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KEYNOTE SPEECH
Towards Global
Breakthroughs in Higher
Education in the Muslim
World: A Policy Direction
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Towards Global Breakthroughs in Higher Education in the Muslim
World: A Policy Direction
Prof. Dato Sri Dr. Zaleha Kamaruddin
Rector, International Islamic University Malaysia
1. Introduction and Definition of Terms
With a focus on the Muslim world in particular, this paper posits that academic excellence is
necessary for global breakthroughs in higher education. Such endeavours require educational
transformation of the Muslim Ummah, which at the moment, imitates the existing disciplines to
develop its knowledge base. In order to engender such desired transformation, there is a need for
firm foundations for different disciplines, practical goal-oriented vision as well as a clear strategy
and efficient processes. It is pertinent to observe that educational transformation of the Muslim
world is a sine qua non for global breakthrough in research and development.
It is common in the Muslim societies to hear of relics of the contribution of Muslims to the
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breakthroughs in research and development, but minority Muslim communities in non-Muslim
countries also have a role to play in this regard. Transforming their minority communities within
the non-Muslim environments would further project the beauty of Islamic ideals in the eyes of
their host communities.
Against the above backdrop, this paper is broadly presented in three substantive parts. The first
part examines the current state of affairs in the higher education system of the OIC countries.
This is necessary to evaluate the position of higher educational institutions of the OIC countries
in the competitive world. The second part considers the imperativeness of educational
transformation of the Muslim world considering the current socio-political and economic crises
bedeviling the Ummah as a whole. This is followed by an explanation of some important issues
relating to global breakthroughs in research and development and the need to conduct policy-
oriented research that would significantly impact the development of Muslim countries in
general. The paper then proposes a policy direction that would act as a catalyst for the desired
global breakthroughs in higher education in the Muslim world.
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various levels of higher education, there cannot be breakthroughs in research and
development.
2.1 Literacy Rate in the OIC Countries A Comparison
In the measurement of Human Assets Index (HAI) and the Human Development Index
(HDI), one of the major indicators of development identified is adult literacy. Since the
scope of this paper is higher education, we have focused on the adult literacy rate in OIC
countries. Being an indicator for social development, the adult literacy rates in the OIC
countries are still below the desired average. The world average of adult literacy rate is 80%
while that of the OIC countries is 71%.1 Figure 1 below gives a clear picture of the adult
literacy rates in the OIC countries in comparison with other developing countries, developed
countries and the world as a whole.
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Figure 1. Adult Literacy Rates in Comparison
Without a clear policy and well-reasoned strategies on education, that cannot be educational
transformation. Even though one may concede to the argument that the word literacy is
subjective and one may fall prey to value judgment, fundamental Islamic teachings
encourage Muslims to learn the fundamentals as well as beneficial human disciplines and
i tifi k l d
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the level of productivity of such higher educational institutions and the extent of realization
of the much desired transformation in such countries.
In addition, knowledge and innovation are two fundamental catalysts for global
breakthroughs, particularly in the field of science and technology. Advances in innovation
and scientific development are derived from patents and other intellectual property rights
which are products of research and development. Therefore, although not all inventions are
patented, the number of patent applications may be considered as a proxy for the degree of
innovative capability in a country. The SESRIC Report sheds more light on the latest
statistics from the World Intellectual Property Organization (WIPO):
[T]he total number of patent applications around the world in 2010 is estimated
at 1.98 million. With a total of 33,379 patents, OIC member countries
accounted for nearly 1.7% of total patent applications worldwide. Meanwhile,73.5% of global patents are filed by only 4 countries: USA (24.8% with 490,226
patents), China (19.8% with 391,177 patents), and Japan (17.4% with 344,598
patents), Republic of Korea (8.6% with 107,101 parents) and Germany (3.0%with 59,245 patents).
