Public Schools of the State of Kuwait, Research Paper Example

The Developed Administrative Regulation in the Public Schools of the State of Kuwait 

Introduction

One of the primary goals of the Kuwait government is to improve the education system. Improving the education system is a goal shared with most governments and international agencies.  However, understanding the reasons behind Kuwait’s low-quality access of education is a complicated matter.  In order to improve the education system in Kuwait, immediate action must be taken.  School Based Management (SBM) programs are developed administrative regulation projects aimed to decentralize decision-making within 50 public schools.  SBM programs seek to increase school autonomy and implement more efficient assessments and evaluations. The decentralization process in the schools is likely to improve outcomes involving changes in decision-making power, organization, and learning from school constituents because it is “premised on the fact that local communities are closer to the schools and understand their problems and needs better and therefore are more effective in decision-making on education policy issues in schools” (Ayeni & Ibukun, 2013).

According to the United Nations Educational, Scientific, and Cultural Organization and the International Bureau of Education (2010/11), Kuwait’s educational system is administered by the Ministry of Education and the Ministry of Higher Education.  However, it is the responsibility of the Ministry of Education to ensure that Kuwaiti students are ready for higher learning.

The school system in Kuwait is in serious trouble.  The Ministry of Education is examining the problem and found that it is related to teachers being inadequately trained and having limited resources.  The purpose of this paper is to analyze how SBM programs will improve the quality and provision of education in public schools in Kuwait.

Literature Review

Over the past few decades, studies have shown that SBM programs have made great contributions towards significantly improving student performance (Sharpe, 1996; O’Neil, 1995; Gamage, 1996b, 2003; Badur, 2012; Badur, 2010).  Badur (2012) affirms that passing the responsibility to schools in making decisions and managing resources can contribute towards enhancing students’ performance and educational outcomes.  Concerning the outcomes of implementing SBM programs in schools, the clearest outcomes were that people enjoyed their work and were more dedicated to it (O’Neil, 1995).  This is especially true in cases where district officials delegate the decision-making authority to schools.  Furthermore, the implementation of SBM programs also resulted in schools establishing a more collaboration and cooperation between students, parents and staff.  Therefore, SBM programs encourage the community to participate more in schools in making the right decisions, which in turn grants empowerment for individuals affiliated with the local school, thereby resulting in improved school performance, enhanced teaching and learning, and better achievements (Sharpe, 1996; Gamage, 1996a, 1998a; Brown and Cooper, 2000).

The ways in which schools use their power to make decisions to improve student performance can determine the impact of SBM programs about improving student outcomes (Odden and Wohlstetter, 1995; Gamage, 2002a).  Multiple studies have recognized the various ways in which SBM programs can promote enhanced student and school performance(Odden & Wohlstetter, 1995; Badur, 2012).  The successful implementation of SBM programs allows a school’s stakeholders to have the power over the likes of the school curriculum, staff and the budget.  Stakeholders are able to use their new authority and power to implement changes that directly impact teaching and learning practices.  Badur (2012) further identified other conditions such as training and professional development opportunities to enhance teacher’s and other stakeholder’s problem-solving, management, and teaching skills.  Sufficient information is required in order to come up with informed decisions based on student performance, satisfying the community and parents, and school resources; as well as establishing creative communication among the community and parents.

Multiple studies support the idea that SBM programs have led to improved school and student performance.  Rodriguez and Slate (2005) concluded that SBM programs have been a highly important factor for schools and theirstakeholders since the early 1990s.  Schools have adequate flexibility, ownership, and autonomy of school functions; SBM programs can offer the required conditions for attaining numerous goals and maximizing schools’ effectiveness.  A case study by Shatkin and Gershberg (2007) based on numerous schools operating in the United States, discovered that enhancements in student and school performance occurred when the decision-making authority in schools were passed onto parents who were given the necessary training, and when school head teachers actively facilitate involving parents into this process (Badur, 2012).

