The Education System In Palestine

The Education System In Palestine Developing education in Palestine is a unique experience, rich and full of challenges and obstacles. First, it is unique due to the fact that it is one of the few countries where the Ministry of Education was established from scratch. Rich because of the enthusiasm and inspiration of Palestinians to learn. It is a challenge because Palestine is not yet a state and is facing a daily conflict with the Israeli occupation (UNESCO, 2002). Since the beginning of the Aqsa Intifada in 2000 and until now, the suffering of the Palestinian education increased like other vital sectors in Palestine as a result of the ongoing and repeated Israeli aggression. In particular, the aggression affects the lives of Palestinian children, their lives, future and school. Hundreds of students were killed, arrested and injured by the occupation army, which demolished many schools and some were transformed to military barracks. Not only has the Israeli occupation authorities stopped to this limit, but they est ablished the Apartheid Wall, which increased the suffering of the educational family and prevented the access of teachers and students to school safely; thus, this forced them to travel long distances or wait for the Israelis to allow them to cross the gates that are set up on the wall (MOEHE, 2009). Background: As a result of the 1948 Mandate and the banishing of a lot of people from their houses, Palestinians sought for recompense in education in order to protect a satisfactory level of living (Fasheh, 1990; Hallij, 1980). As far as the Israeli Occupation inflated, Palestinians considered education as a mean to keep them away from the obliteration and the Israelis confiscation, and the possibility of being a weapon to contend with (Tahir, 1985; Hallij, 1980). Throughout the period between 1967 and 1994, the Israeli government was in charge for the education sector in the West Bank and Gaza. After the Palestinian Authority was established in 1994, enrolment of students into all schools reached over a million from 650,000. However, the Ministry of Education suffered in creating methods for planning, synchronization and budgeting whilst handling the situation with the students growth and the continual crisis of the Israeli occupation (Nicolai, 2007, p. 1). After the Oslo I Accord in 1994, the Palestinian Authority Ministry of Education was founded. According to the West Bank report of the Educational Sector Analysis published in 2006, in September 2000, it was the first time when the Palestinian national curriculum was launched in the Palestinian schools and particularly in the first till the sixth grades for which this curriculum replaced the Jordanian and Egyptian curricula used since the Israeli occupation in the West Bank and Gaza in 1967. Moreover, this curriculum created an advantage for Palestine as being the first Arabic country that teaches the English language in the first grade, as well as initiated and taught Information Technology as an obligatory material from the fifth till the twelve grade. Additionally, schools had elective subjects such as home economics, health and environment from the seventh grade till the tenth grade, and economics and management in the eleventh and twelve grades (Passia, 2008, p. 356). The education system endured from striking damages through that period; schools and universities were closed for a long time and even some universities closures extended to about four years, where Israelis obliged a big number of teachers to leave their jobs. Moreover, it was prohibited to reveal anything about the Palestinian history, culture, geography and inheritance neither in class nor in the situation, for which the Jordanian textbook were in the West Bank and the Egyptian textbooks were in Gaza at that time (Nicolai, 2007, p. 1). According to the World Bank report (2006a, p. 44), a total of 266 schools and 7,350 classrooms were built between 1995 and 2005. The MOEHE was directly accountable for the building of 118 new schools and 2,675 educational classrooms in order to decrease the schools double shifts. According to the PCBS, 41% of classes had 30 students or less in 2004/2005 and only 18% of classes had more than 40 students (ibid: p. 51). According to the MOEHE (2007/2008), the survey results indicated that there are 1,182,246 male and female students studying in kindergartens and schools including 710,287 students in the West Bank and 471,959 students in Gaza Strip; 592,389 males and 589,857 females. Moreover, there are 766,730 students in government schools, 253,116 students in UNRWA schools, 78,111 students in private schools and 84,289 children in kindergarten. There has been an obvious increase in the number of schools since the years 1994 and 2007. The total number of schools increased from 1,469 (1,080 governmental schools, 254 UNRWA, and 135 private) to 2,337 schools (1,775 governmental schools, 286 UNRWA, and 276 private) in the West Bank and Gaza during 1994/1995 and 2006/2007. The number of sections also increased during the same period. In 2007, the class sections in the Palestinian schools reached 31,963 (34% student rate per each section), 22,833 in Governmental schools (33.3% students), 6,188 in UNRWA s chools (40.9% students), and 2,942 in private schools (24.6% students) (MOEHE, 2007, p. 1). Due to the harsh and hard situation that the Palestinian people have been facing until recent years, yet, the drop out rate decreased since 1993/1994 (2.25%) until 2005/2006 (0.9%) in Palestinian schools, and 3.33% in governmental schools