits on job opportunities. Before the oil era, women of these countries participated in moneyearning activities such as sewing , trading, cattle raising and the pearl-diving industry. Recent wealth has discouraged women 's employment outside the home. The number of women engaged in productive work does not exceed 2% in the UAE. The rest are housekeepers. In Kuwait, a relatively more developed state than the rest, although the number of women students attained 42% of the total in 1974, the percentage of working women did not exceed 5% of the number of Kuwaiti workers. These formed only 25.5% of the whole while non-Kuwaitis reached 74.5% .
To remedy the situation , the Family Revival Association (Jam'iyyat-un-Nahda-I-Usriyya) published, in 1974, the following recommendations in an attempt to encourage women to work: 1. Creation of a committee attached to the Ministry, called "Women's Affairs Committee» , whose function would be to guide and encourage the parti-Cipation of women in development.
2. Inclusion of women in committees responsible for establishing or amending famIly laws.
3. Creation of professional training centers where women of various educational levels would be admitted .
4. Encouraging women 's membership in workers' and employees' syndicates.

General Handicaps to Woman's Integration in Development
Some handicaps are an integral part of local traditions, such as despising manual work and the inherent aversion to work in general. The idea that , work, in whatever form, is sacred and ennobling does not exist 'in their code of conduct. They readily accept government subsidies and grants without any return. Employees lack seriousness, conscientiousness and work ethics. They fail to see the connection between work and civic duties .
• To these general handicaps are added those arising from the traditional upbringing of women, such as the belief that a woman's education and involvement in work would blemish her honor. Here the author a~ks whether it is better to keep women in a state of ignorance and imposed seclusion, or to let them enjoy the benefits of social contact once they have been armed with knowledge and unselfish guidance. Another objection raised against woman's work is the fear that it would destroy her femininity. «What do they mean by femininity?" asks Dr. Ali. If it means indolence, soft living, infatuation, and idleness, then it is a source of corruption. True femininity means that a woman lives according to her nature which requires her to cultivate her talents and achieve self-realization through education and work.
Another source of demoralization, according to the author, is the negative image which the media create of women in Arab history. If carefully studied, history reveals that the Arabs produced many women leaders such as queen Arwa Bint Ahmad (Tenth Century A.D .), who shared her husband's interests and activities and yielded a beneficial influence on her environment.

Recommendations
The author recommends, in the first place, the creation of research centers, provided with statistical . equipment, allowing the production of accurate and objective studies around the present status and needs of women.
Second, investigation into Arab heritage with an aim to emphasize the positive aspects of women's lives and contributions.
Third, increasing the number of technical training schools and centers, to the effect of making such training accessible to all students, girls and boys.
Fourth, rehabilitation of manual work by raising the salaries of technicians and craftsmen of both sexes.
Fifth, promulgation of labor laws giving working women equal rights with men, and in so doing help to alleviate their household duties.
Sixth, persuading leaders and members of women's unions and associations, whose activities are concentrated on charity work, to organize campaigns and seminars with the aim of spreading awareness among the public and inducing volunteers to participate in projects of adult education, rural development, literacy campaigns and so on.

Conclusion
The author of this study seems to be a believer in the importance of woman's integration in development. His analysis of woman's situation in the Gulf countries is objective and factual. It expresses his deep interest in the right sort of woman's liberation which would eliminate the harmful aspects of both the traditional and the modern way of life and keep only the best of Arab and Western cultures.

TECHNOLOGY AND HUMAN AFFAIRS(1)
The overwhelming role played by technology in our lives is reflected in this extensive work of 617 large size pages dealing with the subject and compiled from the works of 86 contemporary writers as well as forewords and introductions written by the editors. The preface presents the book as follows: "The point at which technology and the humanities intersect is the concern of this book of readings. It grew out of courses in the philosophy of technology offered at both the University of Texas at Austin and Texas A & M University over some seven years. " The book is an attempt to assess technology, and to show its assets and liabilities taking into account the differing opinions on the subject.
A pessimistic view is adopted by Paul Goodman, noted author, lecturer and therapist, who says that "since tehcnology is a branch of moral philosophy, not of science, it is time to slow its pace down in order to allow time for assessment. He adds that "science and technology have fallen under the domination of money and power. As in the case of Christianity and Communism, we have gotten the horrors of abusing a good idea" (p. 156).
Many artists share the same attitude expressed by Goodman.
Jacob Landau, Chairman of the Department of Graphic Arts at Brooklyn Pratt Institute, fears that "the need of a patron to support him will make the artist a yes-man. Many artists will succumb to the crude commercialism that attends technology" (p. 111).
However, Landau himself thinks that it is the function of art to humanize technology. Joseph Meeker, professor at Athabasea University, says that technology represents a new alliance between science and art, which will serve to render the world more intelligible and will enable us to confront our problems as well-balanced beings. It will serve as a link between the so-called "spiritual" or "mystic" forces and the realm of scientific research.