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5/5/2012 1 Presentation. By Omar Anbar Director of Education Copyrights are reserved for Directorate of Education / Jerusalem Suburbs 2009 Directorate of Education Jerusalem Suburbs

Main Topics:

5/5/2012 2 Main Topics Palestine Generally Jerusalem Nakba Fragmentation Education in Palestine Through MOE Universities & Colleges Statistics GAZA Massacres Song

Palestine in Pictures:

5/5/2012 3 Palestine in Pictures Generally Jerusalem

EDUCATION IN PALESTINE:

5/5/2012 4 EDUCATION IN PALESTINE Through MOE Universities & Colleges Statistics

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5/5/2012 5 Education through Ministry of Education

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5/5/2012 6 Education in Palestine Facts and Challenges

A Look at Palestinian Education:

5/5/2012 7 A Look at Palestinian Education The education sector seriously suffered from shortage of school buildings , qualified personnel and appropriate pre- and in-service teacher training in pre-PNA era. Upon the establishment of MoEHE,it had to deal with a number of of challenges : Building new schools. Training in-service teachers to provide them with the skills needed to serve our youth in the modern age of information and technology . Improve education quality and higher educational standards .

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5/5/2012 8 Starting the project of the first Palestinian Curriculum. The first five-year plan was designed to accommodate all Palestinian children, and provide them with teachers, classrooms, books and quality education. Building a strategy for developing the educational infrastructure for vocational and technical education, the human and material resources, the curricula, and the legislation necessary for achieving these objectives

MoEHE Organizational Strcucure:

5/5/2012 9 MoEHE Organizational Strcucure The Minister Deputy Minister Assistant Deputy Minister (4) General Department (22) Directorate of Education (22) Schools (2430): West Bank (1809) Gaza (621)

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Education Organizational strcucure:

5/5/2012 11 Education Organizational strcucure Education in Palestine consists of two main stages : pre- school learning (Kindergarten) - 2 years . school learning stage (from 1 st grade – 12 th grade) - 12 years . Basic education from 1 st grade – 10 th grade Secondary education from 11 th grade to 12 th grade.

Distribution of Schools in terms of Supervising Authority:

5/5/2012 12 Distribution of Schools in terms of Supervising Authority There are three main Supervising Authorities : 1 . Governmental school. 2. UNRWA schools. 3. Private schools .

Distribution of Schools in Jerusalem Suburbs According to the Supervising Authority:

5/5/2012 13 Distribution of Schools in Jerusalem Suburbs According to the Supervising Authority

Human Resources in the Education System :

5/5/2012 14 Human Resources in the Education System MoEHE gives a priority to teachers ’ in order to address them through taking the following steps : Building teachers ’ self- independence and self-confidence. Improving quality living standards in terms of salaries. Enhancing teachers ’ and employees ’ skills. Appointing the qualified teacher applicants in the right position .

Distribution of Teaching and Non-teaching Staff According to Supervising Authority and Gender:

5/5/2012 15 Distribution of Teaching and Non-teaching Staff According to Supervising Authority and Gender

Distribution of Teaching and Non-teaching Staff in Terms of Supervising Authority, Gender and Type of Work:

5/5/2012 16 Distribution of Teaching and Non-teaching Staff in Terms of Supervising Authority, Gender and Type of Work

Total Numbers of Teachers It is about (52,817) distributed amongst Palestinian schools. :

5/5/2012 17 Total Numbers of Teachers It is about (52,817) distributed amongst Palestinian schools. teachers Directorate 2469 Jenin 1291 South Nablus 3177 Nablus 1116 Salfit 2402 Tulkarm 1581 Qalqilya 4471 Ramallah 1727 Jerusalem Suburbs 2109 Jerusalem 2681 Bethlehem 533 Jericho 1986 North Hebron 2897 Hebron 3425 South Hebron 1711 Qabatya 921 Tubas 3500 North Gaza 3497 Khan Younis 2247 Rafah 2799 Middle Area Dir. 2889 East gaza 3495 West Gaza Jerusalem Suburbs

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Student Distribution in Terms of Location ,Gender:

5/5/2012 20 Student Distribution in Terms of Location ,Gender Total Number Gender 549198 male 548759 female 1097957 Total

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5/5/2012 21 Basic Stage No. of Periods for Each Subject Per week (1 st -10 th Grades) 10 TH 8 TH - 9 TH 7 TH 5 Th - 6 TH 1 ST - 4 TH GRADE SUBJECT 3 4 4 4 3 Religious Education 5 6 7 7 8 Arabic Language 5 5 4 4 3 English Language 5 5 5 5 5 Mathematics 5 4 4 4 4 General Science 3 2+1+1 2+1+1 2+1+1 1+2 Social Sciences, National & Civic Education 1 1 1 2 2 Art & Crafts 1 1 1 2 2 Physical Education 2 2 2 2 - Technology & Applied Science 2 - - - - Technical Culture 2 2 2 - - Elective Subject 34 34 34 34 30 Total