compared to 0.1% in governmental schools in the same years sequentially (ibid: p. 2). In 2000, while the MOEHE was attempting to endure the corrosion of the education system, the Aqsa Intifada began. This Intifada caused to increase the corrosion in the education system that the MOEHE was facing. Based on the World Bank report (2006a, p. 37), Palestinians are the most educated people in the Middle East and North Africa (MENA) area with 91% adult literacy rate. According to the MOEHE, in year 2007/2008, only 1,867 out of 2,415 schools were operating with one shift and the remaining 548 schools were operating with two shifts, including 67 schools in the West Bank and 481 in Gaza Strip (Passia, 2008, p. 359). Education Structure in Palestine: The education cycle is divided into 12 phases, starting from the first grade to the twelfth grade; the pre-school education provides educational services for children from the age of four up to the age of five, which is not yet a mandatory phase in the Palestinian educational system (World Bank, 2006a, p. 6). The common education system is divided into two phases. Phase one, the basic education that is covering grades from one to ten and is divided into preparation phase from grade one to four, and empowerment phase from grade five to ten. The second phase is the secondary education, which is not obligatory, that covers grades from eleven to twelve. These grades are alienated to literature, scientific, and vocational education, which included industrial, agricultural, commercial, hotel and home economics. In the West Bank and Gaza, there are fifteen industrial schools, as there are only three of them governmental (ibid: p. 9). According to the World Bank Report (2006b, p. 53), in 2004/2005, the total number of students attending schools and pre-schools was about over a million, 60% in the West Bank, 70% in governmental schools, 24% in UNRWA schools, and 6% in the private sector. As for teachers employment, governmental schools employed 66% of teachers, UNRWA 18% and the private sector 18%. However, the private sector is not investing adequate education and mostly vocational training due to the high expenditures and the slow profits anticipated from these projects. On the other hand, the private sector invests in nurseries and kindergartens (Fronk, Huntington and Chadwick, 1999). Schools Enrolment in Palestine: West Bank and Gaza accomplished high enrollment rate compared to other developing countries in the MENA region. According to the MOEHE (2005), during the period of 2005/2006, there are 383,748 students in the preparation stage; including 195,618 male and 188,130 female that are registered in schools in Palestine. A total of 62% of students (238,500 students) registered in governmental schools, 29% (109,419 students) in UNRWA schools and 9% (35,829 students) in private schools. As for the empowerment stage, a total of 569,873 students are registered in schools; including 296,247 male and 283,626 female. A total of 70% students (Among them, 398,672 students) are in governmental schools, 25% (145,133 students) in UNRWA schools, and 5% (26,068 students) private schools. Quality of Education in Palestine: According to Kellaghan and Greaney (2001, pp. 22-23), quality is the term relates to the adequacy or appropriateness of objects or processes for the purposes for which they were intended. Furthermore, quality implies a scale, and often implies standards. An object can be of good or poor quality, or it can meet, or fail to meet, a standard. There are many features of the system that would influence the educations quality; such as the schools building condition, teachers status, administration staff, teacher training, and the curriculum, for which any weakness in any of these indicator will affect the other indicators. Nonetheless, the outcome is the most important part, but what really matters is not the high enrollment rate, but the fact that if the students are obtaining the suitable knowledge, understanding and skills and are not dropping out of schools. To measure the quality of education in Palestine is not easy because of the major effect of the political situation on the education sector. Curfews, closures and all Israelis policies forced on the Palestinians affected the education sector mainly during Al-Aqsa intifada; students need to cope with all emergency situations, as well as for the teachers and schools administrators. Those aspects demoralize the educational quality. According to the MOEHE, about 43 schools were occupied and turned into Israeli military bases since the outbreak of the Al-Aqsa intifada (Nicolai, 2007, p. 2). According to the World Bank report (2006a, p. 4), developing countries regularly reach to a serious point after the attainment of high schools enrolment; but had to shift their concerns to the educational quality that might have been affected by the fast extension. The report also reconfirmed that the MOEHE has to shift their focus more on monitoring, evaluation and investing in human resources such as training teachers instead of their focus on construction and the provision of textbooks. Current Educational Situation in Palestine: Based on UNICEF (2010) statistics, there are 1,141,828 students in 2,611 schools from the first till the twelfth grade; 1,955 governmental schools, 325 UNRWA schools and 308 private sectors. Compared to the details demonstrated before, there is a clear change in number of students. According to the MOEHE, in governmental schools, there are 70% attendance, 22% in UNRWA and 8% in private sectors. Since the last elections in 