Research has always recognized a positive connotation between student performance and community and parent involvement (Williams et al., 1997; Gamage, 1993, 1998, 2006, 1994; Brown and Cooper, 2000; Blank, 2004; Sheldon and Voorhis, 2004).  Gamage’s (1998) empirical study of schools that have successfully implemented SBM, reportedimproved teaching and learning environments, enhancements in student performance and achievements.  The 75 teachers that were interviewed reported that the outcomes were attained through a cohesive relationship among the students, parents, and teachers.  When all parties were committed to improving student performance, they reported that their learning experiences were more fun, interesting, and enjoyable.  Sheldon and Voorhis (2004) have confirmed that numerous researchers are reporting that parental and community involvement can help schools to improve the quality of education young learners receive.

Often when one thinks of school improvement, he/she thinks of improving standardized testing; however, school improvement is so much more than test scores.  Many factors play a dominant role in how change can be promoted.  Culture largely affects school-based management.  Many educators define school improvement as the enhancement of teaching practices and the overall culture of the student body. Certainly, school improvement includes many changes in management and teaching practices, but those changes must be customized to meet the needs of particular cultures and races. Changing the culture of the student body can prove more difficult, according to Durrant & Holden (2006).  Many students are just not concerned with doing well on standardized testing, or academics at all for that matter. For this reason, Durant & Holden (2006) believe that communicating high standards to students from the very first day of school is important.  When students understand that they may not learn the same as their classmates, they are encouraged to display their talents.  Students should never be forced to be robotic. By allowing them to be different, teachers help to plant tolerance in their students. For example, Griggs & Dunn said:

The concept of cognitive or learning styles of minority and other students is one easily over-simplified, misunderstood or misinterpreted. Unfortunately, it has been used to stereotype minority students or to label further them rather than to identify individual differences that are educationally meaningful (p. 148).

Many researchers have linked culture and learning style and convey that culture can affect a student’s learning style.

By recognizing these differences, educators are making a positive attitude in creating change. For example, a study conducted found that personal relationships are very important to students of this origin.  This is exemplary in the fact that many Mexican students seek to build a personal relationship with their teachers.  If that relationship is not established, these students are not comfortable and susceptive of their teachers.  Likewise, Native-American students tend to have very acute visual discrimination and use metaphors and reflective thinking patterns. As a result of these characteristics, Native-American students perform better when they are given quiet time to think and are provide with visual aids.  Because white male students value independence, accuracy, and critical thinking, they perform better when challenged by competition and objectivity.  Knowing that students from different cultures learn differently, teachers must make efforts to distinguish instruction and assessment.

Teachers, students, and stakeholders must remember that test scores are not the only way to measure the success of a school.  By implementing teacher leadership, schools are taking a more holistic approach to improving their schools.  When teachers have a direct role in the practices they are using, they are more likely to work more diligent to make the program a success.

Student learning is directly correlated with both the student’s and teacher’s culture.  The teacher must play a role in making decisions about teaching practices and the daily operations of the classroom.  It has been found that African-American teachers are more motivated and interested when they have autonomy of their classrooms.  The teacher’s role is directly dependent upon the role of the principal.  When administrators want to see the culture and environment of their schools improve, they willingly give over more authority to teachers.  When teachers are in control of their classrooms, they can directly link student success or failure to their teaching methods.  However, African-American teachers may have more difficulty than Caucasian teachers in centering their classrooms around competition and accuracy; the strategies that prove more successful for white students (Griggs & Dunn, 148).  Consequently, all teachers will have to strive to reach all learning styles in their classrooms.  When students score low, teachers feel they have failed too. Teachers are effective in building the culture of a school and exposing students to other cultures. Teachers who are passionate about their jobs inspire the student to do their very best.  According to Muijis & Harris, “Schools badly need the leadership of teachers if they are to improve” (2006).

