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Some suggestions for the reorganization of Iraqi secondary education

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Some suggestions for the reorganization of Iraqi secondary education

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Content SOME SUGGESTIONS FOR THE REORGANIZATION
I ,
OF IRAQI SECONDARY EDUCATION
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Hassan Al-Kufaishi
June 1961
U M I N u m b e r: E P50250
All rights reserved
INFORMATION TO ALL USERS
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a note will indicate the deletion.
Oissartâton PVW W mng
UMI EP50250
Published by ProQuest LLG (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLG.
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unauthorized copying under Title 17, United States Gode
ProQuest LLG.
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Êd ù f l KfS
T^is project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the faculty
of the School of Education in partial fulfillm ent
of the requirements fo r the degree of M aster of
Science in Education.
yJJ, Date.
y A Adviser
Dean
TABLE OF CONTENTS
Page
LIST OF TABLES . ............ . . . . . . * . . . ill
LIST OF ILLUSTRATIONS• iv
Chapter
!• THE PROBLEM AND DEFINITIONS OF TERMS USED. . 1
The Problem
Definitions of Terms Used
II. REVIEN OF THE LITERATURE . . . . . . . . ?
Literature of the Secondary
Education in Iraq
Literature of the Secondary
Elue at ion in the United States
III. SUGGESTIONS FOR THE REORGANIZATION OF
SECONDARY EDUCATION IN IRAQ. . . . . . ,
Necessary Adaptation for
Any Quoted Idea
Suggestions for General Planning-
and Administration
Suggestions for Secondary Education
Facilities for the Teachers
Facilities for the Students
Suggestions for Other Kinds
IV. SUMMARY AND CONCLUSIONS.
Summary
ii
LIST OF TABLES
Table
1* A Statistical Comparison of the
Increasing Percentage of Different
Educational Stages Through the Years
of the Revolution........
2. Distribution of Weekly Classes for
the Elementary School in Iraq .....
3. Distribution of Schools, Teachers,
and Students in Iraqi Public and
Private Schools ............
h. Distribution of Weekly Classes
Intermediate Iraqi School ....... 28
5. Distribution of Weekly Classes
in Preparatory Schools for Boys
and Girls 30
iii
LIST OP ILLUSTRATIONS
Figure Page
1. Organization of the Ministry of
Education (Iraq) in 1957-1958 •••••• 11
2. The Secondary School %rstem in
Iraq in Relation to Elementary
and Higher Education. .......... 14-
3# Distribution of the Months of the
School Year According to Semesters,
Examinations, and Vacations .......
4. Weekly Schedule of Classes in the
Ninth Grade ...........
5« Divisions of American Education .....
iv
THE PROBLEM AND DEFINITIONS OF TERMS USED
The main character of life is ’ ^change.** Everything
around us is in a changing process# Changes may happen
gradually and slowly in such a way that no one notices
them Tinless they are watching carefully for them. These
are the quantitative changes. As soon as enough of these
changes accumulate, then they make a noticeable essential
change which includes the quality.
This dynamic nature of life makes no certain rigid
philosophy or doctrine work for too long a time with no
need for adjustment or development keeping pace with the
time. The history of humanity shows that different philos
ophies appeared; worked for a limited time, and were
superseded by others. Each of these philosophies was a
progressive step in its time. This does not lead to the
assumption that everything new is good, or everything old
is bad.
Taking life by this dynamic developed meaning will
help educators avoid many troubles in the rigid philoso
phies that hold the developments back. Usually educational
philosophies reflect or correspond with general
philosophies.
2
The Problem
IntrodnetIon .— M ugational problems are as old as
man himself. As mankind advanced further in civilization,
life became more complex, and certain provisional people
were required to take the responsibility of education,
rather than leaving it up to the individual.
Today the schools are the backbone of every society
and they greatly influence society by the quality of men
i
; they bring forth. It is a very accurate statement to say
that to know what kind of society a country has, one need
only to look at the type of educational system it has.
The first systematic schools in the world were
established in Iraq by Hamorabi, the king of Babylonians,
around 2000 B.C.
Statements of the problem.--Anv comprehensive plan
aiming at the development of a country should begin with
education. That is because, without enough educated people
a country cannot have any effective progress. This holds
true for a country like Iraq where there is great need of
systematic change in many fields.
The chief purpose of this study is to help in
planning and reorganizing the Iraqi secondary education.
It is hoped that the ministry of education and the leaders
of Iraq will pay enough attention to discuss these sug
gested changes which might become very helpful, in
3
developing its educational system. Gradually, with good
will, Iraq can achieve much progress toward better educa
tion, and more opportunities for all. Some of the changes
suggested need preliminary work before they can be applied
in the future. We must have a long-range plan on hand
which may be accomplished in stages. We must also have a
, short, temporary plan to achieve what we can today.
I Importance of the study.— Ignorance, poverty, and
disease are the three big enemies of Iraq. The latter two
are results of the first; that is, ignorance. If people
are educated, they will know how to work in order to live
better; also, they will know how to take care of their
health to avoid disease. Education today is a measure of
the progress of any country. One can see from the percent-
! age of educated people in any country, the progress that
country has achieved.
