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قديم 10-Mar-2013, 06:03 AM
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Ff11ff (22) Approaches to teaching and learning in Saudi Arabia and New Zealand by Eng Bandar





السلام عليكم .. هذا اول بحث تم في الجامعه وفيه بعض الاخطاء ولاكن كان مقبول ..
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Bandar Alzabi
5th of June 2012
Approaches to teaching and learning in Saudi Arabia and New Zealand.
The main purpose of every country is to provide a younger generation with good education. In many countries education is one of the basic and inalienable constitutional laws. The education system is a peculiar hierarchical structure of educational establishments which allows a person to get knowledge and improve skills in the course of training. Despite the fact that education system is individual for each country, all the states tend to improve it, leaving standards and norms of the past, and providing the students with greater opportunity both in terms of information introduced and funds to pay for their education.
In this work I would like to compare two different approaches to teaching and learning in New Zealand (NZ) and the Kingdom of Saudi Arabia (KSA). To start with, New Zealand’s approach in training schemes is based on that system of education which was introduced by the colonial authorities of the United Kingdom. Nowadays the system of education in NZ is similar to the one which was implemented dozens of years ago. Pre-school education in NZ covers the period of child’s life up to six-year age. Preschool institutions are private and do not belong to the state. “Playcentres” are places where supervision and control of children is carried out by the incorporated group of parents. Parents of the involved children should make the contribution to work of the center. Work in all the centers is coordinated on the local and national level.[فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]Education and Care Services can not only provide the lessons which are limited in time, but also to accept children for the whole day or a part of day. In NZ there are a number of the ethnic centers for children of immigrants. Homebased services, the network of families covered by supervision of one coordinator. Correspondence School, is used by parents of children who are living separately or in the remote areas that does not allow them to be personally involved with the children in system of preschool development of New Zealand. Te Kohanga Reo – the network of preschool education for the Maori, which was established in order to support language and cultural traditions of these people, contributing to the educational approach taken (minedu, N.D).
New Zealand introduced the National Certificate of Educational Achievement (NCEA) qualification which allows a student to choose more parts of curriculum areas for higher marks. In the Bell curve process there had to be a number of students who had to fail. Today’s approach actually caters more to the needs of the student and their learning style in order to promote educational achievements (playcentre. N.D).
School education corresponds to the international standards and is established on basis of the British school system. The school is obligatory for children from 5-6 to 16 years. At the end of the 11th class school students pass examinations and receive the Certificate on school education of the National Certificate of Educational Achievement Level 1 which is equated to the British GCSE and the Canadian Grade 10. Then school students who plan to enter the universities go to study in 12 and the 13th classes and as a result receive the certificate of full school education of NCEA Level 3 that is equated to the British diploma of A-level. Those school students, who plan to receive vocational training, arrive in polytechnic or technological schools where they study 2 years for obtaining the National diploma which is the document on secondary school education. Almost all schools educate in English, some specialized schools in language of Maori. But language of Maori is an obligatory subject for studying at elementary schools. The higher education includes a post-secondary vocational training (mohe, 2010).
In contrast, the Kingdom of Saudi Arabia (KSA) offers students a free education in KSA and internship to study abroad (SACM, 2010). In KSA boys and girls are not allowed to attend the same school (Mohe, 2010). “After the first year of high school, boys can choose between scientific studies or literary studies. There are also vocational schools that train in agriculture, technical and business studies. More advance studies take place at the universities”. Students in KSA start school at age of seven; there are three levels of school in Saudi Arabia which are primary, with six years of study, intermediate with three years, and high school or secondary, with three years. When students finish these levels they could leave school and find a work. However, students prefer to continue studies in KSA or abroad (mohe, 2010).
In addition, NZ and KSA provide students with different scholarships. Scholarships in KSA are given by the Ministry of higher education (MOHE). In contrast to New Zealand’s students, Saudi Arabia students can choose their subjects of study (Mohe, 2011). Moreover, Saudi government pay for ticket, give salary, insurances, and pay fees of foreign schools and Universities abroad (Mohe, 2011)[فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]. There are more than 120 thousands of Saudi students all over the world (Mohe, 2011). However, New Zealand provides scholarships for the students who study the subjects, which are identified by the scholarship programs (teachnz, N.D)
Education is an integral part of life of every human being. Fortunately, today it is paid a lot of attention to by the governments of majority for the countries. They initiate numerous programs, scholarships, and trainings which promote education of younger generations, contributing to the future of the states.

References


Fitzgerald, G. (1993). Culture clash in the classroom. ATESOL (A.C.T.). 1 , p1-3,
*TPM


Ho, E., Holmes, P., & Cooper, J. (2004). Review and evaluation of international literature on managing cultural diversity in the classroom. Hamilton, New Zealand: Waikato University, 18-26. Retrieved July 9, 2010, from [فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل] (Adapted)


New Zealand - The Educational System—overview.(n.d.) Retrieved from
[فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


Early childhood.(n.d.). Retrieved from [فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


King Abdullah Scholarships Program.( 2010, August 4). Retrieved from [فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


Saudi Arabia - Kingdom of Humanity.(2010, August 4). Retrieved from
[فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


Background Educational System in Saudi Arabia.(n.d.). Retrieved from [فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


TeachNZ Scholarships 2012.(n.d.). Retrieved from
[فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


Our education system.(n.d.). Retrieved from [فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]


About play centre.(.n.d.). retrieved from [فقط الأعضاء المسجلين والمفعلين يمكنهم رؤية الوصلات . إضغط هنا للتسجيل]



Approaches to teaching and learning in Saudi Arabia New Zealand by Eng Bandar approaches arabia bandar learning saudi teaching




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