2006, Gaza has been under siege and the needed construction material has been prevented to enter Gaza, which caused a problem of the increasing number of students leading to increasing the double shifts in schools. Double shifts reached 82% in governmental schools, 90% in UNRWA schools which lead schools to cut off the educational hours in order to observe the large numbers of students. In addition, the Ministry added that there is a high need to build new schools in the next five years in order to absorb the increasing number of students. Thus, its recommendation w as to build at least 100 UNRWA schools and 105 governmental schools. Nonetheless, obstacles hindering the movements of students to their schools havent got easier; they still suffer from long distances and are obliged to walk as high as 25 km to reach their schools in addition to paying a lot of money on a monthly basis (UNICEF, 2010, pp. 1-2) Conclusion: The problem of the education sector in Palestine is not easy; the complexity of the political situation is affecting this sector, the stages that the Palestinians went through and changing the responsible authority on the education sector since the British mandates left its finger prints on the current deterioration in the education sector. The problem of the schools crowdedness is not only due to the population growth but also due to the accumulated problems during the period 1967-1994; this freezing period in the education sector development affected deeply the quality of education in Palestine. Since the start of the MOEHE in 1994, the PA has only been trying to rebuild the education system through the expansion policy and constructing additional schools and classrooms. Yet the Israeli occupation is still hampering the education development through the closure policies. Previously and currently, the MOEHE is still facing many problems; such as, the continuous growth rate of students and the limited number of educational classrooms in addition to the unsuitable geographic distributions of schools site due to the Israelis imposed checkpoints, settlers road that increased throughout the second Intifada, and the segregation between Palestinian areas; as a result, students face the problem of crossing long distance to arrive at their schools. Moreover, governmental schools faced a main problem of the small sizes educational classrooms in the West Bank.

Family Function

The definition of family is defined in various ways to many different people. Many people may say their family includes the family of orientation, extended family, and family of procreation. It all depends on how the child is raised. Three important factors, out of six, that I consider to be the main functions of family are socialization, economic cooperation, and care, protection, and intimacy. Some families may very well address these functions, while others may not. And because of that, family may be quite hard to define because it goes above and beyond the surface.According to Swartz and Scott (2009), family is defined as a group of people related to each other by blood, marriage, adoption or being sexually open in a relationship. The definition also extends to couples who are committed to each other and are capable of providing internal and external factors ranging from emotional to economic support. Because of my culture, how I was raised, and where I grew up, I define family i n a complicated matter. The definition of family, according to me, is the family of orientation.It does not include my aunts, uncles, or cousins, even though we are somewhat related by blood. However, I do consider them as a part of my extended family. The family of orientation includes my parents and three younger siblings. I consider this to be family because this is where I was born into, rose, and grew up with. Of course, the definition of family will change over time for me because I am not yet married. To my belief, I will have a change in families after I get married to my husband with kids, which is also known as the family of procreation.This is when my new journey and definition of family begins. I do not believe a family is complete without children or pets, or anything or anyone that my husband and I, as a couple, could look forward to and love to keep the relationship lasting. To be considered as my family, the person does not have to be blood related. What matters is t he fair amount of love and care that is provided. The emotional support is what I lean more towards when it comes to family. I believe there is a way to everything when it comes to economic factors, such as dealing with our finance, having shelter, clothing, and food.Emotional support is needed when hard times come, and if the person or people are willing to go through with the bad, they are definitely considered family. Nobody would want to live through the hardship, so that is why I value love and care most in a family. No matter what I go through, I know that person or people will still be there. There are three families of functions that I can relate to. They are socialization, economic cooperation, and care, protection, and intimacy.Socialization is defined as a lifetime process â€Å"of social interaction through which people learn those elements of culture that are essential for effective participate in social life† (Swartz & Scott, 2009, p. 6). Socializing is a wa y of learning what society expects such as norms and values and develops the behavior of how one thinks, feels, and acts (Swartz & Scott, 2009). Children socialize to be able to better communicate through their own