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5/5/2012 22 Secondary Stage No. of Periods for Each Subject Per week (11 th - 12 th Grades) HUMANITIES(LITERARY) SCIENTIFIC STREAM SUBJECT Periods Subjects Periods Subject 3 Islamic Education 3 Islamic Education General Subjects 5 Arabic Language 5 Arabic Language 5 English Language 5 English Language 1 Physical Education 1 Physical Education 3 History 3+1 Physics * Major Subjects 3 Geography 3+1 Chemistry * 2 Management & Economics 3+1 Biology * 3 Mathematics 6 Mathematics 2 Scientific Culture 2 Management & Economics Support Subjects 2 Information Technology 2 Information Technology 2 Contemporary issues 31 36 Total

Secondary Stage No. of Periods for Each Subject Per week (11th - 12th Grades (Continued):

5/5/2012 23 Secondary Stage No. of Periods for Each Subject Per week (11th - 12th Grades (Continued) * 3 in-class lessons; 1 lab lesson 12th grade\ Scientific Stream. Notes: In the 11th grade, the number of Religious Education periods (lessons) is the same in all streams as it is the case in the 12 th grade, be it scientific, literary (humanities), agricultural, industrial & commercial, that is, 3 periods per a week.

Teacher weekly Load :

5/5/2012 24 Teacher weekly Load A Lower Basic Stage teacher (1st -6 th Grade) has 27 periods a week A Higher Basic Stage teacher (7 th – 10 th Grade) has 25th periods a week A Secondary Stage teacher (11th -12 th Grade) has 22 periods a week

Headteacher Quota :

5/5/2012 25 Headteacher Quota 100% : Full head teacher 87% : teaches 3 periods a week 75% : teaches 6 periods a week 62% : teaches 9 periods a week

The First Palestinian Curriculum:

5/5/2012 26 The First Palestinian Curriculum The first Palestinian curriculum lays its general foundations on the general philosophy of the Palestinian people principles which center around their heritage, religion, values, traditions, aspirations, and the independence documents1988. The Palestinian Curricula draw on a) a set of educational policy principles and b) educational foundations as the following chart shows :

Palestinian Curricula Bases:

5/5/2012 27 Palestinian Curricula Bases The General Foundations of Palestinian Curricula Independence Document Mores & Tradition Heritage Islamic Religion Values Intellectual & Nationalistic Found . Social Foundation Cognitive Foundation Psychological Foundation Educational Policy

The Educational Foundations of the Palestinian Curricula:

5/5/2012 28 The Educational Foundations of the Palestinian Curricula Intellectual and nationalistic foundation Social foundation Knowledge-based( cognitive) foundation Psychological foundation

Intellectual and Nationalistic Foundations:

5/5/2012 29 Intellectual and Nationalistic Foundations These Foundations hinge on the following beliefs: Consolidating the belief in God and respect of man and universe. Consolidating our culture and respect of others within our culture. Palestine has a civilizational particularities as it is the home of civilizations interplay, intellectual openness and a cradle monotheistic religions. Palestine is a democratic, peace- loving country seeking international understanding and collaboration on the basis of equality, justice and human rights.

Intellectual and Nationalistic Foundations:

5/5/2012 30 Intellectual and Nationalistic Foundations Building a responsible citizen able to solve his\her society problems and the worlds as well Promoting human values and principles that respect human mind and encourage good manners. Participating actively in building and developing human civilization.

Social Foundations:

5/5/2012 31 Social Foundations These foundations are based on the following themes : Maintaining the religious , social and familial values. Keeping the rule of law intact as it is a means for achieving justice and equality among people. Social equity and equality and providing equal learning opportunities for all Palestinians ,including people with disabilities. Constant development of Palestinian curricula to fit the society and labour market demands. Active citizens involvement ion the educational process through shaping the educational policies in the educational ,economic and civic institutions.

Social Foundations:

5/5/2012 32 Social Foundations Participating in the social and political domain within the Palestinian legislative system. Linking education with development and strengthening the ties between education and students ’ technical and vocational training. Responding to the society economic needs through turning out well-trained workforce. National unity is based on social justice and solidarity. Combating unemployment and raising Palestinian families ’ living standards.