Teacher collaboration is very important. When teachers collaborate, the students, teachers, and school benefit. Research has proven that when new teachers are paired with experienced teachers for support, they are less likely to quit at the end of their first year (Durrant & Holden, 2006).  Usually, teachers work in isolation, but in recent years more collaboration has been in progress. Although cooperative teaching began in the early 80s, it is just gaining popularity in the general education classroom. Many teachers are territorial, but remember that the students are more important. In today’s classroom, general education and special education teachers work side by side. According to Allington, “In developing and implementing cooperative teaching, school professionals experience great changes in the way they go about their daily work. To overcome the inescapable fears and stresses associated with change, the educators involved must feel that they are responsible for the change and that its success or failure lies directly with them” (Allington, 2002).  Teachers want to be included in the decision-making process.

Overview of Kuwaiti Education System

The Kuwait government became involved in providing formal education in 1936, after establishing Al-Mubarakiya and Al-Ahmadi schools. These schools were funded by the wealthy private citizens of Kuwait. However, after establishing Kuwait’s constitution in 1961, education became a fundamental right of a citizen and compulsory from elementary to high school level.  This step took the Kuwait political system to a new level of urban civilization (Kuwait Ministry of Education, 2012).  Since that time, the government established new schools from kindergarten age to high schools, totaling 797 schools in 2012/2013 (Kuwait Central Statistical Bureau, 2013).

Since 1991, the education system in Kuwait has plummeted.  There are multiple ways to find the weaknesses in the education process, but the real dilemma lies in the identification of the weakness point and how to solve it. Each step in educational decision-making must take many variables into account to successfully negotiate obstacles and avoid inexplicable situations. While recognizing the existing problem is the first step, it is necessary to determine the responsible party.  Is it the educators, policy-makers, parents, or the students?

The Ministry of Education in Kuwait declared that Kuwaiti fourth-grade students had the lowest level among the countries that participated in the International Studies” TIMSS” and “PIRLS” tests in 2011.  In addition, the results of the national study “MESA” feature to measure and evaluate the education system outputs in Kuwait were not encouraging.  Kuwait ranked 48 out of 50 for countries that participated in the TIMSS fifth study, and in the center 46 of the 49 countries participated in PIRLS tests in 2011.  These results raised the Ministry of Education’s concern and considerable feedback in Kuwait society, which claims to rebuild the education system (The National Review of Education, 2014).

The National Review of Education (2014) noted the ministry indicated that the schools do not provide training and professional development for teachers and adequate for the following reasons:

1. Limitations prescribed in the training budget, which is estimated more the one million dollars per year to train 123,124 employees in the Ministry of Education (teachers, administrators, and staff).
2. Rules and regulations, which restrict the training and selection of the quality of programs offered and choose trainer’s mechanism.
3. Lack of measurement standards and tools to determine the yield of training.
4. The lack of motivation and personal commitment of teachers to improve their knowledge of the subject and pedagogical skills, and perhaps the social and cultural habits such as preference for working in the morning motivated by the need to care for the family after the official working hours (The National Review of Education for All by the Year 2015 report, 2014).

Additionally, in 2010, Kuwait had received a report by a team of consultants associated with the ex-Prime Minister of Britain, Tony Blair, in order to highlight the valuable analysis and reform recommendations that may be used to overcome numerous of the shortcomings of the Kuwait Supreme Council for Planning and Development (SCPD). Blair’s report allocated a broad range of analysis and recommendations in the education field.  The Ministry of Education does perform educational research to use as a tool to assist in the development of educational policy.  While there is a great deal of research carried out by members in order to obtain higher qualifications, it is rare that such research is assigned or integrated into the developmental needs of the education system.  As a result, the development of education policy is rarely based on the knowledge generated locally.

Blair’s report criticizes many avenues of the Kuwaiti education system.  The Kuwaiti education system has the lowest number in the world of classroom contact hours. There is also a lack of adequate attention to children with special needs, and the pedagogical methods used are extremely outdated.  The quality and level of motivation among teachers is inconsistent and only occurs when pupils have a significant breakthrough.   Certain factors play key roles in the educational process include: the harmonization of students and teachers’ performance, efficiency of the curriculum, and the ability of teachers to give students an equitable manner signs.  A study commissioned by the British Council found that the quality of examinations and procedures for managing the tests and the development of standards vary from school to school. However, teachers enjoy when they as individuals or as schools, freely decide on when and how the subject of the examination is revealed.  The same report confirms that the Ministry of Education has a lack of reliable information on the levels and distribution of achievements in the education system.  In fact, the Ministry of Education requires a national system of periodic examinations to compare Kuwaiti schools and rate their individual performance, however, there is an absence of an element of competition between Kuwait schools (Alqabas newspaper, 2009; Behbehani, 2012).

