Assessment Philosophy in Grades 11 and 12

Systems

• Systems have multiple meanings. A system can be a group of interacting, interrelated, or interdependent elements forming a complex whole. It can also be an organized set of interrelated ideas or principles, or an organization of functionally interactive units for achieving a common goal.
• A system is a large entity with interconnected parts. Individual elements and parts work together as a unit.
• Examples of systems include the human body, schools, universities, and hospitals.

Features/Characteristics of Systems

• Systems have boundaries that differentiate them from other systems.
• Systems are influenced by, and in turn influence, their surrounding environments.
• Relationships within systems are not random but are instead causal, functional, cooperative, and integrative.
• Studying one part of a system in isolation is difficult because of the interconnectedness of the parts.

Features/Characteristics of Systems (Continued)

• Elements within a system are differentiated by their functions.
• For example, a school administration system is a system with elements such as the principal, teachers, support staff, etc., each with distinct roles.
• Any system, regardless of its size, performs one or more tasks to achieve its defined goals.

Education Systems

• Education systems are sets of ways, means, and procedures for organizing educational components to achieve educational goals within an organization or country.
• Educational systems also comprise the processes of how education components and procedures are related.
• Educational systems involve interactions between educational activities, structures, personnel, clients, and resources to achieve their objectives.
• Educational activities are controlled by the available human, material, and financial resources.
• An education system refers to the economic and social factors at community, state, and federal levels that comprise public schools, like funding, facilities, staffing, etc.
• Education systems involve coordinating individuals (teachers, administrators, and students), infrastructure (including facilities and transportation), and functioning institutions and processes.

Education Systems (Continued)

• Systems can be composed of at least one teacher and one student.
• Systems' structure should be intentional, where teachers guide students' learning.
• Education systems encompass all institutions involved in educating students from K-12 to higher education.

The Systems Perspective

• This perspective views aspects of an organization as interrelated systems.
• Viewing problems through this lens considers how adjusting one part of the system can automatically impact other parts.
• It is not an approach to administration per se but a conceptual framework for understanding interconnectedness and interdependence within an organization.

Examples of Educational Systems

•  A school is a system
• A department of education is a system
• A classroom is a system
• A lesson plan is a system
• A counseling unit is a system
• A teacher-parent association is a system
• A debate club is a system.
• A department of English is a system

Educational Administration

• Educational administration is the process of using human and material resources effectively to achieve educational system goals.
• It involves educational planning and organization to meet educational goals effectively.

Objectives of Educational Administration

• Key objectives are represented in the functions of planning, organizing, staffing, leading, and controlling.

Basic Skills for School Administrator

• Basic skills consist of conceptual, human relations, and technical skills.

Conceptual Skills

• Understanding the interconnectedness of different educational parts is a conceptual skill.
• Decision-making, planning, and organizing are activities that require conceptual skills.

Human Relations Skills

• Understanding people and working effectively with them are critical skills. Working in teams, resolving conflicts, and interacting with parents are examples of skills requiring good human relations.

Technical Skills

• Performing operational mechanics, using computer programs, designing materials, and training people in utilizing given methods require technical skills.

Types of Systems

• Open systems: These systems exchange materials, information, energies, and influences with other surrounding systems in continuous interaction. They have inputs, transformations, outputs, and feedback.
• Closed systems: These systems try to remain self-contained, minimizing exchange with the outside environment. They tend to isolate themselves and avoid dealing with external data, limiting their adaptability.

The Concept of Education System

• The education system is a framework for educational elements and components.
• Components within a system are interlinked within a common environment. Each performs a function that complements other components.

Factors Affecting the Education System

• Factors that affect education systems include:
• Population (including race and demographics)
• Culture (including religion, customs, and traditions)
• Economy (including resources and services)
• Geography (including climate, land, and location)
• Politics (including policy, wars, and governance)

Characteristics of the Education System

• An education system is an independent entity with distinct boundaries separate from its surrounding environment.
• Education systems are affected by, and affect, the surrounding environment.
• The interconnectedness of elements within these systems is apparent through the relationships between its component parts (via inputs, transformations, outputs, and feedback).
• Education systems are flexible because of their continual interaction with environments.
• Transformational goal, transforming inputs to outputs.
• Examples include knowledge, skills, and abilities.

Basic Elements of Education

• Inputs: Human and material resources necessary for system operation. May be symbolic, human, or material.
• Processes: The mechanisms by which inputs are transformed into outputs. Includes management, organization, coordination, and decision-making.
• Outputs: Results (products) of the processes impacting variables affected by the system. Educational outcomes.
• Feedback: Comparison of results with established standards. Used to correct deviations in educational outputs.