2
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Table 1 - Total Number of Patent Applications by Office: Residents and Non-residents
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2.3 University Ranking
Naturally, the innovative capacity of a University or any other higher institutions is one of
the determining factors for its regional or global rating. Recently, the concept of ranking has
increasingly gained both local and global prominence. Being one of the methods of
identifying and recognizing excellence in higher education, university ranking seeks to bring
out the best out of world institutions of higher learning. World universities are being ranked
by different organizations based on certain criteria that have been laid down to improve
academic excellence and research output. Of late, Times, QS, Shanghai among others
rankings have dominated the scene. In the QS University Rankings 2012, only 9 universities
from the OIC Member States were rated among the top 400 world universities. 3 However, in
the QS University Rankings 2013, there is a slight improvement in the performance of
universities in the OIC Member States. From only 9 universities in 2013, the number has
risen to 11 universities in the top 400 world universities. Table 2 shows the 28 OIC Member
States universities in the top 600 QS World University Rankings 2013.
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Table 3 The Adopted Criteria and Indicators for the Ranking of OIC Universities
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to determine its value; and the goal of higher education in the Muslim world must be measurable
based on setting criteria.
3. Educational Transformation of the Muslim World
There is a constant desire to improve the quality of education across the world to ensure that
academic excellence is pursued to the maximum and industry-tailored graduates are produced by
the higher educational institutions. This significant desire is not only limited to the Muslim world
but it is considered an important objective of all leading higher educational institutions across the
world. In fact, policymakers in most countries have continuously focused on educational
transformation of their respective countries through different successive strategic plans and
policies on education. For instance, Malaysia revealed its National Higher Education Strategic
Plan Beyond 2020 recently with a view to turning the country to an academic hub by the year
2020.
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other accountability frameworks designed to accommodate greater stakeholder
scrutiny;
2. declining investments of public funds to subsidize student fees and service costs,
and the requirement to do more with less (e.g. massification of access at
existing or reduced levels of funding).
3. the dominance of managerial and entrepreneurial approaches to and within
higher education, resulting in the tendency to run higher education institutionslike income generating businesses.
4. the privatisation of higher education in encouraged competition with public
institutions or within public higher education itself (not only of service aspectslike catering or cleaning but also specialised fields of study like business
studies).
5. the increasing development of labour market responsive curriculum reforms
intended to appeal to employers and students as customers and clients, the
shift of public and private funding from basic to applied research, increasedemphasis on academic/industry links, and greater concern with issues of
intellectual property rights and the prioritisation of research for product
development and commercialisation.5
Naturally, educational transformation is a stepping stone towards global breakthroughs in higher
education. While there have been a number of initiatives across the Muslim world to reposition
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In the traditional Islamic sciences, there are numerous evidences of the disciplines previous
scholars have studied closely from the Islamic perspectives. Such disciplines include political
science, economics, philosophy, sociology, psychology, history, literature and even applied
sciences. These disciplines were not studied in isolation. Works of previous scholars such as
Al-Khwrizm, Ibn Sn, Ibn al-Haytham, al-Farghn, and Al-Kindi provide a good basis for
modern transformation of the higher education sector in Muslim countries. Though there has
been too much lethargy on the part of the Muslim world with centuries of intellectual torpidity,
there is still room for a paradigm shift that would spearhead the much desired turning point in
higher education.
The above analyses have laid the foundation on the imperativeness of educational transformation
in higher education in the Muslim world. As a natural corollary to such analyses, this section
explores issues that would spur global breakthroughs specifically in research and development
and some disturbing data on higher education in the Muslim world. Admittedly, current practices
and trends in the higher education sector in Muslim countries are not encouraging considering
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A careful study of the underlying building blocks of Islamic education, which in its unique
manner, is inclusive of any form of education that brings benefit to humankind could bring about
a renaissance in higher education in the Muslim world. This is where the Islamization of human
disciplines comes into play. More recently, during the IIUM First World Congress on
Islamicization, the word Islamicization was used to depict the inherent character of Islamic law
and ethics in shaping human disciplines.
