Types of Systems and Factors of Education PDF

It covers: 1- Types of Systems: Open and Closed 2- Factors affecting the education system 3- Characteristics of the Education System 4- Basic Elements of Education 5- System Analysis Method  Open systems: These are systems that exchange relationships and influences with other surrounding syst...

It covers: 1- Types of Systems: Open and Closed 2- Factors affecting the education system 3- Characteristics of the Education System 4- Basic Elements of Education 5- System Analysis Method  Open systems: These are systems that exchange relationships and influences with other surrounding systems. It is the system that has a basic relationship with its surrounding environment, as it is in continuous interaction with it, being affected by it and influencing it at the same time. Open systems have several characteristics, including: a- Open systems exchange materials, information, and the energies that drive them and result from them with the surrounding environment b- A continuous flow of inputs to them and outputs from them c- A close relationship between inputs and outputs through feedback d- The system reorganizes its inputs in light of its outputs to develop itself and maintain its survival  d- The inputs within the system are transformed through a series of interactions and active processes into outputs. Summary: The open system is characterized by several characteristics: Flexibility - Survival - Interconnectedness and integration of parts - Balance Closed System Closeness is a relative issue, as there are no completely closed systems because the inputs of any system are originally from the environment. However, this type of system tries to purify those inputs from environmental influences, and therefore it ignores feedback because it is affected by the environment. Thus, closed system tends to isolate itself and avoid dealing with the data of the environment, its needs and aspirations, and ignores external considerations. This limits its flexibility.  Closed system considers its members as machines, and this is represented in some systems of a military nature, because they have specific goals that they cannot change until they meet the goals for which they were designed. The Concept of Education System 1- It is the framework that includes all the elements and components of the educational process. 2- It is a group of components that are linked together within a common environment between them, and each of them performs a specific function that complements the functions of the rest of the components of the system. Factors affecting the education system The education system, like any other system, has factors that affect it. In fact, goals and plans must be set according to these factors. Education system is affected by the following factors: Population factor: This factor is divided into two parts, the first is related to the different races in that country, and the second is related to the distribution of the population according to its age groups.  Cultural factor: Religion, language, customs, traditions and morals of any country have a role in the educational plans that are put within the educational system, and the cultural factor is considered one of the most important factors that affect the education of students.  The economic factor: This is clearly evident in advanced and rich countries. The stronger the country’s economy, the stronger the education system will be. The difference in services, buildings, and tools used in education from one country to another is evident depending on the economy of that country.  Geographical factor: The climate plays a role in determining the start dates of school and official holidays, and the nature of the environment of that country also plays a role in determining the study plan because there must be compatibility between the environmental nature and some study activities..  Political factor: The political factor is considered one of the factors that affect various state systems, and all the ideas and principles on which the political authority of the state is based fall under this factor; where students must be educated and familiarized with their country's policy so that they are able to engage in the political sphere of their country, and wars and political problems also play a role in influencing the educational system, as studies are postponed for periods until the war ends Characteristics of the Education System The most important characteristics of the education system can be identified as: 1- The education system is an independent entity with boundaries that distinguish it from the surrounding environment. 2- The education system affects and is affected by the environment in which it is located. It derives its components (inputs) from the environment surrounding it, and provides it with the workforce, trainers, and services (outputs).  3- The education system has interconnected, interactive, and integrated elements, all linked by functional relationships. 4- The education system is characterized by flexibility; because it is in constant dialogue and interaction with its environment. 5- The education system has a specific goal (transformational), meaning that it transforms its inputs through its functions and relationships from their raw state to another state, which is the outputs in which the goals are represented. For example: transforming students into graduates equipped with limited knowledge, skills, and abilities Basic Elements of Education 1- Inputs: refers to the human and material capabilities necessary for the system to operate, and inputs may be symbolic, human, or material. 2- Processes: refers to the mechanism by which inputs are transformed into outputs, and includes everything that happens within the system from management, organization, coordination, and decision-making, in addition to the various interactions between individuals with each other, and between the system and its internal and external environment.  3- Outputs: refers to the variables affected by the system, and they are the results (products) of the various processes that occur within the system and through which inputs are transformed into outputs. Outputs can also be considered as: the goal of the system's operation. 4- Feedback: refers to the comparison between the results obtained and the established standards, and it represents the control over the system through which differences and deviations between the achieved results and the previously established standards can be corrected.  System Analysis Method There are many definitions that define the concept of the systems approach, including: A method consisting of interconnected and mutually influential elements in the performance of functions and activities, the final result of which is the output that the system seeks to achieve (Ivancevich, 2005).  