Features of the Educational System in the Arab Gulf States

• Education for all
• Steady quantitative growth in education
• Similarity of educational structures (e.g., 12 years)
• Centralized administration
• Separation of boys' and girls' education for most cycles
• High rate of female teachers and administrators
• Low student-teacher ratio
• High cost of students

Types of Education in the Gulf States

• General education
• Basic education
• Religious education
• Private education
• Technical education

Components of the Educational System

• Students
• Teachers
• Educational curricula
• Human resources
• Educational administration
• Educational aids

Educational Policy

• A set of rules and regulations that govern work procedures and decisions.
• It forms the foundations of an educational system, defining goals and objectives.
•  The educational work process usually has five main stages: drawing up policy, setting specific goals, translating those goals into tasks, implementing the work, and translating these means into actual work.
• Various groups influence educational policy:
  • Authorities responsible for providing education (e.g., Ministry of Education)
  • Consumers of education (e.g., parents, employers)
  • Interest groups (e.g., political/religious groups)

Objectives of the Education System in the Arab Gulf Countries

• General Objectives: - Islamic objectives (based on Islamic teachings)
  • Cognitive objectives (focus on vast universe, God's ability, useful cognitive ideas, developing appropriate skills)
• Special Objectives (specific goals of each educational stage)

Stages of Education in the Arab Gulf Countries

• Pre-school
• Basic education
• Post-basic education
• Higher education/university

Pre-school Education

• Nurseries, Kindergarten, and preparatory school are important (particularly given increasing urbanization and women's participation in the workforce).
• These stages have a significant impact on a child's personality development.

Kindergarten Curriculum

• Education through play, activity, work, stories and songs is essential
• Includes periods of free and directed activity with teacher oversight
• Provides an introduction to organized education and prepares children for primary school.
• Aims at developing the child's physical, psychological, and social aspects, and getting them ready for school life.

Kindergarten Objectives

• Preserving the child's nature and nurturing moral, mental, and physical growth
• Promoting Islamic etiquette and values
• Familiarizing the child with school life
• Developing correct methods of expression, foundational knowledge, and motor skills
• Building social skills and attitudes through interaction with peers
• Introducing basic language skills and attitudes toward education

Kindergarten Problems

• Quantity and distribution (adequate access & availability)
• Economic factors (affordability of kindergarten for all)
• Cooperation between family & kindergarten (parental support & commitment)
• Multiple supervisory bodies (potential administrative challenges)

Basic Education

• Basic education is defined as a unified education system for citizens.
• It is based on providing the minimum basic educational needs for individuals
•  It aims to provide knowledge and skills necessary for further education or training.
• The need for a unified system to prevent educational waste and loss.

Basic Principles of Basic Education

• It covers all members of society, regardless of gender
• It's integrated, encompassing both theoretical and applied knowledge
•  It is flexible, adjusting based on the specific environments
•  It aims to equip individuals to contribute effectively to society

Basic Education in Sultanate of Oman (Specifics)

• Divided into two cycles (Grades 1–4 and 5–10).
• The first cycle uses shared classes; the second utilizes separate schools in accordance with gender.

Post-basic Education

•  Focuses on grades 11 and 12
• Provides diverse academic tracks to prepare students for future careers.
• Students must choose subjects for both grades to obtain crucial skills and competencies for careers
• Includes a research-project component

University Education

•  Typically involves a minimum of four years, with specialization requirements.

Education Alternatives (Oman)

• Government schools (overseen by the Ministry of Education, basic and post-basic)
• Private schools (monolingual, bilingual, international) with Ministry oversight
• Continuing education (literacy programs)
• Adult education (based on levels of basic education)

Evaluation System (Grades 11 & 12)

• Is based on the philosophy of continuous assessment
• Reports are generated for each student.
• Student performance is graded with clear categories for better understanding.
• Records are maintained for each student to evaluate progress

Teacher Preparation in Basic Education

• Preparation programs aim to provide teachers with the needed knowledge, information, and practical experience.
• Training during service (in-service) is important and complementary.

The Sultanate of Oman as a Model

• The Sultanate of Oman is viewed as a potential model for educational approaches and policies.

Ministry of Education, Oman (Supervisory Authorities)

• Oversees all educational stages (Grades 1–12).
• Involved in the planning, designing, and implementation of educational policies.
• Grants increasing supervisory and financial powers to subordinate directorates.

Other Ministries with Supervisory Roles

• Ministry of Labor supervises post-secondary technical and vocational training
• Ministry of Higher Education, Scientific Research, and Innovation oversees university-level education