Education in Kuwait
The education system of Kuwait is large. There are many students enrolled in this nation. The total number of students enrolled in schools amounts to 30% of the entire population of Kuwait. Three levels of education exist in this nation. It includes elementary level of education, intermediate and secondary level of education. The students enrolled in this nation spend four years at each level of education. The children start schooling at the age of six. However, the pre-schooling age is 4 years (Biswas 67). After completion of the elementary, primary and secondary levels of education students are allowed to proceed to tertiary education. English language is studied at all levels of education. They start learning this language at the second level. Many people prefer the private schools to public schools because the private schools have foreign sponsors who ensure that there are sufficient learning materials and workforce in the schools. The private schools include; The Bayan Bilingual, The American School of Kuwait and The American international school. The other private schools are the British school of Kuwait and the French school. Francis asserts that the cost of schooling in a private is also subsidized by the Kuwait government (p. 34). Additionally, the government provides land for the construction of the private schools. The attendance of school in the Kuwait nation is mandatory, especially for the children aged 14 years. The government of Kuwait provides free education to children. The support of government is also manifest in the regulation of both public a private schools by the Kuwait government. There is free kindergarten education. Some private schools are legally registered by the education body in Kuwait. The other schools, especially the foreign kindergarten schools offer free education to the children aged 2-4 years (Jack 54). However, the private schools are usually expensive.
This education system also incorporates curriculum planning. It occurs at specific levels that include; individual school, school district, and classroom and team levels. The planning occurs in global and local sectors. There is a hierarchical structure pertaining to the exercise of Authority in the process of Kuwait’s education system (Gundlach 27). The experts in the process of education prefer taking part in the crucial process of planning and development in the four levels of planning. The state usually calls some volunteers to work on the curriculum projects. On other occasions people with sufficient knowledge on school administrations participate in the improvement of the curriculum. This exercise is usually sponsored by the international entities and regional philanthropists. According to Robert, there are many patterns in which the educational tasks are carried out (p. 61). A teacher may be required to preside over many committees within the school curriculum. External forces are indispensable in the running of the school. This regards the development and planning of the curriculum of the education sector. The use of computers to learn led to the introduction of other courses in the higher education sector. New courses should relate to information communication technology. The information technology courses led to the increase of online learning in most universities all over the world. Since then, many learning institutions have equipped their libraries with online learning devices such as computers. It is to help students pursuing information technology courses to understand their concept than before. Learning has given an opportunity for students to access academic information on the internet. It has made it easier for students who are not able to travel longer distances in search of academic sources. The educational growth and development is an aspect, which is considered in various perspectives, including multilevel view, multi-sector process and as a multilevel process.
Education in the US
Federal educational policies have ignored schools located in low-income and rural areas. Currently, schools in the U.S cannot be said to be equalizers of the society. Schools located in rural and low-income areas show the inequalities in the education system. Children from these regions go to schools that are inadequately or disproportionately funded. The schools have a larger class size compared to the class size of schools located in suburbs. These students are likely to be molested or bullied than their wealthy counterparts. It is also vital to note the state of the buildings and infrastructure in these schools. The buildings are poorly maintained, and they pose health and safety hazards and risks to students. Children that go to schools located in the low-income and rural areas are usually denied access to opportunities and school resources. For instance, they do not have access to school libraries, school nurses and engaging pedagogies. Conversely, these resources and opportunities are usually taken for granted by students in schools located in the suburbs. In addition to the division of the system into schools for the wealthy and poor, the education system is faced with problems caused by the student’s family, and student’s behaviors and attitudes. These problems are not indicated as problems for private schools. Teachers cited the lack of parental involvement in their children’s education as a serious problem that affects public education. A number of factors may cause lack of parental involvement. Parents do not participate because of poverty, or drug and alcoholism. 14.5 percent of teachers in public schools felt that the lack of parental involvement was a serious problem for public schools. Additionally, 14.9 percent of teachers in public schools felt that poverty was a serious problem. It contrasts the situation in private schools where 2.2 percent and 3.8 percent of the teachers felt that the lack of parental involvement and poverty, respectively, were serious problems. In addition to the lack of parental involvement, teachers identified student behaviors and attitudes as serious problems. They stated that poverty, apathy, disrespect and absenteeism, in addition to parental alcoholism and student tardiness, were serious problems affecting public education. The US public school system appears to be facing problems. The system appears to be divided between schools for children from poor backgrounds and those from wealthy families. This division has created problems within the sphere of educational standards, training requirements and tools, and skills. This study found that schools located in wealthier urban districts and jurisdictions were better equipped than schools located in rural and low-income areas. These schools had highly qualified teachers, and the required training tools and instruments. However, schools that were located in the rural and low-income areas were in crisis. The school buildings were dilapidated, and they were understaffed. As a result, these schools recorded high dropout rates. Students who finished their education from these schools had a lower likelihood of proceeding through higher education. The graduate school offers many financial opportunities for the graduate students. Advancement in education results in increase of earnings. It is more beneficial than joining the job market after graduation. Furthermore, the uncertainty in the financial and economic aspect associated with joining the workforce after graduation is a great risk. According to Fox (2008), salaries for the master degree graduates are higher than the salary for the bachelor degree students. It implies that higher education is financially beneficial.
