An Outline for the Education in Kuwait - Essay Example

An Outline for the Education in Kuwait Abstract: General View First, this report as presented regarding education in Kuwait lacked a proper structure as well as organization. The researchers started talking about the problem without stating any descriptions or background about the education system in Kuwait. It is very important to describe weaknesses of the system before diagnosing it because it will allow the reader to view the weaknesses of the case before comparing them with the strengths of the case. Further, the researchers did not blend the ideas efficiently as he kept writing unclear information, which made the report hard to read and understand. Secondly, it is more or less sure that the writer of this report was a second language speaker of English. This is because the word choice, the syntax as well as the run-on sentences needs to be edited or revised by an editor to avoid any misunderstanding or confusion while reading the article. Reviewing by Each Chapter The first chapter of this report focused on the background as well as the structure of the report with the background concentrating on the team from Singapore and the timeline on which the team worked on. The main research question of the diagnostic study was hidden in page 6 as part of the ‘structure of the report’. Proper writing procedures require that both the purpose of the study as well as the research questions be explicit to the reader and be stated clearly in the introduction section for better guidance. In chapter two, the researchers stated the outcomes as outlined in the document of Kuwait’s vision 2023. The target of the desired outcomes was clustered around the making of a complete ‘human’ product. Nevertheless, the seven desired outcomes were general, vague and the explanation of each outcome was shallow and limited to social aspects. Moreover, the researchers did not explain the rationale for stating those seven outcomes within the framework and scope of the study. The desired outcomes failed to have a properly framed link to the labor market and the economic side of the country. The seven outcomes did not state anything about decision-making, critical thinking and creativity, which are fundamental elements in human product. The third chapter talked about the core pillars that support the education system and the conceptual framework of the diagnostic study within the country. The researchers needed to explain the objects for the eight pillars as the basis for supporting the education system. The team needed to explain the objects that made them choose each pillar with a cohesive definition as used within the study. In the pillars, the researchers failed to place performance management systems under the human resource policies as applied within Kuwait. Furthermore, the curriculum pillar as used on the fourteenth page did not have a clear definition and a teacher as was elaborated and explained in detail on pages 15 to 18 short compared it to the education. Conventional writing has it that the reader needs to know the theories behind the conceptual framework as used within any study. The conceptual framework should lay down assumptions, principles and rules, and then bind them together to produce a broad concept, which is easily understandable by al readers. Due to the short explanation in the conceptual framework part, the whole report from the study appears quite unclear. This chapter therefore requires to be holistically revised in order to make it the guidance and the lens to the entire report. Even if this study was about diagnosing the system, the reader needs to comprehend the rules behind using quantitative and qualitative method, which are not clear as from the study. An analysis of the fourth chapter uses 2400 participants, which does not specify whether this figure was a sum to all the students, parents, teachers as well as the principle. The study needed to have a tabulation of the different categories of participants as well as give a clear picture of the all the participants. The first paragraph of the twenty fifth page has outlined two statements which are ‘the study was to provide an objective diagnostic assessment about the system’ and ‘the findings were based on the analysis of quantitative and qualitative method’ which lack clarity and as such requires elaboration for ease in understanding them (Greene, Caracelli and Graham, 1989). The objectives of the study should go under the conceptual framework, which has not been the case in the report presented by the team. Moreover the methodology should have a separate chapter where the researchers explain the quantitative and qualitative tools used in the study. In addition, the method should be described based on the conceptual framework (Greene, Caracelli and Graham, 1989). The purpose of the questionnaires should not be on the questionnaire itself but rather be on the theories behind it and the research objective too. In the analysis section, researchers need to separate quantitative and qualitative analysis in order to facilitate higher understanding of the report as presented. They need to state each analysis by itself so that the reader knows the big picture and the individual cases. In mixed method research approach, the reader needs to view the general view about a certain topic and contrast it to the in-depth view in the qualitative section (Creswell, 2003). You do not need to write the method section as a dissertation format; however, the reader needs to know the settings used in the study and the way the analysis were done. In the discussion chapter, researchers can blend and integrate the outcomes of both analyses to have a better outcome for the study (Creswell, 2003). Moreover, the analysis and findings, in chapter four, were neither consistent nor organized. For example, the findings on ‘school leadership training’ as presented on page 34, talked about principals’ perception about management skills, but I could not know if those principals were in private or public schools. In the findings, researchers used the verbs: feel good about, liked, dislike, feel happy about and satisfied which were relatively vague to nay reader. As a reader, I needed to know why those participants felt satisfied or pleased about a certain issue, and how the researcher came up with those findings. Moving to chapter five was just like moving to another new topic of the report. the researchers started to introduce the Singapore education system in this latter chapter while it was supposed to be mentioned in the introduction of the report. Why did the researchers compare Singapore to Kuwait? It is a fact that Singapore education system is solid, strong and successful, but readers need to know why did researchers want to compare it to the Kuwaiti system. Finally, the pillars as were discussed in chapter six and the conclusion in chapter seven, were not exactly the same as the pillars stated earlier in chapter three. The ‘gaps’ and ‘actions needed’ in each pillar would not be reliable up and valid unless if researchers go back and refine the following: conceptual framework, the purpose of the diagnostic assessment, and tools of research (such as questionnaires, interview questions). In conclusion, the structure of the conceptual framework would help in shaping the whole document and make it more reliable. References Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage. Greene, J. C., Caracelli, V. J., and Graham, W. F. (1989).Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. Read More