English and Saudi Arabian Models of Primary Education - Essay Example

To what extent do either the English or Saudi Arabian models of primary education offer a superior experience to children? Institution Introduction Primary Education is considered the foundation across all education systems. Teachers introduce children to basic skills such as language use, arithmetic and social skills. Primary education is also referred to as elementary education when referring to elementary schools. Primary education constitutes a stage in the education system that occurs in between secondary school education and education for early childhood (Rowe, Herrera, Hughes, & Cawley, 2012). There are certain models, theories and educational frameworks of primary education in both Saudi Arabia and England that are critical in learning by primary school children. The extent to which the models and theories of education build experience for children has elicited interests among the researchers. The systems of education in Saudi Arabia and England offer different levels of experience because educators in both countries adopt different models of educational transmission. The Concept of Superior Experience Experience constitutes the aspects of intellect and consciousness, which children acquire when they undergo learning processes. They constitute a combination of thought processes, emotion, will, perception and imagination (Rowe, Herrera, Hughes, & Cawley, 2012). The models used by teachers to transmit knowledge to primary school children largely determine the extent to which learners acquire desirable experiences in education. Superior experience refers to the ability of one education system having a higher potential to enhance children’s learning than the other system. Models of educating children are characterised by diverse features and are applicable in different contexts. Factors that lead to superior experience include the educations system of a country, the content of the curriculum, and learners’ autonomy; further details concerning these factors are discussed in the analysis part. Models that promote superior experience enhance development of children across all spectrum of life including economic, social, and political aspects (Bloxham & Boyd, 2012). Superior experience is achieved through educators and curriculum developers focusing on all dimensions of Bloom’s taxonomic units when developing and executing the curriculum. Bloom’s taxonomy consists of cognitive domain, affective domain and psychomotor domain. Additionally, superior experience results from having courses developed by educators who understand the reality of primary classrooms (Schneider, 2013). Experienced educators have the potential for reviewing and updating courses regularly to ensure activities, learning resources and key contents remain current. Education system in England Education in England can be traced back to the middle ages when proper education was being developed. The Middle Ages existed between the 5th and the 15th centuries. The period began when the Roman Empire collapsed and emerged into the Renaissance and the Age of Discovery. Schools in the Middle Ages were mostly connected to churches, hence children would be taught religious matters in addition to reading and writing. Concentration of teaching religion was meant to create a morally upright society. Churches had widespread influence on the immediate environment of children in schools. The churches used rote learning to transmit religious creeds to children (Bloxham & Boyd, 2012). The system of religious education focused on cognitive and affective domains of knowledge, particularly knowledge, comprehension, receiving and responding. This form of education provided inferior experience to primary children compared to modern models of learning. Education is mandatory for all children from the age of five to the age of seventeen (Rowe, Herrera, Hughes, & Cawley, 2012). This means that it is mandatory for children to begin attending primary school the age of five. The education system is divided into four stages that are grouped depending on age. Children of age three to four attend “early years”, primary education or elementary education is for children at the age of four to eleven while secondary education is for children aged eleven up to eighteen. Children or young adults from the age of eighteen are thus eligible to join tertiary institutions. The knowledge that the curriculum exposes children differs depending on their developmental stages. Curriculum developers in England apply the Brain-Based teaching theory in preparing materials for learning (Robin, 2012). This theory recognises that brain functions as an information processor, but the amount and nature of information it processes differs at different ages. Children at age three have the potential to exhibit observational learning, thus, the social learning theory is adopted as a guide in instituting proper models in the classroom for effective knowledge transfer (Rigg, 2010). Primary Education in England Primary Education in England starts at the age of five. Children can join or begin school in the term or during the year in which they attain the age of five. This, however, depends with the policy of their local education authority. Primary education is split into seven crucial stages. Children whose age lies between four and five are grouped into stage one, which is reception. The first year begins for children from five years of age to six years of age (Rowe, Herrera, Hughes, & Cawley, 2012). The second year is for children between six years and seven years old. The third year is for children between seven years and eight years old. The fourth year is for children between eight years and nine years old. The fifth year is for children between nine years and ten years old. The sixth and last stage of primary education is for children from age ten to age eleven. Curriculum developers in England apply Jean Piaget’s model of development in implementing effective learning. Children at the age of four have attained the pre-operational stage in Piaget’s stages of development (Robin, 2012). At this stage, children are ready for school since they can speak to ensure communication with their peers and teachers. They have also attained potential for symbolic plays and can manipulate symbols during the learning process. The curriculum releases children from primary after attaining the concrete operational skills. Concrete operational is characterised by appropriate use of logic and mature thought processes, which are critical for secondary level education (Robin, 2012). Children are required to sit for tests at stage two referred to as national curriculum tests. In primary education, students sit for a number of tests meant to assess their progress. This is meant to ensure that children get the