Cognitive Foundations:

5/5/2012 33 Cognitive Foundations These foundations seek to build a citizen able to : Master the use of Arabic language , using it in expressing him\herself and communicating with others. Be open to world ’ s culture through mastering at least another foreign language. Develop his\her cultural and technological repertoire and cultivate his creative thinking and aesthetic senses as well. Be committed to the right heath practices. Preserve the natural resource and environment of Palestine.

Cognitive Foundations:

5/5/2012 34 Cognitive Foundations Be able to assimilate the scientific facts, concepts, theories and use it in solving problems and explaining phenomena around him\her . Use critical thinking skills and other scientific methods of observation, research, discovery , induction, and problem solving Be self – reliant, able meet work demands, acquire necessary skills, use and develop technology and show interest applied sciences , math, and astronomy. Taste the aesthetic aspects of literature genre and art.

Psychological Foundations:

5/5/2012 35 Psychological Foundations These foundations consider the learners' attitudes and their developmental characteristics, promote self-reliance and seek learners who are: Proud of their identity, nationality, religion and their homeland. Proud of their Arabic language, and aware of national heritage. Promoting individual, collective initiatives and safeguarding others ’ rights and properties.

Psychological Foundationsm :

5/5/2012 36 Psychological Foundationsm Appreciative of the humanity of human beings, working for social progress, having positive attitudes toward others and committed to democratic principles. Able to be self-adaptive and acquire moral ,social behavior rules and apply them in his\her dealings with others. Committed to citizenship rights and their consequences. Working on having peace of mind and sustaining peace on the individual relations scale and on national ,global level.

Principles of Curricula Educational Policy :

5/5/2012 37 Principles of Curricula Educational Policy The correspondence between Curricula educational policy principles and the MoEHE policy can be outlined as follows: Drawing on the Arab islamic and human heritage. Developing a citizen ’ s character and fostering his\her ability to analyze , criticize ,initiate, create and converse positively. Prepare students for life where justice, equality, democracy are prevalent.

Principles of Curricula Educational Policy:

5/5/2012 38 Principles of Curricula Educational Policy Students are the center of the learning process. Empowering students to master their mother tongue and at least another language. Empowering students to build their personalities and help them in self-learning. Directing the curricula to promote individualized, individual ,pair and group learning.

Principles of Curricula Educational Policy:

5/5/2012 39 Principles of Curricula Educational Policy Equilibrating students ’ teaching in the subject matter so that students can have science, humanities, and technology. Giving students the opportunity to practice extracurricular activities, such as sport and art ones. Promulgating the idea of citizenship and civic sense in all curricula where rights are tantamount to duties. Using the educational methods of planning, execution and evaluation in the education system stages.

Principles of Curricula Educational Policy:

5/5/2012 40 Principles of Curricula Educational Policy Involving teachers, students, parents in making and applying the educational polices. Developing curricula which help democratize educational process. Utilizing educational research findings related to the advancement of curricula development. Involving special and inclusive education programmes in the educational institutions. Evaluating learners ’ attained knowledge and skills regularly.

The New Education Vision :

5/5/2012 41 The New Education Vision The MoEHE, in its five-year plan(2007-2011) defined a new vision for education aiming at preparing the young Palestinians to have the following characteristics: Proud of their religion, nationality, homeland and his\ her Arab Islamic culture. Contributing to the rising and advancement of his \ her community. Seeking knowledge and creativity. Interacting positively with the requirement and exigencies of the scientific and technological progress. Able to compete in the scientific and technological domains.

The Organization of the Strategy Document:

5/5/2012 42 The Organization of the Strategy Document To be proud of his/her Arab Islamic nationality , religion, culture, and Homeland. To participate in the development of his/her society . To seek knowledge and creativity. To interact positively with the requirements of scientific and technological development. To be compete in scientific and technological fields. Copes with scientific and technological development. Is student-centered and builds his/her integrated personality ,fostering creativity and tend to the students special abilities. Strengthens the teacher professional and social status. Strengthens the responsibility of the community towards education .( Universities, private and official institutions … . etc)

The New Education Vision Current Training :

5/5/2012 43 The New Education Vision Current Training The MoEHE has strived to train the ever-increasing number of Palestinian teachers in the past 10 years. Therefore, there have been two in-service training programmes: Obligatory training programme Pioneering projects N.B: The MoEHE does not consider a diploma in education or any higher degree in education as a prerequisite for a would-be teacher in the PNA schools, so it strenuously undertake the task of educationally qualifying teachers, who serve in our schools .