3.2 Practical Goal-Oriented Vision
In constructing the foundational basis of modern educational system imbued with Islamic ethics,
developmental needs, and beneficial potency of certain ideals embedded in the Quran and
Sunnah, the stakeholders must have a practical goal-oriented vision. This should be cascaded
from the top to bottom in the educational system of a country. It is disheartening to observe that
many institutions in the Muslim world still adopt the rote learning method which discourages
creativity and innovation, particularly in higher education. Academic theory must be combined
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According to the latest statistics on expenditures on research and development, it is revealed that
over 76% of the total R&D expenditures across the world is spent by the developed countries,
while the OIC countries account for only 2.1%.10
Figure 2 below shows the top 10 OIC
Countries by Gross Domestic Expenditures on R&D by million USD.
Figure 2 - Top 10 OIC Countries by GERD (Million USD)
9,582
6,434
2,091
2,066
1,064
998
809
765
646
504
0 2,000 4,000 6,000 8,000 10,000 12,000
Turkey
Iran
Malaysia
Pakistan
Tunisia
Egypt
Indonesia
Morocco
Nigeria
Saudi Arabia
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Member States to ensure that their individual contribution is not [less than] half of this
percentage.11
There is no doubt that innovation is driven by research and development, and
without enough funds, such R&D efforts cannot be undertaken. Rather than being consumers of
technological innovations, the vision of the higher education system in Muslim countries should
be directed towards innovative technology that will positively transform the world.
3.3 Clear Strategy and Efficient Process
While it is important to have firm foundations and practical goal-oriented vision in educational
transformation, such endeavours must be driven by clear strategy and efficient process for
maximum utilization of meager resources to produce groundbreaking research. In doing this, the
Muslim world should come up with its own Key Performance Indicators and ensure they fulfil
the needs of both worlds. In addition, the strategy for improving the quality of teaching, learning
and research should be clearly outlined. The higher education sector needs to streamline and
improve its internal processes for maximum output. It must imbibe the quality culture expounded
in the Quran and Sunnah and ensure it is part of its core identity. From the very declarations in
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Hadith: Verily, Allah loves that when anyone of you does a job he should
perfect it".13
Such a quality entails a lot from the human and spiritual perspectives. Transposing such quality
to academic excellence in higher education, Muslims are expected to be at the forefront in terms
of efficient processes and clear strategies for educational transformation. The Islamic paradigm
perfectly combines what Harvey & Stensaker14 describe as an intersection between quality
definitions and the elitist and democratic concepts of culture as described in Table 5 below.
Table 5 - Intersection of quality definitions and elitist and democratic concepts of culture
15
Culture
Quality Elitist Democratic
Excellence Creating an environment in
which the best prosper
irrespective of others
Developing a set of shared,
lived understandings of how to
project, support and aspire toexcellence
Consistency Making sure that areas of high
reputation performconsistently
Everyone takes responsibility
for ensuring their own workmeets expectations and
specifications
Fitness for purpose Specifying an elitist purpose A common understanding of
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and that top researchers arefully supported and enabled to
attract and deliver majorresearch projects
prioritising the developmentof participants in the learning
and knowledge developmentprocess
Such quality culture is expected to gradually transform the higher education system in the OIC
countries with a view to nurturing world-class universities. The role of these universities in the
society and the economies of the countries where they exist must be emphasized. The UK
Jewels in the crown report identified the following seven major roles of world-class
universities.16
1. Generating impacts through a large volume of excellent research. Aiming towards
attaining the world-class university status requires large volume of quality researches that
have significant impact on the society and economy. Standards must not be comprised in
the drive towards producing excellent research that can stand any form of academic
scrutiny from any part of the world. Mass productivity must be matched with academic
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research infrastructure, educating more students, and coming up with cutting-edge
research outputs.
6. Exploiting the findings of research and technological breakthroughs. This should be the
major focus of world-class universities in their quest for global breakthroughs. Findings
of research must be related to problems identified and must have practical implications
on the society and the economy. Intellectual property should be commercialized
promptly. Engaging in such cutting-edge research that will lead to patents has the
potential of creating a source of income for the higher educational institutions in the OIC
countries.