necessary support they require in order for them to succeed in life. They are also offered a national curriculum evaluation that promotes equality since children learn similar things (Rowe, Herrera, Hughes, & Cawley, 2012). Teachers on the other hand have to be qualified and conversant with the national curriculum. This helps in ensuring that children receive proper education and effective education in order to promote a superior experience in children. The model of direct instruction is used by teachers to present objectives of learning and provide information to children through presentations in class. Children are then given some practices that are full of instructions to enable them work with help from teachers. Direct instruction also involves teachers giving students some autonomous work to do such as homework and assignments (Denis, 2009). At the end, the students are given some tests to do in order for them to be assessed on whether they have fully mastered the objectives of a lesson. The tests are critical in enhancing the applicability of Brain-based Learning theory as they evaluate the extent to which brain can receive, record, process and remember information after the learning experience. Naturalism is another model of primary education through which education is provided to students. The model emphasizes on learning that centres on a child and the school as a society. The vocational model equips children with the ability to apply classroom knowledge in practical contexts. Practical applications constitute economically, socially and practically. Encyclopaedism is fourth model of primary education in England. Education, in this model, is viewed as a source of knowledge that provides a foundation from which people drink (Rigg, 2010). The model provides children with a rationalist approach to education that puts its basis in the efficacy of education. The models of learning helps pupils to gain a superior experience by developing them rationally, thus, enabling them to grow to their full potential. Primary education in England influences social mentality on children, which enables them to have a superior experience in their social life. The fact that they are taught on how to have practical approaches to issues helps them to further gain a superior experience. Primary education in England however, has its shortcomings which serve as its weaknesses. One shortcoming is how schools fail to cater for needs of children. This can be attributed to constrained resources, reduced expectations on teachers, and limited curriculum (Dennis, 2009). Primary education in England also has a positive niche that serves as its strengths and plays a role in enabling students to acquire a superior experience. Primary education in England offers a curriculum that ensures children gain knowledge that can empower them (Rowe, Herrera, Hughes, & Cawley, 2012). Policies within primary education in England also provide an enabling environment in schools where children can learn from and develop positively throughout their childhood. Schools are considered as communities. It is this view of school environment that children are able to gain a superior experience that helps them blend effectively in the real world. Positive development in children ensures a superior experience in children (Rigg, 2010). They grow up to be responsible and knowledgeable adults who can play a positive role in the society. Responsible children with positive minds are the greatest, superior experiences that children gain from primary education in England. Superior experience takes place when children gain education to their advantage and to the benefit of the society and that is what primary education in England offers. Primary education in England suffers major challenges caused by autonomy among students and teachers. England is an economically stable country whose culture encourages autonomy and individual rights. Classroom management has become impossible since all children have different interests and cite their rights to be heard. There are rising cases of ineffective teachers who cannot be dismissed. Lenient government policies are also encouraging teaching of “soft” subjects that do not transmit high standard skills to children. Education in Saudi Arabia The history of education in Saudi Arabia can be traced back to 1932 when the country became an independent nation. Education was only for a select few in schools that practiced Islam during this period (Al-Malik, Holt & Bedi, 2012). This, however, has undergone transformation since education is now open to all citizens. Education in Saudi Arabia is grouped into five main stages, which are pre-primary, primary, intermediate, and secondary and higher education. The supreme committee for educational policy, which was established in the year 1963, manages education in Saudi Arabia (Omari & Woodcock, 2012). The ministry of education is primarily in charge of running education affairs together with the ministry of higher education. Primary Education in Saudi Arabia Primary education in Saudi Arabia starts at the age of six and lasts for a period of six years. Children at the age of six years get into the first level or grade of education at the primary level. National primary schools do not offer boarding facilities. Children must obtain a certificate in elementary education at the end of their sixth level or grade for them to successfully complete primary level education. Education at the primary level is free for everyone and open to all people. Enrolment in school for boys is at a percentage of ninety-nine while for girls it is at a percentage of ninety-six (Alfred, 2000). Children at the age of six have attained the pre-operational stage in Piaget’s stages of development. Children’s thought processes are believed to be developing although they are far from the logical stage. The vocabulary of children is expanded, which guarantees proper communication between children and teachers, and among children. The egocentricity, symbolism, animism and moral realism prevalent at this stage imply that children have the potential for considering things from their own points of view (Omari & Woodcock, 2012). The models of teaching primary school children aim at ensuring effective instruction and knowledge transfer. The most commonly used model is the integrated model of instruction. One way of using the integrated model constitutes the introduction of a curriculum that enhances devotion and pride of the country (Soares, Jacobs, Omari & Woodcock, 2012). This model creates an awareness of issues in the nation to ensure that students take issues of the country in their heart. Use of religion in the curriculum is another model used in primary education in Saudi Arabia. Religion is used to ensure that children have a morally ethical background since Saudi Arabia is an Islamic