Australian Healthcare Policy-Key Features-Free-Samples for Students

Question: Discuss the key Policy Challenges for the Australian Health Care System in the Present day. Answer: Australian Healthcare Policy Key Features and Challenges The Australian healthcare system is considered as the system associated with high performance and improved healthcare outcomes (Collier, 2013). The Australian healthcare system is principally based on the pattern of private financing and the overall healthcare funding is majorly undertaken by the corporate sector and associated agencies. The presently implemented healthcare policy in Australia caters to the localized healthcare requirements of the individuals of various age groups who experience elevated access to the healthcare facilities. Australian healthcare conventions advocate the requirement of providing the access to primary healthcare services to the eligible candidates (Collier, 2013). However, the Australian healthcare policies do not emphasize the implementation of extra measures for administering healthcare services to the rural communities located in the remote Australian regions. The Australian healthcare policy emphasizes the requirement of providing accessible health care services to the people of various age groups based on their medical necessities and individualized healthcare challenges (Collier, 2013). The greatest challenge faced by the healthcare professionals in terms of implementing the Australian healthcare policy conventions attributes to the elimination of healthcare barriers and facilitation of the role of advanced nurse practitioners for effectively customizing the healthcare interventions in accordance with the individualized challenges and treatment requirements of the patient population (Sayers DiGiacomo, 2010). Australian healthcare policy conventions advocate the requirement of an effective integration of the primary healthcare facilities with the objective of reducing the pattern of occurrence of chronic disease conditions across the community environment (Davies, Perkins, McDonald, Williams, 2009). The Australian Primary healthcare policies guide the regional healthcare centres in terms of undertaking healthcare planning and reforms in the funding approaches for the systematic improvement in the healthcare outcomes. Australian Health Insurance Act enacted on 1973 established a systematized healthcare structure categorized and funded concomitantly by the local, state and federal governments (Davies, Perkins, McDonald, Williams, 2009). The federal government provided healthcare funding over and above the range of public hospitals and caters to the requirements of allied healthcare with the utilization of rebates available in terms of fee-for-service. The local and state governments remai n accountable for the effective funding of the community healthcare interventions for the patient population. These governmental agencies also take some financial grant from the federal government for accomplishing the administration of complex healthcare interventions in various community-based healthcare settings (Davies, Perkins, McDonald, Williams, 2009). The HACC (Home and Community Care) program is administered through the collaboration of the territory and federal governments with the objective of maintaining the basic healthcare support structure (Davies, Perkins, McDonald, Williams, 2009). This program effectively focuses on the systematic administration of domestic healthcare interventions, nursing services, day care interventions for the geriatric population and the disabled youngsters across their residential locations. The major challenge faced by the Australian healthcare system attributes to the systematic integration of primary and secondary healthcare services across the community environment (Smith, 2012). Indeed, the lack of systematized funding by the federal and local governments, the administration of secondary healthcare interventions proves challenging that reciprocally impacts the wellness outcomes. The inappropriate division of funding between the state and federal governments creates numerous challenges in terms of providing continuity of healthcare services to eligible patients across clinical settings (Smith, 2012). The territorial and the state governments in Australia remain accountable for the administration of child and maternal healthcare interventions, dental services as well as psychiatric interventions in the public and private healthcare facilities. The lack of federal funding for these specialized interventions reduces the scope of their administration to the impoverished and underprivileged sections of the Australian society (Smith, 2012). This radically leads to various challenges in the equitable administration of these services in the healthcare settings. This further reduces the accountability of the healthcare system in terms of accomplishing the healthcare requirements of the Australian communities irrespective of their locations and financial capacities. The federal government in Australia takes the accountability of providing community based healthcare services to the elderly population in all the Australian states, excluding Victoria and Western Australia (Smith, 2012). Resultantly, the population of these excluded regions suffers the pattern of treatment bias and their individualized healthcare requirements remain unattended by the Australian healthcare system. Australian health policy development, implementation and evaluation processes The Australian healthcare policy is developed in a manner for enhancing the skills and competencies of the healthcare practitioners in the context of practicing health promotion conventions warranted for the systematic improvement in health and wellness outcomes of various Australian communities (Leeuw, Clavier, Breton, 2014). The Australian healthcare policy is configured with the core objective of improving patient outcomes through the systematic improvement in various healthcare domains. The