language, culture, and the mass media such as the television and radio.Ever since I was young, from infancy to child age, my parents communicated with me in our language, Vietnamese. We practiced our traditions and cultures through foods and celebrating holidays. I have learned what the Vietnamese community expects when it comes to holidays, elders, and food. Once I was enrolled into pre-school, I started to learn English, which counts as another form of socializing. Communicating was hard for me because I did not speak a word of it. However, my parents started to teach me what they could in the language.They taught me basics such as singing the alphabet, counting, and naming certain animals. Simple terms like stating my name, learning my address, and asking to use th e restroom were a start to a new way of socializing and a start of a new culture. Enrolling into school helped me shape the way to act, think, and feel. I was on my best behavior. And there was no such thing as always being happy like I was when I am at home with my parents. I learned what it was like to be picked on, be mad, angry, happy, and develop friendships.I think my family addressed this function well, because I have matured to be able to communicate and socialize with all those around me, which includes how to act and feel. Economic cooperation involves a family’s responsibility to provide for everyone’s physical and economic well being (Swartz & Scott, 2009). In history, families work in the field, as agriculturists and farmers to provide food. They also sold products that were farmed to provide money, shelter, and clothes. However, it is different nowadays.Now, both or either men and or women go to work to receive an income to help provide for their fami lies. When I was younger, my mom stayed home and worked at home and earned little income, while my dad worked at a factory and earned most of the income. But as our family grew, and the children got older, there were certain necessities needed such as bigger clothes, shoes, more food, and a bigger home. Therefore, my mom had to find a different job with a higher pay. Both of my parents did work and still work to provide most of the income for our family.When I got older and turned the legal age to work full time, I helped provide my parents the income in the family to help pay for small bills such as electricity, phone, and gas. I also helped pay for my two years of tuition at a small community college with my parents’ help. Not only did they provide for me through my college years, but also for my other younger siblings. My younger siblings are now twenty, eighteen, and seventeen. I believe my parents have successfully played a role in the family function, economic cooperati on. My and my siblings’ ages are very close to each other, which produces a lot of issues.At a certain point in time, all of us were teens, where our needs need to be met. An example of what I am talking about would be providing cars, car insurance, and overall health insurance. The third family function is care, protection, and intimacy. Everyone in a family needs emotional support, and care provided since infancy to adulthood. For many people, families are where we turn to when we are in trouble, to find comfort and emotional support throughout our lives (Swartz & Scott, 2009). In my family, emotional support is rarely provided.My parents provide emotional support for each other and the kids bond to provide emotional support for each other. Some of us seek emotional support from our close girlfriends and guy friends. My parents show a different kind of care when it comes to emotions. Not much emotion is shown from my father, but more from my mother. My dad would never o ver react to certain situations, while my mom would. High school was a great challenge for me. It was the place where I learned the most, academically and socially wise. I needed the most emotional support and felt the need to feel the emotional support and care.It was hard to maintain and stabilize my emotions in high school and was constantly down. I could not seek emotional support from many people in my life since they had their own problems. I always felt high school counselors were not a big help. They always told me, â€Å"it’s okay,† and ended up telling my parents. However, I was never depressed. Most of my care and emotional support came from the peers on my high school tennis team and the sport itself. Exercising and playing the sport helped me relieve all the pressure I had built inside.I do not sbelieve my parents have played a very big role in this area of the family function. However, they were there whenever I was in trouble with the school, with other parents, or the law. Because they were so busy working and trying to provide for the family, less time was spent with the kids. My younger siblings were able to come to me for emotional support and I helped them provide the care they need to feel. My parents were not very expressive in this family function due a completed socialization process and a great amount of time put into the economic cooperation.Family is a group of people who will always be there in your life, at least mine. The word family is different to very many groups of people. Some people do not consider their real parents to be a part of their family and some do. It all depends on how their life was lived, and most importantly, the relationships that were developed between the people they were living with. The family of functions are sub-categories of what a family is and I believe they are what fully describe what a family should be.