To educate all the people, or, at least the major
ity to be good, fruitful citizens, is not an easy job. It
takes time and great effort. Good will without any expe
rience is not enough to achieve such a program. In other
words, what is needed today are specialists and more
■ research in the field of education. This task should be
done with patience and according to a scientific plan of
study. We should begin today!
The importance of this study is that it treats the
problem essentially from roots and depths. Although it
4
will take too long of a time to see Iraq like the United
States, we must begin now, and the next generation will
begin from the point where we ended, not from the
beginning.
Assumptions of the study.— As any country, Iraqi
I society has its own traditions and taboos that are Inher-
: ited from one generation to the next, and play a great roll
in its life.
Any new suggestions might be opposed by society.
This resistance will depend on how strong the idea is and
I the way that it is achieved. It is quite important to
' handle the application of the new ideas with great care
because any misapplication might lead to a bad reaction.
Delimitations of the study.— Education is one
articulated process; its limits are related to its begin
nings, and it does not agree with any division. The
isolation of any idea is for the purpose of facilitating
, the study.
Taking into consideration the links that combine
the educational problems together, it was necessary to
mention other educational subjects that seem to have no
relation to the study.
It is not the purpose of the study to dwell on the
small details of this project, but rather to include all
relevant facets of the problem to gain a greater elasticity
and_understanding of the question involved.
5
Definitions of Terms Used
Iraq.--Iraq is one of the Arab states in the Middle
last* Its area is larger than California, and its popula
tion is around seven million. It is bounded by Iran to
the east, Saudi Arabia and Jordan to the west, Turkey and
Syria to the north, and Kawit at the south. Its capital
is Baghdad. Iraq is rich in petroleum. It is the country
that was called Mesopotamia in ancient times. Its history
is the story of what is believed to be the earliest civili
zation on earth while the rest of the world lived during
■ the Dark Ages.
Arab States.— The Arab States are: Iraq, United
, Arab Republic, Jordan, Sudan, Lybia, Tunisia, Morroco,
Algeria, Palestine, Saudi Arabia, Oman, Yaman, Baharain,
Kawit, Adin, and Lebanon.
Kurds.— The Kurds represent the second largest
'population of Iraq and they number approximately 25 per
cent of the whole population. They speak the Kurdish
language.
Al-Bedow.— The Al-Bedows are the nomadic tribals
who move from one place to another after exhausting an
area. They are a minority group, representing less than
5 per cent of the population.
Ministry of Education.— It is one of the thirteen
ministries of Iraq. Its responsibility is to direct
6
teaching all over the country. Throughout this paper, the
word "ministry*^ stands for "Ministry of Education."
July l4th Revolution.— As it is indicated by its
name, the revolution took place on July l4, 1958. It
represents the end of the struggle of the Iraqis against
imperialism which was under the cover of the old monarchial
regime.
Iraqi secondary schools.— The secondary schools are
five-year schools following elementary school; they are
daily, public, and free of tuition. There are few private
schools in Iraq.
Scholastic year.— Scholastic year is a year of
study, which is eight months divided into two articulated
semesters.
Semester.— One half of the school year is called a
semester. The first semester ends with the midterm exami
nations, while the second semester ends with the final
examination. In between the two semesters is a two-week
vacation.
Liwa.— Liwa is an administrative district. Iraq
has fourteen Liwas. For each Liwa, there is a directorate
of education.
Iraqi Dinar (I. D. The monetary unit of Iraq
is the Iraqi Dinar, which is equal to $2.75.
CHAPTER II
mrim of the literature
Chapter II represents a trial to enlighten the
American reader about the education in Iraq, and the Iraqi
reader about the education in the United States*
It was hard to get the resources of the Iraqi
education because they are very few, and also because of
the radical change in the educational system that happened
after the July l4th revolution. Available resources were
based on the old educational system. But still, the avail#
able new information was enough to make this study useful.
Literature of the Secondary
Mucation in Iraq
Historical background.— Before the World War I and
through the control of the Gttman Empire in Iraq, there
were no secondary education as it means today. After the
war and when Iraq had achieved its national independence,
there was need for more advanced education to graduate
officials for the young kingdom. So the first secondary
schools were established in 1920, in big cities, and for
boys only. The first graduation of these schools was in
1924, because they were four years. In 1929, the first
secondary school for girls was established. Coeducation
8
did not find its way to the schools easily. Dr. AlmJalili
stated :
Coeducation is developing rapidly in the primary
schools and has been accepted in the higher educational
institutions, but is still being opposed at the
secondary level.1
The lack of women teachers has obliged the people
to accept male teachers for the girls* secondary schools.
Secondary education has grown fast because of the increased
faith of the people in education. The application of the
compulsory military service encouraged the spreading out
of secondary education. Mathews and Akrawi explained in
their report that:
The Iraqi Military Law exempts secondary school and
college students until graduation, after which they
receive nine months of training as reserve officers
instead of having to serve for two years as privates.2
Up to the present time, the students who accomplish
the secondary school, passing the general examination of
the ministry, do not have to serve in the military. This
has encouraged the secondary education to a great extent.