healthcare policy aims to implement and improve its initiatives across the entire sectors of the Australian government. The E4H policy structure adopted and implemented by the Australian State of Victoria advocates the requirement of configuring MPHPs (Municipal Public Health Plans) with the objective of taking into consideration the environmental and social health determinants for the systematic improvement in the patient outcomes (Leeuw, Clavier, Breton, 2014). This healthcare policy assis ts in the development of economic, natural and social environments through evidence-based measures in the context of customizing the healthcare approaches in accordance with the treatment as well as care requirements of the patients of various age groups (Leeuw, Clavier, Breton, 2014). This policy further integrates the healthcare plans implemented by various municipal health councils while effectively surpassing the healthcare barriers attributing to the social and financial constraints experienced by the patient population. This healthcare policy also advocates the requirement of inter-sectoral collaboration while considering the social and financial determinants of health and wellness across the community environment (Leeuw, Clavier, Breton, 2014). This state healthcare policy is effectively supported by various stakeholders as well as the Department of Human Services. The Australian government systematically utilizes various healthcare policy levers with the objective of stabilizing the mental health and wellness of the people of various age groups (Grace, et al., 2015). Australian mental health policy is implemented through the administration of population-based healthcare interventions along with the preservation of the carer as well as the consumer rights. However, due to the access collection of tax by the federal government leads to the establishment of financial imbalance that potentially challenges the systematic administration of mental healthcare interventions by the state and territorial healthcare agencies (Grace, et al., 2015). Since, these local healthcare agencies do not acquire major financial support by the federal government, the fiscal deficit creates numerous challenges for them in administering unrestrained mental healthcare services to the eligible candidates. However, the Australian mental health policy (enacted in 2008-2013) attempted to customise the mental healthcare requirements of the patients while concomitantly advocating the equitable administration of healthcare services to all sections of the Australian Society (Grace, et al., 2015). The improvement in the healthcare reporting and accreditation standards and enhancement of the workforce agreements assisted in the administration of standardized healthcare interventions to the aboriginal Australians (Grace, et al., 2015). The development of joint and collaborative conventions and mutual agreements between the various government and healthcare agencies has assisted in the uninterrupted transfer of the patient to the medical facilities in accordance with the treatment requirements and healthcare needs (Grace, et al., 2015). However, major regulatory changes in the Australian healthcare policy are still required for improving the quality of patients care in the context of decreasing the length of their stay in the hospital setting as well as the en hancement in the healthcare outcomes. The evaluation processes acquired for the systematic monitoring of the Australian healthcare policy interventions focus on the periodic assessment of the healthcare teams, health jurisdictions and outcomes as well as the key stakeholders and the extent of their participation undertaken for the enhancement of the wellness outcomes of the patients population (Hinchcliff, et al., 2012). The thorough assessment of the Australian healthcare policy and conventions warrants the close collaboration between researchers, healthcare professionals, quality improvement teams as well as healthcare accreditation bodies (Hinchcliff, et al., 2012). Healthcare policy assessment outcomes prove to be the milestones for undertaking prospective healthcare measures for the systematic improvement in the patients outcomes across the community environment. The assessment of the Australian healthcare policy requires the utilization of pragmatic approaches and data capture methods for the identification of the contextual as well as environmental factors that might adversely influence the utilization of the policy measures across the healthcare sector (Haynes, et al., 2014). The prospective Australian healthcare interventions are expected to find their way from the analysis of the implications of the existing healthcare policies on the existing patient outcomes. Contemporary policy challenges for the Australian health care system In the present context, the private as well as public healthcare sectors in Australia function as individual entities in the absence of an effective coordination (Moles, 2015). This leads to the establishment of inconsistencies in the healthcare delivery systems that potentially impact the wellness outcomes across the community environment. The Australian healthcare professionals therefore, require integrating the healthcare services across the public as well as the private sectors for reducing these inconsistencies to the minimum extent. Multidisciplinary healthcare professionals in Australia need to understand the requirement and value of the provision of equitable and accessible healthcare services for all sections of the Australian Society (Saxon, Gray, Oprescu, 2014). Accordingly, they need to undertake robust healthcare evaluations and ascertain the administration of cost-effective community-based interventions for the indigenous Australians. The step is highly warranted with the objective of stabilizing the Australian healthcare system and elevating its worthiness across all sections of the Australian society. Evidence-based literature reveals the increased frequency of