Do Not Count Your Chickens Before They Hatch

We think that all the eggs a hen lays will hatch and become chickens, we may be wrong. Some of the eggs may be rotten. Others may get broken or damaged.So we cannot be sure that an off will become a chick until it has hatched. Do not be too optimistic or hopeful about a favorable outcome. We may have o  wait forthe results. A flower  and a bud are different things although it is the bud that blossoms into the  beautiful flower. But until that happens, we cannot say for sure that the bud will become  a flower. A naughty boy may pluck it off. Some bird might peck and damage the bud or a strong wind might blow and spoil it. So it is always wise not to lay too much hope on anything that we do until it becomes what we hope.It is good to be optimistic. But too much hoping many bring dejection. The  proverb  suggests that it is unwise today excess hopes on anything thatOne can plan one’s life as carefully as possible to get the maximum results out of his efforts. One can dream of bigger and better things too, for, to excel is a basic human urge. However, to be overambitious or to plan beyond what reality permits may be foolhardy and counterproductive. A chicken owner may place 20 eggs for incubation, but only less than half may hatch into chicks, other eggs going rotten.If the former had expected all the eggs to hatch into chicks, he was in for disappointment. Real situations hardly match expectations. If men are aware of this reality of life, it will be good for their mental health. Genuine efforts are expected to yield reasonable results, but that may not match what one desired. Remember, one can be sure of an event only after it had happened, not before. Desires or imaginary things are not realities. So do not count your chickens even before they are hatched. we do in our day to day life.

Ann Hopkins Essay - 1665 Words

Legal Analysis Model The relevant facts nbsp;nbsp;nbsp;nbsp;nbsp;According to the case, Ann Hopkins had worked successfully for Price Waterhouse since 1978 and was â€Å"nominated for partnership at Price Waterhouse in 1982.† (p. 1) Out of 88 candidates she was the only woman. In the admissions process, forms were sent out to all Price Waterhouse partners of whom there were 662. These partners then submitted their comments about the candidates. . Only â€Å"thirty-two partners, all male, responded about Hopkins.† (p. 5) The forms were then tabulated to achieve a statistical rating in order to determine if the candidate should be admitted to the partnership. Of the 88 candidates â€Å"Price Waterhouse offered partnerships to 47 of them, rejected†¦show more content†¦The following section of the Civil Rights Act of 1991 as seen on the website â€Å"usinfo.state.gov† is relevant to this case: â€Å"SEC. 5. CLARIFYING PROHIBITION AGAINST IMPERMISSIBLE CONSIDERATION OF RECE, COLOR, RELIGION, SEX OR NATIONAL ORIGIN IN EMPLOYMNET PRACTICES. (a) IN GENERAL.—Section 703 of the Civil Rights Act of 1964 (42 Ugt;Sgt;Cgt; 2000e-2) (as amended by section 4) is further amended by adding at the end thereof the following new subsection: â€Å"quot;(1) DISCRIMINATORY PRACTICE NEED NOT BE SOLE CONTRIBUTING FACTOR.— Except as otherwise provided in this title, an unlawful employment practice is established when the complaining party demonstrates that race, color, religion, sex, or national origin was a contributing factor for any employment practice, even though other factors also contributed to such practice. quot;. (b) ENFORCEMENT PROVISIONS.--Section 706(g) of such Act (42 U.S.C. 2000e-5(g)) is amended by inserting before the period in the last sentence the following: quot;or, in a case where a violation is established under section 703(1), if the respondent establishes that it would have taken the same action in the absence of any discrimination. InShow MoreRelatedThe Case Of Ann Hopkins1719 Words   |  7 PagesIntroduction The case of Ann Hopkins consists of evidence both for and against the claim made by Hopkins that she was treated with discrimination. The argument that Hopkins was subject to discrimination is based upon the evidence that the criticisms that led to Hopkins’ partnership denial were made on weak grounds, and that Hopkins was held to higher standards than the male candidates. 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