Abdul Razzak Al-Jalili, "A Study of Public Educa
tion in Iraq, with Suggestions for its Reorganization"
(Unpublished Ph.D. dissertation. Graduate School, University
of Southern California, Los Angeles, 1954).
^R. D. Mathews and M. Akrawi, Education in Arab
Countries of the Near East (Washington, D.C. : American
Council^ on Mucatlon, 1949), p. 162, cited by Al-Jallli,
ibid.. p. 104.
During the thirty-seven years of the old regime,
the progress was so slow that it could not meet the needs
of society# In the years of the revolution, however, a
big increase in percentage took place, as shown in the
following
•3
TABLE 1
A STATISTICAL COMPARISON OF THE INCREASING
PERCENTAGE OF DIFFERENT EDUCATIONAL STAGES
THROUGH THE YEARS OF THE REVOLUTION
1957-1958
1958-1959
1959-1960
Increase
in Bumber
Increase
in Per
centage _
Schools 244 326 362 118 48^
Teachers
2,5^9
3,08^ 3,186
637 25^
Students 70,092
98,559 120,155 50,063 71#
Organization of public education in Iraq.— In 1920,
the Directorate of Education became a Ministry, headed by
a member in the ministers council, who was responsible for
^ achieving its policy. This was discussed only by the
' Parliament. The first article of the Ministry of Education
I for the year 1945 showed that the minister of education is
the the highest reference in the ministry and is responsable
"^Ministry of Education, Directorate General of
Statistics, "A Statistical Comparison of the Increasing
Percentage of Different Educational Stages Through the
Years of the Revolution." (Mimeographed.)
10
for directing its affairs, applying its officials to their
jobs, and noting all the recommendations and decisions
issued under his name and achieved under his supervision.
There are nine general divisions in the Ministry
of Education. Each cooperate with the Ministry and is
responsible for a specific field, as shown in Figure 1,
1 4 -
page 11. These divisions are:
1. Director general of technical affairs.
2. Director general of vocational education.
3* Chief Inspector.
4. Director general of administration.
5. Director of general education.
6. Director general of physical and social
education.
7. Chief of higher committee for research and
guidance.
8. Scientific council.
9. Director general of antiquities.^
The Ministry of Education finances various kinds of
public education all over the country, except elementary
education which separated in 1951 (according to Law No. 38
I — -....— ■ ■ ■ ■ — . I .
4
Ministry of Planning, Directorate General of
Statistics, Report on the Education in Iraq for 1957^1958
(Baghdad, Iraq: The Republic Government Press, 1959), P#1#
5
Another general directorate for Kurdish studies
has been added recently.
11
Minister of Education
Director
General
of
Antiquities
Council
Chief of
Higher Cob
mittee fori
Research < 3
Guidance
Director
of
tional
Statistics
Director
of Author
ization &
Director
General of Director
Physical
-
of
-
and Social 1 General
Education I Education
Director of Dir. of
Scholastic Elementary
Physical & Essential
-
Education Education
Director of Director
Public Phy of
sical
-
Secondary -
Education Education
Director of
Directors
Students
of Educa
activities tion in
camping and adminis.
boy scouts districts
Director
General
of Admin
istration
Director c|
Adminis
tration
Directcr of
Accounts
of
Preparstay
Secondary,
Vocational
Inspection
Elemen-
Inspectors
in Sec. &
Preparatoiy
in Adinin-
Direetor
General of
Vocational
Training
Director
of Coimer*
Mucation
Director
of
Teacher
Director of
Director cf
Industrial
Education
Director
of Fine
Arts and
Home Arts
Director
General of
Technical
Affairs
Director
of curric
ula, hooks,
& audio
visual mat.
Director
of Examin
ation and
Credentials
Elrector of
Cultural
Relations
Cultural
Fig. 1.—
in*ïl5®fS7'
cf Education (Iraq)
12
for the year 1951) and attached to the local administration
in the liwas. This financing includes all the expenditures
of education such as: salaries of the teachers, buildings,
furniture, equipments, stationery and textbooks (for 60 per
cent of the students who are poor), and all other kinds of
finance which make public education completely free of
tuition for all.
The arrangement of the curricula according to the
different subjects of study, and the materials of each
subject are decided completely and rigidly by the Ministry
all over the country without any discrimination or adapta
tion to the local needs. Dr. Al-Hashimi put the need for
the adaptation in the foregoing statement: "curriculum like
that fits a stable not changeable society; its education
represents a preparation for imaginary stages of living,
non practical planned by mature officials without any care
for the needs of the learners ... and such materials are
not accepted by students because they don't get contact
6
with their desires, abilities, and experiences." Dr.
Al-Jalili put the need for adaptation of the curricula to
the needs of the different communities, as follows:
6
Khalid Al-Hashimi, Renewing the Curricula of
Training Teachers in Iraq With Special Care to the Arabic
Islamic Culture (Baghdad, Iraq: Al-Aani Press, 1945),
p. 98.
13
"The reorganization of public education in the rural areas
must be given a rural bias, and education in the urban
areas a truly vocational bias."^
Inspectors (examiners ) are sent by the Ministry of
Education at different intervals to make sure that the
schools are operated correctly and to report about the
teachers and administrators. As a result of the inspec
tions, the good ones are rewarded and the lax or ineffi
cient ones are punished.
