Mixed Schools in Middle East - Research Paper Example

?Single-sex Schools in the Middle East al affiliation Single-sex Schools in the Middle East The Arab world has along intellectual and education tradition. Middle East has a tradition of exploiting human capital and natural resources on the search for knowledge. Prophet Mohammed founded mosque schools and under his influence, people pursued education. Arabs translated teachings from India and Persia as the beginning of a mass uprising during the reign of Abbasid. Lessons on Koran were restricted to Muslims only, although non-Muslims could attend lessons on poetry and law (Torstrick, 2009, p.48). In those days, women were not restricted from attending classes and some of them taught in the mosque schools. Women contributed heavily to the social and economic development of Arab countries. Travelling to far countries was common practice in those days as people sought knowledge from all corners of the world. Today, however, the situation is different. There is lack of women empowerment and lack of knowledge (Attah, 2008, p.58). Mixed education is very important to the development of the students both girls and boys. The population of girls in school is increasing at a very high rate and this has influenced most stakeholders to start girls’ schools. According to Torstrick, 2009, p.79, although their population is high, their performance is very poor. The girl child in a mixed school performs better than their counterparts in same sex schools. This has been accredited to the stiff competition between the two genders since they both want to be leading. Some critics of the mixed schools have expressed their concerns on the morality of the girl child who attends mixed schools. There are many incidents of early pregnancies and abortion and this has great condemnations from many people. The single-sex school is a practice of carrying out education where different genders attend a different school. In most parts of Middle East, it is compulsory for schools to be single-gender schools. In places where Sharia law is practiced, students attend single-sex public schools. However, in most cases university education is mixed (Thomas, 2006, p. 12). Most of the students in Middle East are Muslims and this has greatly influenced the school cultures and norms. Traditions in the Middle East are strictly observed. The Sharia law upholds morals and values of women in a strict manner. Girls are supposed to behave in such manners as dictated by the Sharia law. The law requires women to cover their faces. Girls going to a single-gender school interact with other girls of their age-set. For girls attending primary school education becomes cheap to comprehend and follow. According to Hill traditions are the basis of the Arab culture, and at no time will leverage be used to measure the value of people (Hill, 1993, p. 201). The Islam religion makes it easy for students to uphold values in an appropriate manner. The culture practiced in the Arab countries conforms to their traditions based on the Sharia law. The Muslim sorority is always keened on defending values, morals and the integrity of the society. In perchance, the best that girls achieve in primary schools is proactive in their day-to-day lives. The veracity with which decent is sustained goes a long way in advocating for the education rights of the girl child. The system of education in Middle East has been formed with an aim of integrating all genders. The students are given an opportunity to learn together and socialize. The primary education is made up of kindergarten schools, nursery and primary schools. Single-sex school system boosts intellectual attainment. Girls do not feel repressed or constrained in this environment. Gender bias and lack of attention to girls by teachers are not evident in single-gender schools, unlike in a mixed school. Girls in this school get motivated and receive broad experiences (Hill, 1993, p. 156). There is implementation of culture-centered models in the single-sex system. The system centers on the recognized and informal social aspects of girls. The atmosphere of learning for girls is very comfortable. In a single-gender school system, the behaviors of the student are likely to lean on one side. This is where people from the same background and gender are more likely to engage without apprehension compared to two genders. Growing up in the Middle East as a girl is a herculean task. Girls are discriminated by boys; hence, the single-school system offers them a sense of life. Unlike girls, boys engage in behaviors that are more rebellious. In the mixed-sex system boys and girls are thoroughly engaged, and their behaviors are broadened to a greater perspective. Mixed–sex system is mostly practiced in the capitalists’ world of America, Europe, parts of Africa, Australia and some parts of Asia. The focus, however, is on the mixed-sex system of the America. Girls and boys attend the same schools, mostly under the same roof. This is mostly the case in primary education. America thrives on diversity and there a lot of cultures and traditions that bind the Americans. Mixed education becomes the norm of the day, with institutions advocating for coeducational systems (ACER, 2000, p. 15). There is a very big difference between the mixed-sex system and the single-sex system. Gender discrimination in America has been reduced to a mere difference unlike in the Middle East. America is a liberal country with advocacies for modern values. Girls in America are acquainted to the boy behavior at an earlier age. There is a very close contact between girls and boys in America. Upholding of values is not a major segment of the education of the American child. Girls tend to engage