U.S public education faces a number of challenges. This study found that the main challenge to public education was the division of the public school system into schools for the poor and rich. This division causes an inequality in standards, skills and staffing. Public schools in the suburbs are better equipped and staffed than schools in rural and low income areas. According to McKinnon, public education is challenged by student attitude and behavior, and parent participation in the system (p. 34). The investment in higher education is usually not equivalent to the benefits accrued from the investment. The net befit is usually low leading to discouragement and regrets among the student who advanced in their careers. Realities in life ought to be tackled rather than evading from them. In this regard, many students opt for a master degree program in order to avoid the scourge of unemployment. It usually does not help given that it takes long for this group of students to be creative and innovative in order to create self-employment. This view of unemployment leads to stagnation in the intellectual development of the students. Consequently, there is a time and financial resource wastage in the graduate school. For instance, loans sought by the students who join the bandwagon in joining the masters programs, haunt the students for life. This is because some students join the advanced education programs because of the excitement, prestige and pride associated with the programs. Wyndy conjectures that students who join graduate programs after graduating forgo work experience attained by the group of students who opt for jobs after graduating (p. 59). Some professions require work experience for proficiency sake. Additionally, some fields like fine arts and communications are professionals, which do not require advanced degree programs in order to achieve expertise. Therefore, students who purport to advance knowledge in such courses are misguided and misinformed. The cost of joining an advanced degree program is exorbitant in most cases. It makes joining the workforce a better option than proceeding with master degree programs. The cost incurred usually is covered by student loans, which must be covered after completion of studies in the respective master degree course. Additionally, advancement of education reduces the chances of unemployment. It is because the extra knowledge acquired enhances innovation and creativity, which leads to entrepreneurship. It helps in the creation of self-employment, which generates personal income. In this regard, unemployment is reduced. The social status of a learned person is higher than the average person. It is because the learned elite are considered to be the cream of society and icons of excellence. Moreover, this feat serves as self-actualization for some people. It provides personal satisfaction in an individual’s life given the sacrifice and resources spent in achieving this feat. The other benefit of pursuing a graduate degree as opposed to joining the workforce is that a person’s willingness to participate in civil activities like voting and blood donation is enhanced by the level of education an individual has attained.
Annotated Bibliography
Biswas, Arabinda. Comparative education: India, U.K., U.S.A., U.S.S.R.. New York: John
Wiley.2010.Print.
This book explores the education systems in the UK, US and the USSR. This provides information on the progress and initiation of the education systems in these countries.
Francis, Taylor. The Middle East and North Africa 2004. Australia: South-Western, Cengage
Learning.2012.Print.
This book highlights the operation of the education system in the Arabian countries. It explores the shortcomings and the benefits of the educational design applied I this region.
Jack, Carroll, A. B. Kuwait Telecom Laws and Regulations Handbook. Mason, OH: South-
Western Cengage Learning.2009.Print.
This book gives an analysis of Kuwait communication with regard to the education systems of the country.
Gundlach, Bloom. The International Who's Who of Women 2002. Thousand Oaks, SAGE.
2009.Print.
Gundlach explores the powerful nations in all sectors of the economy of the world including the education sector.
McKinnon, Regan. Rethinking privacy: social values, technological change, and public
policy.Chapel Hill, University of North Carolina Press. 2005.Print.
This book gives an analysis of the educational and social values across the globe.
Robert, Pride. Kuwait Investment and Business Guide. Australia: South
Western/Cengage.2010.Print. Learning.
Robert highlights the Kuwait long-term investment plans and the influence of the education systems in the achievement of these goals.
Reuschling, Carroll, J. M. Who's Who in the Arab World 2007-2008 . Boston, Butterworth,
Heinemann. 2010.Print.
This book highlights the powerful nations in the Arabian region with regard to education.
Wyndy, Corbin. Kuwait Investment and Business Guide. Grand Rapids, Mich: Brazos Press,
2008.Print.
Wyndy gives an analysis of Kuwait investment and business in various sectors of the economy including the education sector.