Divisions of public school system in Iraq. — The
educational system in Iraq is conveniently divided into
three divisions: elementary, secondary, and higher. The
elementary school includes grades 1 through 6; the secondary
school, grades 7 through 13; and higher education, all
schooling beyond the secondary level. The relation between
the secondary school and the other educational divisions
is illustrated diagramatically in Figure 2, page l4.
There is only one type of school organization all
over the country that has followed the plan of 6-3-2, which
,means six years of elementary beginning at the age of six
years, followed by five years of secondary school, divided
into three years of intermediate (equivalent to junior
high school) and two years of preparatory (equivalent to
senior high school).
7
A1 Jalili, pp. cit., p. 120.
14
17
Higher Education
16
15
14
13
12
11 Preparatory
School
Preparatory-
Intermediate
(Undivided)
Secondary
School
10
9
Intermediate
School
8
7
6
Elementary
5
4
3
2
1
Kindergarten
Fig. 2.— The secondary school system in Iraq
in relation to elementary and higher education.
15
Each grade is one school year divided into two
halves (semesters). Each semester is approximately four
months, separated by a spring vacation of two weeks. At
the end of each school year, the students and the teachers
enjoy a summer vacation of more than three months because
of the hot summer months in Iraq. Usually the schools
open in the beginning of September and close in May.
Figure 2 shows the distribution of the months of the year
, according to semesters, examinations, and vacations.
' School is in session each day of the week except
I
Friday, which represents the weekend vacation. There are
six classes a day: four in the morning and two in the after
noon, except Thursday, when there are no classes in the
afternoon. Each class period is forty-five minutes.
Secondary education's boundaries in elementary
education.— Elementary education is going to be compulshry
at the beginning of this school year. The educational
authorities have planned a program aiming to offer enough
teachers, schools, and other educational facilities for
all the children all over the country.
The elementary school accepts children of six years
of age and teaches them in the first grade, how to read and
write in Arabic, according to a book based on the voice
method. Simple mathematics, such as how to account numbers
and the four essential mathematical procedures, is also
16
Month Divisions of School Year
1 September
2
3
October
November
First Semester
4 December
5
January
Mid term Examinations
Spring Vacation
6 February
7 March Second Semester
8 April
9
May Final Examinations
10 June
11 July Summer Vacation
12 August
Pig. 3— Distribution of the months of the
school year according to semesters, examinations,
and vacations.
17
taught. In the upper grades, the students study history,
geography, science, and Arabic grammer. In addition to
these, the English language is taught in the fifth and
sixth grades.
Table 2 on page 18 shows the distribution of weekly
classes as it is fixed in the curriculum required by the
Ministry.^
Secondary education's boundaries in higher
education.— The University of Baghdad is the only univer
sity in Iraq which is composed of nineteen schools. These
schools are: college of agriculture, college of arts,
college of commerce, college of dentistry, college of edu
cation, college of engineering, college of law, college of
medicine, college of pharmacy, college of sciences, college
of Al-Tahrir, college of veterinary medicine, institute of
accountancy, institute of forestry, institute of industrial
I engineering, institute of languages, institute of physical
' education, institute of public administration, and
institute of surveying.
There are twelve thousand students in the Univer-
I sity, beside half of this number of students who are
I g
studying in other countries.^
— g
Ministry of Education, Directorate of Curricula
and Books, Curriculum of the Elementary Education (Baghdad:
Ministry of Education Press, I960). (Printed in Arabic.)
oMlnistry of planning. Central Statistical Office,
"Statistical Report on Colleges, High Institutes and Mis- "statisticai Report on colleges, nign insti
Sion Students,196O-I96I. {Mimeographed.)
TABLE 2
DISTRIBUTION OF WEEKLY CLASSES FOR
THE ELEMENTARY SCHOOL IN IRAQ
18
Course First Second Third
r .—^
Fourth Fifth Sixth
Religion 2 2 2 2 2 2
Arabic and
Penmanship 10 10 8 8 6 6
English - - - 4 4
Arithmetic and
Geometry 6 6 6 6
5 5
General Life
Knowledge* 4 4 6 6 8 8
Art
3 3 3 3
2 2
Physical
Education 2 2 2 2 2 2
Songs and
Music 1 1 1 1 1 1
Total 28 28 28 28 30 30
Home Management
for Girls - — 2 2
Total 28 28 28 28 32 32
♦This is a general course separated in the fourth,
fifth, and sixth classes into principles of science and
health (3) and social and citizenship education (3 or 5).
19
The University of Baghdad confers Bachelor degrees
in the relative field of specialization. Graduates of the
college of medicine are awarded the degree of M.B.Ch.B.
Arrangements have been made to start a program of
graduate study leading to the degrees of Master, commencihg
the academic year 1960-1961.^^
There is a great need for efficient professors in
the different fields of study. There are 105 non-Iraqis
teaching in the University.