with boys at an early age, often leading to a competition that is unprecedented in any horizon. According to Conference America, the center of modernization and children offer an essential framework of compromise (Conference, 1995, p. 60). Girls in single sex schools are very different from the ordinary girls. The system is based on propagating the discipline and mind category of the girl through different stages. From grade one to grade 12 girls in the single-sex schools will try to support each other and learn in an efficient manner. The close up of their relationship is best depicted by their behavior in class. There are different assumes any role that may be subjected to them. Great minds think alike. Girls in the single sex school have the tendency to think alike. They are in the same environment and are used to each other humor. The length of their school is a quick and based on the fulfillment of their aspirations. They will be aligned to realize their aspirations in an environment, they are used to live and practice (Okkenhaug, 1998, p. 64). Kids do well in single-sex schools. Girls who come from single sex schools will not perform well in mixed higher schools. This is because of differences in composition and cognitive progress. Girls from the single sex schools are used to interact with girls only, and it will be difficult for them to perform well in an environment of mixed system. The physiology of girls in single sex schools is expansive, and the girl child is used to an environment that is boys free. Taking these girls to a mixed-gender school system will have a depressing outcome on performance. According to the Australian Council for Education Research, mixed-gender school is limited to accommodate differences in social and psychological growth rates of girls and boys (ACER, 2000, p. 2). Girls from single-sex schools will not perform well than girls who come from mixed-sex school system. The performance of girls is accounted largely by the environment. Social-economic factors do not play a vital role in determining the superior performance of girls. Girls get used to their environment in an extensive manner. Their environment-attachment is likened to their behavior. The environment will always play a highly crucial position in the learning of the girl child. Girls will perform well in an environment that is safe for them and will resist any urge to fall for negative per pressure in single-sex schools. Growing up for a girl requires lots of energy and ideas bent on misusing the powers of the girls are detestable (Okkenhaug, 1998, p. 73). Girls from single-sex schools will perform poorly in mixed higher school Girls are usually better off in single-sex schools than in mixed-sex school. Taking a girl from a single sex school to a mixed school will not only affect the girl negatively, but will have other adverse effects on the girl. It is a known fact that girls get used to each other from an earlier age and breaking this line does not augment well with the girl child. The girl child is aware of the link between her and other children, often resisting the urge to break away from the norm. Girls from single-sex school will not perform well in the mixed-school system. Even if, the system offers them a good environment than the one they are used to, there will still be problems of boys getting into their way of life and being an obtrusion in what they do. This does not go well with their academic prospect. Engagement in the education endeavor becomes essential in any success. The effectiveness of the mixed higher learning for girls in the Middle-East, thus, becomes unfeasible. According to Torstrick and Faier, girls in the Middle East and North Africa possess a great deal of knowledge in their respect fields and this knowledge can be broadened if schools were open to the mixed-sex school system. This input to the education of girls in the Middle East shows the idea of bringing the fire and crossing the lines of tradition in the realization of the dreams of girls (Torstrick & Faier, 2009, p. 112). Girls from single-sex schools get academic affiliations very early in life. This affiliation can be broken down by boys in the later stages of life. Going to mixed higher schools gives the girls an opportunity to express themselves to their male counterparts, causing a lot of misgivings. It is not a possibility that girls will continue to behave in the same way they are used to behave. Single-sex schools transform these girls to be more patriarchal and conservative to the needs of boys. The effectiveness of the mixed higher learning to these girls becomes void and to a lesser extent demoralizes the girl child (Thomas, 1995, p. 263). In the primary level, teachers use gender specific language to address children. In the event of going to mixed higher schools, the address of the language will change. Teachers will use general language in addressing the children, causing the attitude of girls towards education and its element change. Girls will not necessarily perform well. The change of language according to studies carried out by Okkenhaug suggests that it will be difficult for a child used to a specific mode of learning engage in a usual way when the mode changes (Okkenhaug, 2005 p. 123). Girls in the single-sex schools have more than 12 years in the same environment with teachers using specific language. Changing the language used impairs the learning behaviors of the girls. It will be like starting afresh for the girls. The modalities in the learning behavior of the girl render the system ineffective in addressing the needs of the girl child. Mixed higher learning is not effective to girls from the single sex schools in the Middle East because of discrimination. In the