morbidities and mortalities in the Northern Territory of Australia (Zhao, You, Wright, Guthridge, Lee, 2013). The main reason of the same attributes to the socioeconomic disadvantage that the people of this Australian region continue to experience since long. The greatest challenge that the Australian healthcare system experiences, attributes to the elimination of the healthcare inequity from the community environment. Therefore, the contemporary healthcare policy warrants major reforms in terms of modification in the process of funding and revenue management between the state and federal governments. The modification in the funding structure is highly required for the equalized distribution of funds with the objective of maintaining accessible and equitable healthcare services for the Australian population. The Australian people affected with the pattern of sanitation and hygiene challenges, reduced income, unemployment and lack of education require appropriate consideration by the Australian healthcare system for maintaining the pattern of social justice and overcoming the healthcare disparities experienced by these people under the influence of socioeconomic inequalities (Zhao, You, Wright, Guthridge, Lee, 2013). The enhanced understanding of the quality of healthcare interventions prevalent across Australian hospitals and healthcare facilities is highly required for the systematic development of policy measures with the objective of improving the quality and safety of treatment procedures, physician leadership culture and associated patient outcomes (Tayor, et al., 2015). Periodic assessments of the healthcare quality are necessarily required for determining the scope of further improvement in the healthcare policy conventions in the context of enhancing the health and wellness of the Australian population. The Australian healthcare policy requires periodic modification in accordance with the patient care requirements and ongoing advancements in medical science and technology. Accordingly, the healthcare accreditation conventions, clinical practice models and organizational performances require a thorough investigation by the federal government for streamlining the pattern of healthcare deli very across the clinical settings (Greenfield, Pawsey, Hinchcliff, Moldovan, Braithwaite, 2012). The standards of care in the Australian clinical settings need to be framed in accordance with the treatment challenges and individualized healthcare requirements of the treated patients. Healthcare conventions must also consider the implementation of a systematic and well-define process of recruitment of healthcare teams with the objective of minimizing the scope of biasing in the selection process (Greenfield, Pawsey, Hinchcliff, Moldovan, Braithwaite, 2012). The healthcare policy must also accord the appropriate rights to the patient population in the context of ascertaining their effective participation in the process of medical-decision making. Therefore, equitable customization of healthcare interventions for the Australian population warrants periodic modifications in the policy conventions in accordance with the healthcare requirements of the treated patients. Bibliography Collier, R. (2013). Looking to Australia for help on health care. CMAJ, E251-E252. doi:10.1503/cmaj.109-4421 Davies, G. P., Perkins, D., McDonald, J., Williams, A. (2009). Integrated primary health care in Australia. International Journal of Integrated Care. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2787230/ Grace, F. C., Meurk, C. S., Head, B. W., Hall, W. D., Carstensen, G., Harris, M. G., Whiteford, H. A. (2015). An analysis of policy levers used to implement mental health reform in Australia 1992-2012. BMC Health Services Research. doi:10.1186/s12913-015-1142-3 Greenfield, D., Pawsey, M., Hinchcliff, R., Moldovan, M., Braithwaite, J. (2012). The standard of healthcare accreditation standards: a review of empirical research underpinning their development and impact. BMC Health Services Research. doi:10.1186/1472-6963-12-329 Haynes, A., Brennan, S., Carter, S., OConnor, D., Schneider, C. H., Turner, T., Gallego, G. (2014). Protocol for the process evaluation of a complex intervention designed to increase the use of research in health policy and program organisations (the SPIRIT study). Implementation Science. doi:10.1186/s13012-014-0113-0 Hinchcliff, R., Greenfield, D., Moldovan, M., Pawsey, M., Mumford, V., Westbrook, J. I., Braithwaite, J. (2012). Evaluation of current Australian health service accreditation processes (ACCREDIT-CAP): protocol for a mixed-method research project. BMJ Open. doi:10.1136/bmjopen-2012-001726 Leeuw, E. D., Clavier, C., Breton, E. (2014). Health policy why research it and how: health political science. Health Research Policy and Systems. doi:10.1186/1478-4505-12-55 Moles, R. J. (2015). Pharmacy Practice in Australia. CJHP, 418-426. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4605468/ Saxon, R. L., Gray, M. A., Oprescu, F. I. (2014). Extended roles for allied health professionals: an updated systematic review of the evidence. Journal of Multidisciplinary Healthcare, 479-488. doi:10.2147/JMDH.S66746 Sayers, J. M., DiGiacomo , M. (2010). The nurse educator role in Australian hospitals: implications for health policy. Collegian, 77-84. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/20738060 Smith, T. (2012). Overhauling health care Down Under. CMAJ, E205-E206. doi:10.1503/cmaj.109-4099 Tayor, N., Clay-Williams, R., Hogden, E., Pye, V., Li, Z., Groene, O., . . . Braithwaite, J. (2015). Deepening our Understanding of Quality in Australia (DUQuA): a study protocol for a nationwide, multilevel analysis of relationships between hospital quality management systems and patient factors. BMJ Open. doi:10.1136/bmjopen-2015-010349 Zhao, Y., You, J., Wright, J., Guthridge, S. L., Lee, A. H. (2013). Health inequity in the Northern Territory, Australia. International Journal for Equity in Health. doi:10.1186/1475-9276-12-79