There are 464 foreign students who study different
subjects in the University. Most of these students come
I
from other Arabic countries who get financial help from the
University.12
The University of Baghdad is going to be as good as
' any other university in more progressive countries. A new
building costing about I.D. thirty million is going to be
erected in the next few years by an American Company, and
this will satisfy the needs of Iraq for a long time.
Secondary education.— The secondary school is a
five-year schooling after the elementary. There are other
10
University of Baghdad, General Catalogue, 1959-
1960 (Baghdad: Al-Ani Press, I960), p. 11.
11
Ibid.. p. 114.
12
Ibid.. p. 115.
20
kinds of schools of the same Secondary level; they are
eleven industrial and vocational schools, eight home arts
schools, nine agricultural schools, and one art teaching
institute. These small numbers reflect the policy of the
old regime which aimed to neglect industry, to keep the
country Importing the manufactured materials, in contrast
to the present expansion which brought factories and the
agricultural reform, putting an end to the feudalist system
there.
Table 3 below shows the distribution of the schools,
teachers, and students for both sexes in the Iraqi private
and public schools.
TiBLE 3
DISTRIBUTION OP SCHOOLS, TEACHERS, AND STUDENTS IN
IRAQI PUBLIC AND PRIVATE SCHOOLS
Type of
Schools Teachers Students
School Male
P Totaa Male F Total Male Female Total
Public
122
56 178 1598 850 2V+2
39267 12237
^l^ok
Private
58
9 67 1027 103
1130 17002 1766 18768
Total 180
65
2k5
2625 953
3572 56269 14-003
70272
These numbers represent the educational policy of
the monarchy regime in Iraq, since the revolution happened
^The Ministry of Planning, General Directorate of
Statistics, Annual Report About the Ministry of Education.
19^7""1958 (Baghdad: The Government Press, 1959)» PP. 6
and 9^.
21
at the end of this school year. Many students have the
opportunity to continue or complete their studies because
of the new established schools.
The Report of the Ministry of Mucation at the
Twenty-second International Conference on Education in
Geneva well illustrated the new educational policy and
philosophy of the young Iraqi Republic, which works sin
cerely for the achievement of the following objectives:
1. Equal educational opportunities for all the
people of the country without any kind of
discrimination as a first step for
democratizing education.
2. Bringing the school close to the community
which it serves.
3. Preparing the students for the requirements
of practical life and good citizenship.
h. Improving the curricula and the textbooks in
a way that meets the needs and abilities of the
students as well as the needs of the Community.
5. Removing all the wrong principles and objec
tives which used to restrict the teachers and
the students in their thinking and action.
6. Emphasis on the International Understanding and
the role of the young people in building a
peaceful and constructive world.
7* Giving the right to the students and teachers
to organize themselves in unions which proved
helpful in supporting the government in its
policies and also in solving the teachers* and
students* problems which they face in their
everyday life.
8. Encouraging the local talents in composing,
producing, and printing the new textbooks which
will be more attractive and useful for those
who will use them.
22
In order to achieve the foregoing objectives, the
Ministry of Education:
1. Raised its budget to 2^,583.250 Iraqi Dinars for
the year 1959-So, that is 2% per cent from the
general budget of the Government. In the year
1958-59» the budget of the M3.nistry of Education
was only approximately 17 Million Dinars.
The increase of the budget has enabled the
Ministry of Education to expand the Primary Muca«»
tion by opening 400 new elementary schools all over
the Country, appointing 3000 new teachers, and
admitting 142,000 new students to the first class
of the elementary schools (annex 2). The number
of schools which the Government of the Old Regime
was able to open in 40 years was not more than
2000. The new budget has also allocated funds for
the first time in Iraq for fighting illiteracy.
The same kind of expansion in Mucation is also
true of the other stages of Mucation.
2. Changed the Mministrâtive Staff; for it was not
possible to ensure the cooperation of the staff
who had worked for the Old Regime, and in accord
ance with its values and objectives.
New blood was pumped into the Administrative
Organization of the Ministry. The new administra
tive staff includes people who understand the
nature of the Revolution and work hard for the
achievement of its objectives.
3. Changed the administrative set up of the Ministry
in a way that ensures coordination with the new
trends of policy in the Country, as for example:
(a) Creating General Directorate for the Educa
tional affairs of Kurdstan (Kurds are the
second major nationality in Iraq). This
Directorate will take care of the Mucational
development of the Kurds, which is another
proof of the Democratic trend of the Republic.
(b) Establishing a Directorate General for Cul
tural Affairs as a result of liberation of
Iraq, and the expansion of its relations with
all countries of the World, and the signing
of cultural agreements with Governments with
whom it was impossible to deal in the Old
23
Regime. The Ministry has also paid adequate
attention to missions to foreign countries
and to the training of Iraqis in all the
fields of Education especially technical.
This general directorate also includes
directorate of informations and publications.
(c) Creating a Directorate of Fine Arts which will
be concerned, in addition to music, drama,
sculpture and painting, with the indigenious
national arts and folklore.
(d) Establishing a Directorate for Athletics which
is concerned with the affairs of youth and the
constructive utilization of their leisure
time.
(e) Creating the Post of Deputy Minister to ensure
continuity for the policy and plans of the
Ministry.