7. Producing highly skilled graduate and postgraduates. Improving the quality of teaching
and research productivity will enhance the ranking of the university. And this has the
tendency of attracting the best brains from across the world. Such young talents attracted
from all over the world have the tendency of producing innovative research outputs that
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education that will bring about educational transformation and global breakthroughs for
immediate implementation in its Member countries:
V. Higher Education, Science and Technology
1. Effectively improve and reform educational institutions and curricula in all
levels, link postgraduate studies to the comprehensive development plans of theIslamic World. At the same time, priority should be given to science andtechnology and facilitating academic interaction and exchange of knowledgeamong the academic institutions of Member States, and urge the Member Statesto strive for quality education that promotes creativity, innovation, and research
and development
2. Assimilate highly-qualified Muslims within the Muslim World, develop acomprehensive strategy in order to utilize their expertise and prevent brain
migration phenomenon.
3. Entrust the General Secretariat to study the creation of an OIC Award for
Outstanding Scientific Achievements by Muslim scientists.
4. Call upon Islamic countries to encourage research and development
programmes, taking into account that the global percentage of this activity is2% of the Gross Domestic Product (GDP), and request Member States to ensure
that their individual contribution is not inferior to half of this percentage.
5. Take advantage of the important results of the World Summit on Information
Society, held in Tunis, in which all Muslim States actively participated with a
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for Literature. However, that of Sciences remain significant and it is always associated with a
major global breakthrough in physics, chemistry, biology or any other aspect of sciences. The
Table in Appendix I provides the list of Muslim Nobel Laureates from inception in 1901 to 2012.
It shows there have been six Nobel Peace Laureates and two Nobel Prize Laureates for
Literature. Under the science category, the whole Muslim Ummah has only got one each for
both physics and chemistry. While the Peace and Literature categories may not be regarded as
major breakthroughs because they are subject to political expediencies, one may reasonably
conclude that the Muslim Ummah has had just two global breakthroughs in sciences and
technology for over a century. These two scientists are Pakistani Scientist Abdu Salam19
and the
Egyptian-American Ahmed Zewail.20
Moving forward, in order to ensure that quality research and academic excellence are directed
towards breakthroughs that will positively impact the whole world by solving some emerging
problems, policymakers should focus on this threefold proposal: Governance of higher
education, Priority setting at the regional level, and Direction and funding of research.
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4.1 Governance of Higher education
Governance is of paramount importance in giving the strategic direction for higher education in
the Muslim world. This involves both the macro and micro levels of governance within the
higher education sector of a country. In essence, for us to have world-class universities in the
Muslim world, favourable governance that will encourage research and innovation is needed.
From the UK perspective, the critical success factors of a world-class university highlighted in
the UK Jewels in the crown report, are:
a high concentration or critical mass of talent, both faculty and students
sufficient resources to provide an extensive, comprehensive learning
environment and a rich environment for advanced research
favourable governance allowing and encouraging autonomy, strategic
vision, innovation, efficient resource management and flexibility.21
Both critical mass of talent and sufficient resources require favourable governance in
defining the strategic direction of the higher education sector. The OIC member countries must
leave their comfort zones and embrace change in a highly competitive world. This can only be
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making global breakthroughs. For this purpose, we adopt the following definition of world-class
university:
[A]n institution that has a high concentration of excellence, talent and modern
infrastructure, that is utilised with vision and creativity to deliver excellentlearning and research in order to make a significant contribution to the worlds
knowledge, health, wealth and well-being.22
The above definition anchors the role of a world-class university to significant breakthroughs
that have the potential of positively impacting the world. Such universities maximally exploit the
findings of research and technological breakthroughs to deliver benefits to the society and the
economy of the countries within which they exist.
4.2 Priority setting at the regional level
Just like the OIC Action Plan which significantly addresses higher education in the Muslim
world, there is a need to set our priorities at the regional level for educational transformation that
will bring about meaningful breakthroughs in all disciplines. We may need to reassess our
priorities and reposition our roles within the national and ummatic aspirations. This involves
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breakthroughs? Addressing these practical issues is expected to prepare the higher education
sectors in the Muslim countries for the much desired breakthroughs in research and development.