state. Teaching of home economics in the curriculum for girls and physical education for boys is meant to institute proper experience in division of labour and specialisation. Home economics is offered to girls alone while physical education is for the boys (Alfred, 2000). These models offer a superior experience to children that enable them to face life with positivity and preparedness. The above models are embedded in the school curriculum. Students are able to remain patriotic to the country and build the nation economically since they are empowered to do so. Children acquire superior experience since they are able to align their visions and interests with interests of the country. Islamic education as a model enhances morality and uprightness in line with the main religion in their country. Teachers who teach home economics and physical education also offer children a superior experience as they teach students how the society and religion plays an impact in their lives. Girls learn to play their role as women and wives at home while boys are taught how to be men (Soares, Jacobs, Omari & Woodcock, 2012). Primary education in Saudi Arabia has its own strengths and weaknesses. Its main strength is that it is able to the meet religious needs of society that are crucial in mirroring cultural beliefs and values of Islam (Omari & Woodcock, 2012). Its main weakness is that it does not provide education that is aimed at empowering children with skills that sharpen their innovation and entrepreneurship abilities. Education in Saudi Arabia is fundamentally dominated by religious studies, which occupies room for children to learn skills and experiences that would prepare them for handling practical issues in the future. Teaching religious studies is the main cause of radicalism that characterise most of the Islamic youth and children. The models of education in Saudi Arabia have been consistently criticised for failure to equip learners with the necessary superior experience. Saudi Arabia needs educated young citizens equipped with marketing skills, and potential for innovation and entrepreneurship, which the education models have failed to satisfy (Omari & Woodcock, 2012). The models of Saudi Arabia’s primary education have failed to meet the Bloom’s taxonomic units of cognitive, affective and psychomotor skills. The models lack aspects of synthesis, evaluation, valuing, organising and all psychomotor skills since the Wahhabi-controlled curriculum focuses on medieval system whose main goal constitutes maintaining absolute monarchy. Robin (2002) has criticised Islamic models of primary education because they present a war to other faiths and cultures in addition to encouraging Islamic terrorism. Differences between primary education in England and Saudi Arabia The education systems in England and Saudi Arabia exhibit some content and contextual differences. England has better education models compared to Saudi Arabia. Children in England also have a superior experience compared to children in Saudi Arabia. In England, children undergoing primary education are taught how to be critical and creative in the future (Omari & Woodcock, 2012). Children in England are exposed to knowledge that enhances their potential in tackling political, social and economic issues in a practical way compared to children in Saudi Arabia, whose education is dominated by religion. Boys attend different schools from those that girls attend (Alfred, 2000). This limits the applicability of Albert Bandura’s theory of Social Learning. Boys and girls should learn together for effective socialisation and development of desirable social skills. Primary school children in England learn together in same classrooms. This implies children in England acquire a superior experience through socialisation caused by widespread interactions. This is because they are able to understand each other and learn effectively and competitively. Effective primary education in Saudi Arabia is inhibited by religion unlike in England where religion is just a portion of their studies (Denis, 2009). Primary education in Saudi Arabia does not influence children with skills to empower their children to meet the economic needs of the country, primary education in England equips children with relevant skills for development on all aspects of life. Primary education in Saudi Arabia is not mandatory whereas primary education in England is mandatory (Al-Malik, Holt & Bedi, 2012). This shows the difference in attitude towards primary education in both countries. Schools in England provide a better environment for learning compared to schools in Saudi Arabia. This in return ensures that children in England have a superior experience, as they are able to develop their knowledge potential in an enabling environment. Conclusion Primary education is vital in a child’s growth. Children at this level of education gain basic skills and knowledge that empowers them or that lays a foundation for them in their pursuit for knowledge in other levels of education. Primary education offers children with a superior experience. Teaching, models of education and the environment of learning are some of the ways through which children gain a superior experience. The differences between primary education England and Saudi Arabia are caused by religion and economic needs of the countries; Saudi Arabia emphasises on religion while England concentrates on economic and engineering development. References Alfred, T. 2000. A Study of the educational system in Saudi Arabia. Westport, Conn: Oryx Press. Al-Malik, M. I., Holt, R. D., & Bedi, R. 2012. Erosion, caries and rampant caries in preschool children in Jeddah, Saudi Arabia. Community Dentistry and Oral Epidemiology, 30 (1), pp.16-23. Bloxham, S., & Boyd, P. 2012. Accountability in grading student work: Securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38(4), pp. 615-634. Denis, H. 2009. Encyclopedia of Primary Education. Berkshire: Open University Press. Omari, S, & Woodcock, A. 2012, Post occupancy evaluation of primary schools in Saudi Arabia, Work, 41, pp. 881-887 Rigg, J. 2010. Primary Education in England. Massachusetts: McGraw-Hill. Robin, A. 2012. Policy and Practice in Primary Education. New York: Pantheon. Rowe, J., Herrera, M., Hughes, B., & Cawley, M. (2012). Capacity building for primary languages through initial teacher education: could specialist and non-specialist student teachers’ complementary skills provide a winning combination? Language Learning Journal, 40(2), pp. 143-156. Schneider, C. 2013. Researching transnationalisation and higher education in the context of social mechanisms. Journal of Contemporary European Studies, 21(4), 1-23 Soares, M. M., Jacobs, K., Omari, S., & Woodcock, A. 2012. Post occupancy evaluation of primary schools in Saudi Arabia. Work, 4 (1), pp. 881-887. Read More