(f) Creating a Directorate General for Vocational
Education, which includes technical, indus
trial, agricultural education, and home
economics.
4. Took measures and steps for the improvements of
its different Departments as the Department of
Missions, the Department of Examinations and the
Department of Publications.
N.B.
These are some of the general lines of policy in
Iraq. Details relating to Elementary Schools cur
ricula, measures for promoting and training the
technical and scientific staff, have been prepared
for the general discussion of these topics.1^
The new government of Iraq exerts great efforts to
develop the educational system and to overcome the bad
effects of the old regime that tried to retard the great
14
The Ministry of Education, "A Report on Education
in Iraq Prepared for the Twenty-eecond International Con
ference on Education— Geneva** (October 5, 1959). (Typed
manuscript.)
24
desire and belief of Iraqi society in education. The
troubles and difficulties that were solved with fairness
and wisdom by the new authorities, were to be expected
after such essential change as the July l4th Revolution
brought. In short, the educational system achieved consid
erable progress despite many difficulties and obstacles
that tried to pull it back.
The Ministry of Education kept working hard to
raise the educational standard by applying the modern phi
losophies and studying with care the suggestions of the
educators. One of the latest steps was to organize
teachers-parents associations to link the school and
society together, thus creating better cooperation and
understanding.
Foreign languages (French, German, and Russian)
will be taught in the secondary schools this year. The
Kurdish language will be taught in the elementary Teachers*
Training Colleges, as well as a full study of cultural
agreements with many countries including the United States
for the purposes of cultural exchange. A higher Committee
was formed to study and revise the curricula and the
textbooks.
Embassy of the Republic of Iraq. Office of the
Cultural Attache, **Thei News of the Republic of Iraq, * *
First number, second year (January, 1961). (Mimeographed.)
25
The secondary school is divided into three years
of intermediate and two years of preparatory.
The intermediate schools.— The students who
graduate from the elementary schools are accepted to the
intermediate schools according to the law of the Ministry
of Education, Number 57» Year 19^0. The condition for
admission is the passing of the general examination cover
ing elementary school studies, or obtaining a credential
abroad under the supervision of the Iraq Ministry.
For admission to the Preparatory Schools, the
conditions are that the student must pass the general
examination of the intermediate study or an equivalent
credential, or obtain a credential from abroad approved
by the Iraq Ministry. Also in the first provision concern
ing the system of the secondary schools are the following:
1. The student must have a certificate stating
that he is in good health.
2. He must have good character and morals.
3. He must present his certificate of birth which
contains information such as the name of his
parents, when required.
4. He must fill out the special sheet of admission.
5. He must have been admitted to the first grade
before the age of sixteen. This is not a
requirement for the students who attend the
26
evening secondary schools and the vocational
and technical classes.
The curriculum is the same across the country since
it is planned by the educators and specialists in the
offices of the Ministry of Education, with directions,
suggestions, and recommendations for applying it. Inspec
tors are sent at intervals without any previous appointment,
to see how the schools work, and reports are sent out to
the Ministry.
There are no electives and the students study
according to a rigid schedule prepared previously by the
administrator typical of the directives of the Ministry.
Figure 4, page 27, represents the schedule of the
weekly classes for the ninth grade. Table 4 on page 28
shows the distribution of weekly classes for the interme-
16
diate school for both boys and girls.
The preparatory schools.— The students who want to
pursue their studies in the preparatory school must pass
the adjusted general examination^^ of the Ministry of
Education in two subjects.
T6
Ministry of Education, Directorate of Curricula
and Books , Curriculum of the Intermediate Study (Baghdad:
Ministry of Education Press, I960), p. ¥ . (Printed in
Arabic.)
17
There were demands to cancel this general exam
ination, but the Ministry has adjusted it to compromise
with the demands.
27
Days
First
Class
Second
Class
Third
Class
Fourth
Class
Fifth
Class
Saturday Math. Sociology Arabic Health English
Sunday Physics Arabic English Math. Sociology
Monday English Math. Religion SodoLogy
Physlca]
Educatloi
Tuesday Physics English Math. Arabic Sociology
Wednesday
Physical
Education
Math. Physics Art Arabic
Thursday Arabic Sociology English Arabic Health
Friday ¥ e e k e n d (Hoi L d a y )
Fig, 4,— Weekly Schedule of Classes in the
Ninth Grade.
28
TABLE 4
DISTRIBUTION OF WEEKLY CLASSES
INTERMEDIATE IRAQI SCHOOL
Subject
7th Grade
8th Grade 9th Grade
Girls Boys Girls Boys Girls Boys
Religion 1 1 1 1 1 1
Arabic 6 6 6 6 6 6
English 6 6
5 5 5 5
History 2 2 2 2 2 2
Geography 2 2 2 2 2 2
Mo rail and
Patriotic
Functions
1 1 1 1 1 1
Algebra
2 2 1 1 2 2
Geometry - - 2 2
3 3
Arithmetic*
3 3
2 2* - -
General
Science
3 3
- -
— ,
Physics — — - - 3 3
Chemistry - - .