Studying subjects through an integrated system in which all relationships between each subject and other subjects are clear, which makes the student able to link what was previously studied with what he will study at each stage of the study through a plan with specific features to prepare him in a specific curriculum or a specific specialization (Nasr, 1424 AH). “A consciously coordinated approach, with clearly defined boundaries, that operates on a sustained basis, to achieve a specific goal” (Robbins ,2002).  Corrigan and Kaufman defined it as follows: “The systems approach is an analytical and systematic method of planning that enables us to progress from the goals set by the system’s mission to achieving those goals, through the disciplined and organized work of the parts that make up the whole system. These parts are integrated according to the functions they perform in the overall system that achieves the goals set for the mission.” This definition highlights the importance of defining goals, because defining them is considered the nucleus around which the system grows, and because the system exists primarily to achieve goals. In order for the system’s goals to be defined clearly and precisely, the needs and goals required by the environment must be clear and specific. Why do we use systems analysis? The systems approach is used because it is the best method available to us, and the most effective means at the present time to accurately determine educational requirements, as well as to reach the most effective plans to stimulate the desired learning outcomes accurately and in an organized manner, and it also enables us to separate between what we need to know and what we consider to be a luxury to know. The Origins (emergence) of the system method The term systemic thought or approach has become popular during the 19th century and has become a prominent feature in various fields and activities, from the culture system to the education system, and from the legislation system to the security system. Hence, the importance of the systemic approach emerges as a mechanism for preparing generations to deal consciously with the challenges of the present and the future (Zaki, 1423 AH).  The systems approach did not appear in its clear, specific form until the twentieth century at the hands of the scientist "Kohler" in 1942 AD when he studied physical phenomena and arrived at the Gestalt theory (the whole) and derived from it the characteristics of organic and inorganic systems. The scientist "Lotka" also explained this in his general foundations of systems theory, and then the scientist "Ludwig" came and laid down the rules of the general theory of systems in the field of biological studies, in which he emphasized that the living organism is an integrated whole or a specific system consisting of smaller systems or subsystems (Muhammad, 1410 AH), and then the concept of systems moved from biological studies to other behavioral and social fields.  Saleh (1413 AH) mentions that the systems approach began to be applied during World War II when the British Army used it under the name of operations research, and it quickly moved to America and was adopted by the Minister of Defense, Robert McNair, who applied it in military fields.  As for educational education, its use appeared in 1960 AD due to the increasing rate of change, the outlook for the future, its ability to assist in deep thinking and analysis, and comparison between alternatives when choosing appropriate methods and means when implementing various educational functions (Jaber and Abdul Razzaq, 1418 AH). Characteristics of Systems Analysis Method There are a number of characteristics that distinguish the system approach and make its use necessary when it is desired to develop a system. Among the most important of these characteristics, as mentioned by (Al-Samri, 1412, 81), are the following: 1) Interest in the overall (whole) view of events and situations. 2) The ability to analyse behaviour, function, event, situation, and the general structure of the system. 3) Linking theory and application. Objectives of applying the systems analysis method in the field of education 1- Limiting the inputs and trying to identify the impact of each one on the outputs 2- Identifying the relationship between certain inputs that determine certain desired outputs 3- Determining the desired objectives “outputs” and formulating them procedurally in the form of specific behaviour, actions and achievements, which are required to be achieved in the specified quantity and quality. 4- Constructing standardized tests to measure the outputs in light of the objectives and the extent to which these objectives are achieved.  How we conduct Systems Analysis Method? Steps of systems analysis method To achieve the objectives systems analysis method , the researcher in the education system - must take the following steps. However, there is no agreement among scholars on steps of conducting system analysis in organization. Some recommend three steps, some recommend four steps and some of them recommend six or more steps. 1- Describing the System: This means giving a description of the current state of the system at the time of the study. It is also description of system’s components and its performance 2- Analyzing the System: Identifying the obstacles that hinder the system’s performance and limit its ability to achieve its goals. It is also details about the problems, its in-depth and difficulties facing the system 3- Designing an alternative system: Developing alternatives and addressing weaknesses by choosing the best alternative and proposing the required modifications - Planning for solving the problem  1- Description of the system: Intermediate colleges are institutions established to prepare primary school teachers. Students are accepted who hold a high school diploma or its equivalent - and the study period is approximately two years - after which the graduate becomes qualified to teach at the primary stage. 2- System Analysis: After several years of the establishment of intermediate colleges, it became clear that their graduates were not suitable for work, due to the progress and development that had occurred in all components and activities of the education system in the Gulf States, which prompted the Ministries of Education to begin studying and evaluating the references and plans of these colleges.  3- Designing an alternative system: The Supreme Committee for Education Policy in the Gulf States issued a decision approving the proposal of those responsible for preparing teachers to transform intermediate colleges into colleges of education and teachers’ colleges. Accordingly, the admission policy was amended and the number of specializations taught in them was increased.