Why Use Unique Compare And Contrast Essay Topics?

Why Use Unique Compare And Contrast Essay Topics?Every college student should prepare unique compare and contrast essay topics. This is so because unlike any other type of essay, this one can be personal, subjective, and so on. However, what does that mean?First, we have to take a step back and see what sort of topic we would like to write about. The main topic is something that would best fit the author's personality. After you decide on a topic, it's then time to figure out a format that suits your essay the best. This is where compare and contrast essay topics comes in. This can be set up using several ways, depending on the way that you wish to present your topic.In essence, writing about compare and contrast can be divided into two parts: the writing and the formatting. Generally speaking, writing in a persuasive style is the best way to go with it. However, if you think that you are going to use a personal essay to express your thoughts and opinions, writing in the objective ma nner would be the best thing for you to do. If you do not feel confident enough in your writing ability, then there are many other methods in which you can format the essay so that it is easier for you to grasp.Writing style is essentially something that relates to what words you would like to use to describe your opinions or feelings. As such, it should be about relevant to your topic. For example, if you are talking about a favorite topic of yours, this style would allow you to talk about your pet dog and so on. However, if you are interested in discussing world events, it might be a good idea to switch over to a more objective style.There are also many different ways that a style can be used to highlight the similarities between things that might make the topic interesting. If your topic is about the same type of thing, you may use the same style as the more scientific sections. However, if you are writing about the same subject matter, your style would need to be more objective in order to show off how similar the topics are. This is to highlight the relevance of the things that you are discussing.Next, while there are many different ways of formatting your essay, formatting it does not really require a style. Since the format is mostly an opinion, this can be just about anything as long as it fits in with your theme. For example, you can use things like the classic style, but you can also use colloquialisms or other non-standard styles as long as they fit with your topic.Thus, unique compare and contrast essay topics are important since you need to have an easy time presenting your ideas and thoughts. However, whether you are writing an essay or just trying to summarize your thoughts, you will be glad that you started making use of a compare and contrast format.