4.3 Direction and funding of research
As indicated above, the OIC countries are still lagging behind in the aspect of direction and
funding of research. Research funding is essential in generating impacts through excellent
researches that are directed at specific challenges of the local and global communities. Global
challenges can be tackled with interdisciplinary research where hi-tech innovation clusters from
across the Muslim world are established and jointly funded to achieve an identified objective.
However, one must not shy away from the fact that funding remains a major challenge in
Muslim countries, particularly in their higher education sectors. Therefore, it is proposed that
Universities should establish successful businesses in their own right to ensure financial
sustainability, and encourage the alumni to give back to their Alma Mater. The Harvards
Endowment Fund, which has been relatively successful, may be closely studied as a model to be
adapted by the Universities in the Muslim world.
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researchers should be identified from all disciplines and constituted in what may be referred to as
a Breakthrough Team or H-tech Team which should be saddled with the responsibility of
studying existing issues, problems, and challenges facing any sector in the world, and coming up
with sustainable solutions that will make significant difference to the world. The hi-tech team
must be motivated to produce earth-shattering research. While it is admitted that there are
different breakthrough models that have the potential of bringing about transformative change in
higher education, it is pertinent to emphasize that whatever model adopted by the higher
institutions in the Muslim world, it must reflect three important stages: first, identify a select
group of proven researchers from different fields and constitute a number of teams; second,
invite accomplished scientists and innovators to motivate them and stimulate their creative
acumen for transformative change; and third, invite each of the teams to come up with a major
breakthrough in their respective fields. Such endeavours should reflect the unique Islamic ideals
since they are required to also be the torchbearers of Islam while contributing positively to the
world around us.
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the Muslim countries now need to walk the talk and engineer meaningful changes in nurturing
world-class higher educational institutions.
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APPENDIX I
LIST OF MUSLIM NOBEL LAUREATES (1901 2012)
CATEGORY: PEACE
Year Bio and Profession Rationale Comment
1978Anwar Al-Sadat, born 25
t
December 1918 died 6th
October 1981
Egyptian Policymaker
He, along with Menachem Begin was awarded 1978 Nobel PeacePrize for their contribution to the two frame agreements on peace inthe Middle East, and on peace between Egypt and Israel, which were
signed at Camp David on September 17, 1978
The first Muslim to receive the NobelPrize
1994
Yasser Arafat (24 August 1929 11 November 2004)
Palestinian Politician
The 1994 Nobel Peace Prize was awarded jointly to Arafat, ShimonPeres and Yitzhak Rabin for their efforts to create peace in the
Middle East
Called by some "the first Palestinian toreceive a Nobel Prize" though his father
was of Egyptian bloodlines and thatArafat was actually born in Cairo, notPalestine
2003 Shirin Ebadi (born 21 June1947)
Iranian Human Right Activist
The 2003 Nobel Peace Prize was awarded to Ebadi for her efforts fordemocracy and human rights. She has focused especially on thestruggle for the rights of women and children
The first and only Iranian to receive aNobel Prize. She was also the first Muslimwoman to receive such an honor
2005 Mohamed El Baradei (bornJune 17, 1942
Egyptian Policymaker
The 2005 Nobel Peace Prize was jointly awarded to El Baradei andIAEA for their efforts to prevent nuclear energy from being used for
military purposes and to ensure that nuclear energy for peacefulpurposes is used in the safest possible way
He was the second Egyptian to beawarded Nobel Peace Prize (2005)
2006 Muhammad Yunus (born 28June 1940Bangladeshi Economist andfounder of Grameen Bank
The 2006 Nobel Peace Prize was jointly awarded to Yunus andGrameen Bank for their efforts to create economic and socialdevelopment from below
The first Bangladeshi and Bengali MuslimNobel laureate, and overall, the thirdperson from Bengal to win a Nobel prize
2011 Tawakul Karman, (born 7February 1979)
Human rights activist based inYemen. A prominent leader inthe Arab Spring.