Obligatory Training Programme:

5/5/2012 44 Obligatory Training Programme Obligatory training programmes means that each and every teacher employed by the MoEHE has to attend take them. There have bean five obligatory training prigrammes: Orientation programme Content and methodology Assessment and evaluation Palestinian curricula Instructional aids

Pioneering Projects:

5/5/2012 45 Pioneering Projects These programmes are not mandatory; on the contrary, some of them are selected by teachers and designed in a such a way to meet their interests They are four major programmes, as follows: School as a unit of training ( SUT ) Information communication technology ( ICT ) Learn how to learn Life skills

The New Education Vision Prospective Training:

5/5/2012 46 The New Education Vision Prospective Training The MoEHE ’ s outlook for training teachers hinges on the cooperation with the Palestinian universities and the local communities. The aim behind this national strategies is to narrow the gap between the pre-service and the in-service teacher education. In accordance with this strategy, teachers will fall in the following four ranks: New teacher ( under one-year probation) Teacher First teacher Experienced teacher

The New Education Vision : Curriculum:

5/5/2012 47 The New Education Vision : Curriculum The first Palestinian curriculum views schooling as a three-stage body outlined below as follows: Grade 1-4 is considered as a preparation stage. Grade 5-10 is called empowerment stage. Grade 11-12 is thought of as an emanation (production) stage.

The New Education Vision : Curriculum:

5/5/2012 48 The New Education Vision : Curriculum The first Palestinian curriculum has been developed on the basis of new vision of education that retain key traditional disciplines, but add new aspect of education in the three aforementioned stage. This vision has to deal with the ever-present changes taking place locally and abroad in terms of democratization and information dissemination. This consideration has to do with the changes taking place in the Palestinian society and the world around us.

The New Education Vision : Curriculum Changes introduced to curricula in these stages:

5/5/2012 49 The New Education Vision : Curriculum Changes introduced to curricula in these stages Grade 1-4 Introducing English Language from the first grade Introducing Civic Education to prepare responsible citizens. Grade 5-10 Introducing Technology, Applied Sciences, Health and Environment as part of the new Palestinian curriculum. Bringing in 4 technical subjects in the 10 th grade. Civic Education is also part of this stage curriculum.

The New Education Vision : Curriculum Changes introduced to curriculum in these stages:

5/5/2012 50 The New Education Vision : Curriculum Changes introduced to curriculum in these stages Grade 11-12 Eliminating the traditional literary and scientific stream. Increasing the share of Science and Technology to account for today ’ s life needs. Giving more weight to Vocational and Technical Education in this new plan.

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5/5/2012 51 Education Universities & Colleges HIGHER EDUCATION

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5/5/2012 52 Higher Education Institutions It is divided into four institutions: Traditional Universities Open Education (Al-Quds Open University University Colleges Community Colleges

Traditional Universities:

5/5/2012 53 Traditional Universities Universities in West bank Hebron Univ. Palestine Polytechnic Univ. Bethlehem Univ. Birzeit Univ. Al-Quds Univ. An-Najah National Univ. Arab American Univ.

Traditional Universities:

5/5/2012 54 Traditional Universities Universities in the Gaza Strip Al-Azhar Univ. The Islamic Univ. Al-aqsa Univ.

Open education:

5/5/2012 55 Open education Al-Quds Open University

Univ. Colleges:

5/5/2012 56 Palestine Technical College/Khadoury Palestine Technical College/Al-Aroub Palestine Technical College/Ramallah Palestine Technical College/Dier El Balah College of Science & Technology/Khan Younis Ramallah Women Community Center Ramallah Men's Training Center Ibn Sina College Palestine College of Nursing College of Islamic Call-Qalqillia College of Islamic Call-Gaza Bethlehem Bible College Wajdi Institute of Tech. Univ. Colleges

Community Colleges:

5/5/2012 57 Al-Umma College Ibrahemiah Community coll Modern Communuty coll Al-Rawdah technical Comm Coll Al_Najah Comm Coll Hisham Hijjawai Coll of technology Applied Professions Coll – PPU Faculity of Intermediate Studies Commubnity of Applied Science & Technology Arab Comm coll Community Colleges Gaza Training Center Gaza Coll for tourism School Comm. Health Haja Andaleeb Al-Amad Nursing Coll Hebrow nursing Coll Society if Unash El-Usra Nursung coll Caritas Baby hospital Makasssed Islamic Charitable Talitha Kumi Comm Coll

Newly enrolled students:

5/5/2012 58 Newly enrolled students

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5/5/2012 61 e nrolled students

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Graduate students:

5/5/2012 65 Graduate students

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Closer look at Birzeit University:

5/5/2012 71 Closer look at Birzeit University

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5/5/2012 75 Education STATISTISCS

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5/5/2012 99 THANK YOU FOR PAYING ATTENTION