3 3
— -
Biology - - 2 2 — -
Health - - - - 2 2
Art 2 2 1 1 1 1
Physical
Education
2 2 2 2 2 2
Home Management
& Needlework
2
- 2 - 2
32 30 32 30 32 30
♦This is in the first semester; in the second
semester, there will he a change to one class of arithmetic
and two of algebra for boys and girls.
29
The preparatory school is divided into three
branches : (1) the scientific branch; (2) the literary
branch; and (3) the commercial branch.
The students who attend the scientific branch must
pass an examination in mathematics and science, while the
students who attend the literary branch, must pass an exam
ination in sociology and Arabic. Any of these examinations
covers the material of the three years of intermediate
school.
Table 5 on page 30 shows the distribution of weekly
classes in the scientific and literary branches for boys
l8
and girls in preparatory schools.
Literature of the Secondary Education
in the United Statesl9
The history of the American high school is short
like that of America itself. Since the time of the colo
nies, when immigrants came to this new world and began to
make their own organizations for teaching from their own
experiences in their old homelands, they found themselves
in a position where they had a choice to make between two
Ministry of Education, Curriculum of the Secondary
Education (Baghdad: Ministry of Education Press, I960),
Issued by Directorate of Curricula and Books.
^^Bent and Kronenberg, Principles of Secondary
Education (New York: McGraw & Hill Book Co., Inc., 1955),
Chapters 1, 2, 3 and 8.
30
TABLE 5
DISTRIBUTION OP WEEKLY CLASSES IN PREPARATORY
SCHOOLS FOR BOYS AND GIRLS
Scientific Branch Literature Branch
Subject 10th Grade 11th Grade 10th Grade nth Grade
Boys Girls Boys Girls Boys Girls Boys Girls
Religion 1 1 1 1 1 1 1 1
Arabic 5 5 5 5 7 7 7 7
English 6 6 6 6
7 7 7 7
History
- - - -
3 3 3 3
Geography - - - 2 2 2 2
Iraq
Situations
- - - - 1 1 1 1
Algebra 2 2 2 2 -
- - -
Geometry — -
3 3
- - -
Trigonometry
3 3
- - - - -
General
Mathematics
m. mm
3 3 3
-
General
Science
- - - - 2 2 2
-
Physics
3 3 3 3
- . -
-
—
Chemistry
3 3 3 , : . 3
■ —
- - -
Biology 4 4 4 4 - - - -
Drawing 1 1 1 1 2 2 2 2
Physical
Education
2 1 2 1 2 1 2 1
Economy 2 2 2 2 2 2 2 2
Children
Education &
Home Economy
2 - 2
- 2 - 2
Totals 32
33
32 33
32
33
32 33
31
alternatives. They would either have to work hard and
fight difficulties and troubles or they would have no hope
in the future of this country. They chose to work hard and
fight difficulties 5 that is why we find America to be one
of the strongest and most progressive countries in the
world today. Her success is also due to the fact that her
people had, and still have, a voice in the government and
in organizing her schools. As the country progressed, so
did the American high school.
In Colonial Days, the Latin Grammar School appeared
which lasted until the Revolution. This was followed by
the Academy Schools, which lasted through the Revolution
and until the Civil War. In 1820, high schools were organ
ized; this type of school is still here today, although its
objectives have been changed many times since its
beginnings.
The American high school is constantly being
developed and improved due to the active, intelligent
nation which is always working toward the welfare and
progress of the people and the country.
The American high school is tax supported, t^ijipn
free, and open to all youths who have accomplished the
primary school. The most popular high school program in
the United States is the type where six years are needed to
graduate, after another six years have been spent in the
_elementary_ school. The high school is divided into two
32
parts. The first part is called the Junior high school,
containing three grades to finish, and the second part has
three more grades to graduate.
Figure 5 on page 33 illustrates that there is not
20
only one type of formal high school, as there is in Iraq.
There are many plans, the most popular being the 6-3-3 plan
and the 6-6 plan. The regular school plan has been, and
still is, being utilized in some localities; this is the
8-4 plan. There are also other plans such as the 6-4-4,
the 6—2—4, and the 6—6—2.
There are also private schools, besides the public
schools, to serve the different purposes of the diverse
groups and minorities, but their number is small compared
to the number of public schools. The public schools and
the private schools are inspected by the educational
authorities in the states, but there are few restrictions
placed upon them, so they are relatively free.
Besides the division system in the high schools,
there is another system based on the curriculum, which con
tains the following schools named in this list: compre
hensive, vocational, trade, commercial, and technical.
The comprehensive high school includes a wide
variety of subjects and general classical, cultural.
20
Ibid.
33
GRADE DIVISION
Professional and Technical
Senior
Junior
Sophomore
Freshman
Junior and
Community
College
Higher Education
12
11
10
9
8
7
6
5
4
3
2
1
Senior
High
School
Junior
High
School
Junior-
Senior
Undivided
High
School
Four-Year
High School,
Comprehensive,
Technical, Com
mercial and Track
Elementary
Second
First
Kindergarten
Fig. 5.— Divisions of American Education
34
vocational, and college preparatory courses. This system
houses the various courses together, allows the transfer
of a student from one to another, and offers a wide variety
of electives. Exceptions to this are found in urban areas
where separate vocational, trade and commercial schools
i have been established in addition to the comprehensive
: type school.
