According to the United Nations Development Program (UNDP), gender inequality is the loss in potential human development that occurs due to differences between the genders in achievements with respect to health, empowerment, and labor market participation. These differences in achievements typically favor men. Gender inequality is especially visible in the Arab world. We compare gender inequality in Arab countries with that in non-Arab countries, especially developed countries of the Organization for Economic Co-operation and Development (OECD). We argue that crossnational differences in gender inequality reflect cross-national differences in patriarchy, in particular differences in how men use their power over women to limit their agency or ability to make decisions for themselves. We set out a causal model to account for cross-national variations in gender inequality. Direct causes include fertility rate, per capita income, polygamy, OECD country, and corruption. Gender inequality in Arab countries is highly variable due to large differences in per capita income and is elevated because of polygamy and corruption. Arab countries can enact policies that would reduce gender inequality, especially improvements to women’s secondary and higher education. We analyze gender inequality in the Arab world and address the following questions: Is gender inequality greater in Arab countries? Among countries in the world generally, what differences in patriarchal practices contribute to differences in gender inequality? Where are Arab countries found with respect to such practices? What policies in Arab countries would reduce gender inequality? Our focus is upon cross-national differences in gender inequality, not upon differences in gender inequality within societies.

The Gulf Cooperation Council (GCC) member states have made significant advancements toward Sustainable Development Goal 4 (SDG 4) through educational accessibility, yet their educational system faces an urgent quality and equity problem that threatens to reverse their progress. This chapter is based on documentary research by international, non-governmental, and governmental organizations to study the interplay between the vast financial investment in education by the GCC countries and their reform efforts to achieve SDG 4 and discusses the successes, challenges, and opportunities in achieving corresponding results in students' educational outcomes, quality, and equity in alignment with SDG 4. This research further evaluates SDG 4 implementation to determine if educational leadership stands as the essential factor for change and explores related elements in educational reform that support advancement toward more sustainable educational progress. The chapter concludes with recommendations for educational policymakers to consider in their quest to achieve the GCC visions and SDG 4.

The Middle East region is facing several problems related to local issues, including the Blue Nile Dam crisis that threatens Egypt’s water security. The crisis arose when Ethiopia announced its intention to build a dam on the Blue Nile for economic purposes. Despite ongoing negotiations between Egypt and Ethiopia, the dispute has escalated in the past three years and the parties have failed to reach an agreement. The media has played an active role in highlighting the positions of the parties to the Blue Nile Dam crisis. This article focuses on monitoring and analyzing the media discourse about the Blue Nile Dam crisis in the Egyptian, Sudanese, and Ethiopian press and the interpretation of its trends in light of its connection with what the media discourse presents to countries in the surrounding political and media context.