How Public and Private Schools in Saudi Arabia Deal with Individual Differences of Students - Report Example

How Public and Private Schools in Saudi Arabia Deal with Individual Differences of Students Name Institution Date Introduction System of education in Saudi Arabia is categorized into three: general education, technical education and vocational training, and higher education. Male and female student study almost similar curriculum in all levels of education except for technical education and vocational training. In Saudi Arabia Males and females do not study in the same institutions, but are usually taught by teachers of either gender. Public schools in Saudi Arabia are state owned schools. They are usually funded by the state and meant for all citizens of Saudi Arabia who wants to seek education. Private schools are individually owned schools. Private and public schools in Saudi Arabia usually deals with students’ individual differences in several ways (Gaad, 2010). General education system in Saudi Arabia Administration of education system in Saudi Arabia is highly centralized. All policies of education are subjected to control of the government and supervised by the supreme council of education. Saudi Arabia education system has uniform Syllabi, curricula and textbooks. Education management is done through nine agencies, four of which are key agencies of the government. The four main authorities that are responsible for education in Saudi Arabia are ministry of education, for boys, general presidency for Girl’s education, ministry of higher education and general organization of vocational training and technical education. The system of education in Saudi Arabia has five divisions, which are kindergarten for kids whose ages ranges between six to seven years, elementary for kids from six to eleven years old, secondary level for children whose ages ranges between fifteen and eighteen years and university level. University level is usually for children between the age of nineteen and twenty four. This usually depends on subjects studied and forms of higher education. The elementary stage comprises of six grades. Children normally take six years to accomplish this stage, that is, first grade to sixth grade. The intermediate stage comprises of three grades. It usually takes students three years to finish this stage, that is, seventh grade to ninth grade. The secondary education, which usually takes three years to finish, comprises of three grades, which are 10th, 11th and 12th grades. The secondary level is the final phase of general education in Saudi Arabia (Phillips & Pound, 2003). Obstacles in the general education system Through out the history, education system in Saudi Arabia has been facing several obstacles. These obstacles have a direct effect on encouraging individual’s differences process among students. The education system in Saudi Arabia has several public and private schools. The system comprises of almost twenty thousand schools for both boys and girls. The huge number of students in Saudi Arabia thus illustrates how hard it is to accommodate individual differences. The increasing growth in students’ number in Saudi Arabia has imposed a great challenge in its education system (Chall, 2002). For the past few years the number of students in Saudi Arabia has been increasing tremendously. This is due to the fact that the kingdom’s population is rapidly increasing and majority of individuals are of school age. Several buildings in Saudi Arabia that are used by schools are usually rented. The buildings are not usually designed for school purpose. This usually affects the environment for learning and prevents the schools from arranging particular activities outside the classrooms. Students per class in public schools are always approximately thirty two and those in private schools are always about twenty. The large of number of students in every class can make it hard for teachers in understanding and dealing with requirements of students that relates individual differences. In Saudi Arabia, the school curriculum is usually developed and enforced by the ministry of education. The created curriculum is intensive in contents and is usually based more on giving information rather than entailing students in activities that look more practical. Teachers therefore normally find it hard to work effectively with students’ individual differences. The education system in Saudi Arabia can also fail to illustrate the significance of other resources. Lectures that teachers usually provide and textbooks that government had already approved are the only sources of information within the classroom. Students are not usually needed to search for other sources a part from these two, thus enhancing students’ different skills research based application are not usually considered. The rigid method of teaching that is usually forced on teachers minimizes the varying approaches a student may be exposed in when learning. The rigid method of teaching limits ability of teachers to respond and work on their students’ individual differences (Ramady, 2010). Reflections of individual differences on students Reflections of Individual differences on students can be illustrated several ways in Saudi Arabia. Academic qualifications of students with various personal attributes can be influenced significantly through learning from similar surroundings without taking into account or establishing different capabilities among students. For instance, students normally have various style of learning, thus resulting into low academic qualifications. This is always possible if the differences are not being considered by their teacher. Students’ individual difference may also have a heavy effect on development of skills of students. For instance, students’ social skills and their ability to think critically can affect the process of learning of students, thus the differences relating to them need to be rated and determined by teachers so as to effectively work on these individual differences (Parhizgar, 2002). How schools in Saudi Arabia deal with individual differences of students Schools in Saudi Arabia are trying very hard to deal with individual differences of students. They normally use several strategies to counteract the obstacles the education system is facing. Even if the Principles and teachers of schools in Saudi Arabia are being encountered by the obstacles discussed, they usually attempt to take into account and encourage their students’ individual differences through establishing many programs so as to attain various requirements of students. As a way of dealing with individual differences, the ministry of education is ensuring that its curriculum is revised regularly so as achieve the requirements of the students and individual differences (Berends, 2009). Students’ individual differences are usually not easy to classify and to standardize due to human character complexity. For instance, several students may have similar skills but at different level, thus every student can be considered as being different from each other despite of them having similar skills. This complexity in establishment and nature of individual differences has resulted into lack of developing standard plans or programs so as individual differences of student can be accommodated even in similar school. As away of dealing with students’ individual differences, schools in Saudi Arabia are setting up special programs so as to meet individual requirements of students. The schools are ensuring resources are available to them. In developing appropriate programs that suits various requirements, the skills and experiences of teachers need to be considered when dealing with students through identifying their individual differences. In simple terms, every school usually expects to take a step forward indentifying the requirements of students so as to enhance the process of learning and minimize the effect of individual differences (Yackley-Franken, 2007). The individual differences identified among students in Saudi Arabia in the public and private schools entail emotional and social skills, motivation, orientation and values. Other individual differences include sport skills, reading and verbal expression, reading habits and ability to plan and perform written and oral task, mental ability, ability to recognize and work out logical problems, ability to think critically, understanding of numerical concepts and language, working in groups or individually and ability to be innovative. Students in public and private schools in Saudi Arabia have different emotional and social skills. Some students are always emotional and know how to social well while others are not. Yackley-Franken (2007) argue that different students have different sporting skills in Saudi schools. Some students are well talented in certain kind of sports while others are not. There are other students who totally lack sporting skills. Students therefore can never be the same. They will always have individual differences. Schools in Saudi Arabia have therefore come up with several techniques and methods so as to contain individual differences among students. As a method of accommodating individual differences, schools are developing internal program for gifted students. This program is usually used to accommodate individual differences such as sporting skills. The program is developed in why that it promotes the talents of students in sports. The schools also as a way of dealing with individual differences such as ability to identify and solve logical problems, they conduct timely assessments during the year so as to develop homogenous classes plus enhancing yearly plan for students. This also enables students to meet their different requirements. The schools provide tutorial activities after school hours so as to assist students who are not doing well academically. As a way of encouraging group work, the class can be divided into groups, which can be according to students learning styles, and give the students the needed materials. Students can also be allowed to participate in different activities thus encouraging them even if their qualifications are low. Students can be given scientific materials that are based on independent activity. A progress plan can be developed so as to monitor students according to their success. Students are encouraged to involve in creative activities (Sadovnik& Cookson, 2005). Differences between public and private school in terms of dealing with individual differences of students Even though public and private schools follows similar curriculum as created by the ministry of education, they differ greatly in terms of dealing with students’ individual differences. Private schools are more flexible and able than public schools in terms of identifying and accommodating students’ individual differences. Private schools normally achieve this by providing special programs (Berlin, 2005). Different from the public schools environment, the surroundings of private schools in Saudi Arabia contribute greatly in minimizing the effect of individual differences on learning process. Students in private schools are always few in numbers in every class as compared to the number of students per class in public schools (Sunal & Mutua, 2008). This therefore makes it easy for teachers in private schools to deal and in relating with students. Private schools can thus explore individual differences so as to design program that develops the required skills. New private schools are being built so as to give an effective process of learning plus organizing many activities in order to meet various students’ requirements (Chall, 2004). Conclusion In Saudi Arabia, many obstacles such as curriculum and forced teaching methods can contribute in reducing the ability of schools in terms of dealing with students’ individual differences. The students’ individual differences have a great effect on development of students’ skills plus their achievements. The ministry of education in Saudi Arabia usually revises education curriculum periodically so as to attain requirements of students. Creation for Standard plans or programs to accommodate students’ individual differences even in similar school are lacking. Public and private schools differ greatly in terms of dealing with students’ individual differences. Private schools are more flexible and able than public schools. References Gaad E. (2010). Inclusive Education in the Middle East. New York: Taylor & Francis. Phillips G. & Pound T. (2003). The baccalaureate: a model for curriculum reform. London: Routledge. Ramady A. M. (2010). The Saudi Arabian Economy: Policies, Achievements, and Challenges. New York: Springer. Chall P.L. (2002). Sociological abstracts, Volume 50, Issue 3. New York: Sociological Abstracts. Parhizgar D. K. (2002). Multicultural behavior and global business environments. London: Routledge. Berends M. (2009). Handbook of research on school choice. New York: Taylor & Francis. Yackley-Franken N. (2007). Teens in Saudi Arabia. New York: Compass Point Books. Sadovnik R. A. & Cookson W.P. (2005). Exploring education: an introduction to the foundations of education. New York: Pearson/Allyn & Bacon. Berlin N. L. (2005). Contextualizing college ESL classroom praxis: a participatory approach to effective instruction. London: Routledge. Sunal S.C. & Mutua K. (2008). Undertaking educational challenges in the 21st century: research from the field. New York: IAP. Chall P.L. (2004). Sociological abstracts, Volume 52, Issue 2. New York: Sociological Abstracts, inc. Read More