The 2011 Nobel Peace Prize was jointly given to Ellen JohnsonSirleaf, Leymah Gbowee and Karman for their non-violent strugglefor the safety of women and for womens rights to full participation in
peace-building work.[
The first Arab woman and first and onlyYemeni to receive a Nobel Prize. She isalso the youngest Nobel Peace Laureate
http://en.wikipedia.org/wiki/Menachem_Beginhttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Yasser_Arafathttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Shimon_Pereshttp://en.wikipedia.org/wiki/Shimon_Pereshttp://en.wikipedia.org/wiki/Yitzhak_Rabinhttp://en.wikipedia.org/wiki/Shirin_Ebadihttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Mohamed_El_Baradeihttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Mohamed_El_Baradeihttp://en.wikipedia.org/wiki/International_Atomic_Energy_Agencyhttp://en.wikipedia.org/wiki/Egyptianshttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Muhammad_Yunushttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Bengalhttp://en.wikipedia.org/wiki/Human_rights_defenderhttp://en.wikipedia.org/wiki/Yemenhttp://en.wikipedia.org/wiki/Arab_Springhttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Ellen_Johnson_Sirleafhttp://en.wikipedia.org/wiki/Ellen_Johnson_Sirleafhttp://en.wikipedia.org/wiki/Leymah_Gboweehttp://en.wikipedia.org/wiki/Arabhttp://en.wikipedia.org/wiki/List_of_Yemenishttp://en.wikipedia.org/wiki/Nobel_Prizehttp://en.wikipedia.org/wiki/Nobel_Peace_Laureatehttp://en.wikipedia.org/wiki/Nobel_Peace_Laureatehttp://en.wikipedia.org/wiki/Nobel_Prizehttp://en.wikipedia.org/wiki/List_of_Yemenishttp://en.wikipedia.org/wiki/Arabhttp://en.wikipedia.org/wiki/List_of_Muslim_Nobel_Laureates#cite_note-38http://en.wikipedia.org/wiki/Leymah_Gboweehttp://en.wikipedia.org/wiki/Ellen_Johnson_Sirleafhttp://en.wikipedia.org/wiki/Ellen_Johnson_Sirleafhttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Arab_Springhttp://en.wikipedia.org/wiki/Yemenhttp://en.wikipedia.org/wiki/Human_rights_defenderhttp://en.wikipedia.org/wiki/Bengalhttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Muhammad_Yunushttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Egyptianshttp://en.wikipedia.org/wiki/International_Atomic_Energy_Agencyhttp://en.wikipedia.org/wiki/Mohamed_El_Baradeihttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Mohamed_El_Baradeihttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Shirin_Ebadihttp://en.wikipedia.org/wiki/Yitzhak_Rabinhttp://en.wikipedia.org/wiki/Shimon_Pereshttp://en.wikipedia.org/wiki/Shimon_Pereshttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Yasser_Arafathttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Nobel_Peace_Prizehttp://en.wikipedia.org/wiki/Menachem_Begin -
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32
CATEGORY: LITERATURE
1988
Naguib Mahfouz
(11 December 1911 30
August 2006)
Egyptian author, noted for hiscontribution to modern Arabicliterature
The 1988 Nobel Prize in Literature was given to Naguib Mahfouzwho, through works rich in nuance - now clear-sightedly realistic,
now evocatively ambiguous - has formed an Arabian narrative art that
applies to all mankind
The first Muslim author to receive such a
prize
2006
Orhan Pamuk(born 7 June1952)
Turkish author famous for hisnovels My Name Is RedandSnow
The 2006 Nobel Prize in Literature was awarded to Orhan Pamukwho in the quest for the melancholic soul of his native city hasdiscovered new symbols for the clash and interlacing of cultures.