primary level, there are no boys present placing the nature of learning in a more subtle manner. When these girls go to the mixed higher learning, boys will be all over the place, dictating to girls. In the Middle East, women are not treated equally by men, and this has a negative effect on the lives of women. In the primary level girls learn in a discrimination free society, with no boys in sight. Taking the girls to the mixed higher learning will cause their performance to shrink. Thomas suggests that girls will absurdly take roles that are inferior to roles that boys do to avoid being discriminated further (Thomas, 1995, p. 323). Girls who come from single sex schools will have the tendency to fear boys. It is a known fact that girls who do not have any association with boys prior to having an engagement with them will not augment their position in a more mature and defined manner. The effectiveness of the middle sex schools for these girls will not add value to their lives and will cause more harm to them. Girls are not usually prepared to the environment of engaging the boy child, negating the purpose of the mixed higher schools. It is my argument that girls from the single sex system of school should not be taken to the mixed higher learning because of the fact of traditions. The Middle East is a conservative place to live in and no matter what, traditions prevail. Going to mixed higher schools for girls in the Middle East will make their life unbearable. Russell states that tradition dictates that girls should behave in a conservative manner in the presence of boys (Russell, 2004, p. 232). These traditions form the basis of the school learning system in the Middle East. The effectiveness of a girl child from a single-sex school going to a mixed-sex higher school is slow and often leads to a poor showing of performance by the girl child. Girls who come from Middle East and attended primary education in their native country will have a lot of difficult in class. For one to be effective in any field, experience and habits are very essential to such people. Being used to a scenario will promote the behavior of a person (Mahdi?, 2003, p.43). Mixed-sex higher school is effective to the girl child from the single-sex school. This is because there is no close correlation between gender and performance. Girls have the ability to perform well in any system no matter the environment. Mixed higher learning will give the girl child the strength to compete favorably well with the boy child. Since, the system is in the higher level it does not have any bearing in the performance of the girls. Studies show that the coeducational system is the most efficient as it gives both gender the opportunity to engage and find solve the problems facing them as members of different gender. Females will always show a positive attitude in an environment with boys. It does not matter whether girls were previously in the single sex school. Girls will always show a positive attitude and their learning behaviors are not necessarily a direct relationship with the environment. According to Gunn when girls go to mixed higher school, they do not engage in gender stereotypes (Gunn, 2013, p. 101). Girls will be open to life when they go to mixed schools. They will view life in a broad and an open way that will give them the chance of competing effectively in life. School is not only about education, but also about values and success in life. Going to the mixed school will help the girl child to open her mind in relation to life and its difficulties. Conclusion The disadvantages outweigh the advantages. Girls from the single sex schools will not be effective in their studies when they are taken to mixed higher learning in the Middle East. The traditions, values and the environment they are used to form a big base of their success. It does not matter the essence of gender, girls will do and perform normally whether in single-sex schools or the mixed-gender schools. According to Attah, the only factor that should determine the growth of girls intellectually should come from their program (Attah, 2008, p. 74). It only becomes difficult to girls when they are not given opportunities that are broad enough to add value to their education. The education of girls is paramount and should adhere to the laid down rules of knowledge. References All the reference can be found in the given website. Search the books by writng the name of the author Attah, K. D. (2008). Going to school in the Middle East and North Africa. Westport, CN: Greenwood Press. Australian Council for Education Research. (2000). Single-Sex Schools. Camberwell. Australian Council for Education Research. Conference, E. C. (1999). Education and the Arab world: Challenges of the next millennium (1st ed.). Abu Dhabi: The Emirates Center for Strategic Studies and Research Gunn, C. L. (2012). Enhancing teaching and learning in higher education in the United Arab Emirates: Reflections from the classroom. Newcastle upon Tyne: Cambridge Scholars Pub. Hill, M. A. (1993). Women's education in developing countries: Barriers, benefits, and policies. Baltimore, MD. [u.a.: Johns Hopkins Univ. Press. Mahdi?, A. A. (2003). Teen life in the Middle East. Westport, CN: Greenwood Press. Okkenhaug, I. M. (2005). Gender, religion and change in the Middle East two hundred years of history (English ed.). Oxford: Berg. Russell, M. L. (2004). Creating the new Egyptian woman: Consumerism, education, and national identity, 1863-1922. New York, NY: Palgrave Macmillan. Thomas, R. M. (2006). Religion in schools: controversies around the world. Westport, CN: Praeger. Torstrick, R. L., & Faier, E. (2009). Culture and customs of the Arab Gulf States. Westport, CN: Greenwood Press. Read More