Aviation maintenance and production planning in the air force

Argenntine american culture essays

Argenntine american culture essays I grew up between Argentine and American culture. I lived ten years of my childhood life in Argentina, and now as an adult I am living in the United States. So I have many things to say about these two cultures, but I will only talk about what I know most about Argentine vs. American culture. According to what I saw there is a relationship between families and friends that both Argentines and Americans have. When I first came to U.S, I really hated it here. American culture was so different than Argentinas culture, when it comes to relationship between people. And Americans are less friendly with other people and more selfish compared to Argentines. In Argentina, families and friends are very close to each other. Every Sunday at noon, there is always a BBQ in someones house to for families and friends. Weekdays are so busy working that people in there always find some time to meet their families and friends on weekends. Also they live so close to each other, so they can be together and see each other any time they want. Also Argentine are very gentlemen, they always let ladies first, and they are very kind. When a close friend needs help they are always together, helping each other in whatever he or she needs. Americans are more selfish; maybe they do not know that. But I think they should try to change step by step to learn to do in in-group and have more connection with other people. It is sad that there is no closeness between a family member who lives in N.Y. and another who lives in L.A. or even though they are living in the same neighborhood they do not see each other very often. It is sad that only twice a year there is a family reunion, one in Thanksgiving and one in Christmas. Another thing that really caught my attention is, that American men are kind of rude, because they do not act like a gentleman suppose to do. When I first came in the U.S. I did not have a car, so I had to take ...

Chinese Painting- Qi Baishi Essay Example | Topics and Well Written Essays - 1000 words

Chinese Painting- Qi Baishi - Essay Example Qi painted Lotus flower with cicada with great independence that few artists portray. He used swift, sure and spontaneous brush strokes to depict the nature and appearance of the lotus flower. It is imperative that Qi’s greatness in using a brush to draw swiftly thin lines that seem to mature with old age helped in designing lotus flower with cicada paint. Moreover, it is essential to note that Qi perfected his ability to use the brush in designing strokes that depict tiny shapes of flowers and insects during his old age. It is indispensable that Qi’s spontaneous ability to use brush effectively in making perfect thin strokes made him the most celebrated artist in China. He combines simplicity, forceful brush, and a strong sense of naivety to design the most powerful image of Lotus flower that gives the viewer a natural feeling. In addition, Qi’s powerful use of the brush in painting tiny diagrams depicts the beautiful image of brown hairy nature of lotus seed like parts. He perfectly designs the brown hairy parts in such a manner that they reflect a mature flower. Qi then paints a tiny cicada insect on the surface of the brown hairy part, a design that gives the painting natural coexistence. Lotus flower with cicada painting is invaluable in depicting the great style and commitment Qi Baishi showed on his works. The paintings’ natural feeling that results from the close interaction between cicada and lotus flower enable the viewer to reflect on Qi’s feeling and mood while meditating on natural coexistence.

Assignment 8 Example | Topics and Well Written Essays - 750 words

8 - Assignment Example It is a practice that helps organizations achieve their desires for products and services in a manner that realizes the value for their capital on the entire foundation in terms of creating remunerations to the organization, society and the economy at large while minimizing damage to the surroundings. It helps in creating markets for proper expertise and revolutionary solution. Sustainable procurement tries to attain the suitable balance between the three main components of development which includes ecological, communal and commercial factors (Abrams 45). A good number of businesses are turning to social responsibility by linking the similarities among the products and the services they offer and the problems that are occurring every day in their societies. For example, organizations providing health services may crop up with methods of offering medical support to the individuals who undercover with life assurance amenities. United Health Group is one of the key groups in the health assurance sector and services dominion operating to advance the spread of its influence by working hard to improve access to the medical concern for unmerited group of people, senior and low-income families and individuals (Thompson et al., 100-107 ). It is enthusiastically working together with stakeholders, supply agents, clients, non-governmental organizations and government agencies in an effort to unearth ways to today’s vast healthcare scheme crisis. The organization is also concerned with sharing its quantifiable facts with healthcare provid ers to assist in the improvement of the quality of supply chain so as to make sure Dell’s Guiding Principles and Procedures concerning social responsibility are in place (Amato, Sybil Henderson, and Sue 20). The International Organization for Standardization (ISO) in 2009 published its guiding principles for social responsibility (Amato, Sybil Henderson, and Sue 34-45). They are of one’s free will to use and do not include

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.