Elmore (1979) comes up with a new framework for policy makers, known as Backwards Mapping. He assumes that the decision has to start from the low level of the hierarchy.  The Ministry of Education made serious steps towards correcting the education system by adopting a new project that begins in the bottom of the hierarchy which is the same idea that Elmore evoked more than 30 years ago.  The SBM system introduces new duties for the schools’ administrators by expanding their authorization and provides a job description for all levels.

Purpose

The purpose of this study was to examine the impact of SBM programs on a principal’s ability to make decisions regarding to achievement of providing the excellent environment for administrators, teachers, students, and parents.  The goal of SBM programs is to increase the effective educational environment that impact on students’ achievement.

Research Questions

1. How do SBM programs affect student achievement?
2. What do teachers and administrators believe is the impact of school-based management on student achievement?
3. Does the administrative head of the school, in collaboration with stakeholders, develop and maintain a shared vision that provides direction and focus for student learning, and create a climate and organization that supports excellence in teaching and learning?
4. Are committees, councils, and leadership teams utilized to make decisions at the school?
5. Does the administration value and utilize the teachers’ knowledge about curriculum and instruction?
6. What are the principals’ perceptions regarding central office administration support of school-based decision-making?

Methodology

The participants in this experiment will include the individuals and the schools who will participate in the SBM programs in Kuwait.  The participants’ contact information will be provided by Kuwait’s Ministry of Education.  The experiment will require both qualitative and quantitative data.  Interviews and anonymous surveys will comprise the qualitative data, while student test scores before and after the implementation of the SBM programs will comprise the quantitative data.

Students, parents, teachers, principals and administrators, and stakeholders will provide qualitative data in the form of interviews and anonymous surveys.  Interviews allow for open expression, while surveys are private and encourage complete honesty.  It is important that the interviews and anonymous surveys address certain criteria with the teachers, principals and administration and stakeholders.  According to Briggs & Wohlstetter (2003), SBM programs must meet the following eight criteria in order to be successful: have a shared active vision, meaningful decision-making authority, a proper distribution of power, multiple methods of communicating information, the development of knowledge and skills, rewards for progress, shared leadership, and the cultivation of resources.   Students and their parents will provide information on their overall experience with the SBM program. They will be asked if they saw an improvement in the performance of the teachers and of themselves.  Conversely, teachers will evaluate the performance of the students and themselves.  Teachers will also provide information on whether or not they feel that the administration and principals value and utilize their knowledge regarding curriculum and instruction.  Principals will report whether or not they feel that the central office administration support their school-based decision-making.  Principals will also report on their interpretation of the performance of both the students and the teachers.  Stakeholders will provide information about their involvement in the schools, such as in councils, committees, and leadership teams.  Teachers, principals and administrators, and stakeholders will be asked to provide information on how the resources from the Ministry of Education are allocated within the schools.  The answers of the Kuwaiti participants will be compared to the answers of participants in other countries where the SBM programs was successful.

Quantitative data will be collected by examining the test scores of the students.  Test scores of the students before the SBM programs were implemented will be used as a baseline to measure the progress of the students. A t-test will be used to differentiate between the two samples. The null hypothesis is that there will be no significant difference between the test scores of the students before and after the implementation of the SBM program.

In order to ensure the continued success of the Kuwaiti school systems, these qualitative and quantitative assessments must be continuously conducted. According to Aldaihani (2014), there must be a balance of the “needs of the local and global environments and expectations of students and all stakeholders with the real resources that exist within the school environment.  Aldaihani (2014) states that there must be constant innovation and creativity in order to improve the education system in Kuwait.

References

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