The first and only Turkto receive the NobelPrize
CATEGORY: SCIENCE
Physics
1979
Abdus Salam
(29 January 1926 21November 1996)
Pakistani Physicist
The 1979 Nobel Prize in Physics was awarded jointly to Sheldon LeeGlashow, Salam, and Steven Weinberg for their contributions to thetheory of the unified weak and electromagnetic interaction betweenelementary particles, including, inter alia, the prediction of the weakneutral current.
He is the first and only Pakistani and secondPunjabi to receive the award. He is also thefirst Muslim scientist and only Muslim
physicist to be awarded the Nobel Prize
Chemistry
1999 Ahmed Zewail
(born February 26, 1946)
Egyptian - American scientist
The 1999 Nobel Prize in Chemistry was awarded to Ahmed Zewailfor his studies of the transition states of chemical reactions usingfemtosecond spectroscopy
He is the only Muslim chemist to date to beawarded the Nobel Prize and the secondMuslim scientist
Source: Data mined from Wikipedia, and verified through other datasets
http://en.wikipedia.org/wiki/Naguib_Mahfouzhttp://en.wikipedia.org/wiki/Egypthttp://en.wikipedia.org/wiki/Authorhttp://en.wikipedia.org/wiki/Arabic_literaturehttp://en.wikipedia.org/wiki/Arabic_literaturehttp://en.wikipedia.org/wiki/Nobel_Prize_in_Literaturehttp://en.wikipedia.org/wiki/Orhan_Pamukhttp://en.wikipedia.org/wiki/Turkish_peoplehttp://en.wikipedia.org/wiki/Authorhttp://en.wikipedia.org/wiki/My_Name_Is_Redhttp://en.wikipedia.org/wiki/Snow_(Pamuk_novel)http://en.wikipedia.org/wiki/Nobel_Prize_in_Literaturehttp://en.wikipedia.org/wiki/Turkish_peoplehttp://en.wikipedia.org/wiki/Abdus_Salamhttp://en.wikipedia.org/wiki/Nobel_Prize_in_Physicshttp://en.wikipedia.org/wiki/Sheldon_Lee_Glashowhttp://en.wikipedia.org/wiki/Sheldon_Lee_Glashowhttp://en.wikipedia.org/wiki/Steven_Weinberghttp://en.wikipedia.org/wiki/Pakistanihttp://en.wikipedia.org/wiki/Punjabi_peoplehttp://en.wikipedia.org/wiki/Egypthttp://en.wikipedia.org/wiki/Americanshttp://en.wikipedia.org/wiki/Scientisthttp://en.wikipedia.org/wiki/Scientisthttp://en.wikipedia.org/wiki/Americanshttp://en.wikipedia.org/wiki/Egypthttp://en.wikipedia.org/wiki/Punjabi_peoplehttp://en.wikipedia.org/wiki/Pakistanihttp://en.wikipedia.org/wiki/Steven_Weinberghttp://en.wikipedia.org/wiki/Sheldon_Lee_Glashowhttp://en.wikipedia.org/wiki/Sheldon_Lee_Glashowhttp://en.wikipedia.org/wiki/Nobel_Prize_in_Physicshttp://en.wikipedia.org/wiki/Abdus_Salamhttp://en.wikipedia.org/wiki/Turkish_peoplehttp://en.wikipedia.org/wiki/Nobel_Prize_in_Literaturehttp://en.wikipedia.org/wiki/Snow_(Pamuk_novel)http://en.wikipedia.org/wiki/My_Name_Is_Redhttp://en.wikipedia.org/wiki/Authorhttp://en.wikipedia.org/wiki/Turkish_peoplehttp://en.wikipedia.org/wiki/Orhan_Pamukhttp://en.wikipedia.org/wiki/Nobel_Prize_in_Literaturehttp://en.wikipedia.org/wiki/Arabic_literaturehttp://en.wikipedia.org/wiki/Arabic_literaturehttp://en.wikipedia.org/wiki/Authorhttp://en.wikipedia.org/wiki/Egypthttp://en.wikipedia.org/wiki/Naguib_Mahfouz
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