Education in Developing Countries Case Study: Egypt Jean Piaget once said, “The principle goal of education is to create men who are capable of doing new things…men who are creative, inventive, discoverers.” Unfortunately, current educational systems adopted by most high schools in various countries of the world are failing miserably at achieving such goals…
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Moreover, our rapidly evolving information societies are showing yet another weakness in the educational system, which has in may ways failed to keep up with needed skills in such environments. All these defects and problems in High school systems urged me to present a profound study of the drawbacks of the current educational system, while focusing mostly on its failure to prepare students for life after high school in order to propose a sound educational system that would overcome such drawbacks in current education systems. The controversial question of what students need to prepare them for life in societies today, and how the school system should provide it, will hence be raised. Finally, the proposed model is an active attempt to redesign our high schools, so as to reflect the change in our society, and better prepare our students for the new realities of work or further education. One of the most serious defects in current education systems in high schools is the coverage of a relatively large amount of educational ground during the four years of high school. Students are taught subjects of various natures, mainly sciences, math, humanities, languages, and usually even arts. According to different stages at which the courses are taught, students usually master these subjects at very high levels, allowing them to gain relatively deep perspectives of the subject. Moreover, in almost all high schools, teachers adopt a purely theoretical approach to the subjects, whereby they aim at merely explaining text presented in books to the class. High school systems also commonly depend on tests and exams as the tool for assessment of student achievement in the different subjects. Hence, excellence has long been defined by the student’s ability to familiarize oneself with the information such that he/she would write it on paper during an exam; hence he who is not able to put clear thoughts on a paper is “labeled as a failure” (what is education). Parents send their children to high school to, as Piaget put it, “[become] creative, inventive, discoverers”; yet the problem here is that the current education systems of high schools work on stuffing information in students' minds without caring much on making them 'creative, inventive, [or] discoverers.' Another core problem in current high school syllabi is the embodiment of the concept of memorization instead of understanding. Taking Egypt as an example of an undeveloped country, High school tests is basically designed to assess the student's ability to memorize as much information as possible, no matter whether this students understands what he memorizes or not ("Public Examination System"). Education specialist Rober B. Kozna realizes that "currently in Egypt, the teaching, curriculum, and textbooks all emphasize the memorization of isolated facts and the application of principles disconnected from the real world" (Kozna). Even though traditional methods of comprehensive examination may reveal students’ familiarity with theoretical concepts, they are no longer sufficient indicators of preparedness. In fact, the strict nature of tests, which involve students providing a
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(“Education in developing countries Essay Example | Topics and Well Written Essays - 3000 words”, n.d.)
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(Education in Developing Countries Essay Example | Topics and Well Written Essays - 3000 Words)
“Education in Developing Countries Essay Example | Topics and Well Written Essays - 3000 Words”, n.d. https://studentshare.org/sociology/1393574-education.
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