Besides the American high school, under the general
title of secondary education, the United States has many
junior colleges and community colleges which usually con
sist of two years of study beyond the 12th grade. There
vis no central organizational control and direct educational
system. The United States gives the states the freedom of
local supervision for their own educational institutions.
The majority of all high schools are co-educational.
There are few schools for boys only or for girls only.
Today, 50 per cent of the high school population is girls.
I Admission to the secondary school is made on the
' basis of graduation from elementary school without any
impediments such as entrance examinations, which are
required in Iraqi schools and in the schools of some other
countries.
The public high school is independent of all
religious groups and does not teach the doctrines of any
creed, religion, class, or political party.
35
The comprehensive high school offers a large
variety of subjects and makes no separation between the
vocational and cultural subjects# Other kinds of high
schools give special course study lists that are taken by
the students in accordance with the names of these courses;
they are commercial, technical, vocational, or classical*
The great majority of high schools offer a number of
courses that are required of all students. In many small
schools, the pupils are required to take all the courses
offered in order to earn the required number of units for
graduation# The subjects that are required of all students
are called the "core curriculum."
Special numbers of units are given to each course
in the semester. The numbers are often based on the number
of periods per week for a semester or a year. The semester
is half a school year. The total number of units required
for graduation includes two types of courses: those which
must be taken (required), and those which are chosen by
the students (electives).
In the next chapter, details will be given about
a typical American high school, showing the schedule, the
required units, elective units, and the courses offered
in the Summer Session.
CHÂPTEB III
SUGGESTIONS FOB TBE BEOBiâNIZATION OF
SECONBAIY EDUCATION IN IRAQ
The foregoing ehafter inoludes suggestions and
reeommendations that may he useful to Iraqi education. ^
These recommendations are based on comprehensive realize- /
■ ■ ■ \
tions of the great importance for, and the increased need |
of, Iraq to better her educational system.
The main characteristic of these suggestions is
that they are not only adjustments, but they also deeply
treat our problems in the roots. If they are applied
correctly, they will represent a cultural revolution in
the life of Iraqi society.
Necessary Adaptation for Any Quoted Idea
To apply a newly quoted idea from one country to
another, necessary adaptation should be done according to
the differences between the two countries.
The suggestions recommended here are based upon
the studies of the educational system of the United States.
It is clear, after studying the educational system
of Iraq, that it follows a pattern quite different from
that followed in the United States.
36
Iraqi society has its own characteristics and tra«*
ditions which are different from those in the United 8tate%
The needs are similar in some fields of interest but differ
in other subjects. Therefore, it is not true to say that
procedures and ways that are appropriate to the United
States will meet the needs or will work well in Iraq# It
is not correct to imitate this country or that country
before paying close attention to the essential differences
between these (or any) two countries. Wise observation is
needed by educators so that they will adopt modes and pro
cedures that, even though they are different, will achieve
similar goals. The function of the educators, then, is to
adapt, modify, and prescribe the ideas, programs, curricula
and philosophies that will be most suitable and adaptable
to their particular country and people. With these ideas
in mind, the educators can avoid the jumps, gaps, and
sudden changes which shake the society resulting in strong
reactions between the people and the school.
There are basic differences in the stages of devel
opment of Iraq and of the United States, and because of
this, the needs of Iraqi education differ from the needs
of the United States. Some practices of the United States
education may not be applied to Iraq but may very well be
used in the coming years, when Iraq reaches a more advanced
state of evolution. All we need in this case is time to
accomplish this, but that toes not mean that we cannot
start trying the new procédures today. It is possible for
us to begin on a limited scale taking care to smooth out
any difficulty that we may encounter in the process. It
is better to keep the present system of education than to
rush headlong and make wasteful, time-consuming errors as
we learned from experience when we rushed without enough
study into the cultural contract with the United Arab
Setting written definite, objectives.— All educated
societies have grown out of non-educated communities some
time ago, jubt as Iraq is doing now. These societies then
set up for th^iselves objectives and worked hard to achieve
them. The value of these goals is that they act as a great
motivating force which stimulates the people to fulfill
them. Working without these clearly-defined goals leads
to laxity in a system and frequent changes in the educa
tional policies caused by changes of the leaders in educa
tion in Iraq. This, of course, deters progress toward the
The objectives must be built on the needs of our
society. What are these needs? This question sounds
familiar to everyone and is not a useless question. It is
important to have the needs written down on paper even
though they seem clear to everybody. The next step is
to consider the objectives that represent the œds or
limits of the needs.
' I
The American people have set for themselves certain
definite goals involving secondary schooling for their
youth. Three of the major objectives which indicate
Americans philosophy of education are:
1. To make secondary education available to every
boy and girl in the United States, regardless
of social and economic status, race, national
ity, political affiliation, or religious belief.
, j
2. To make the high school a tuition-free public |
school supported by taxes and separated from
religious organizations in administration and
curriculum. I
I
3 • To provide curricula which will be congruous i
with the needs, interests, and capacities of
1
the boys aM girls who attend the high school.
The objectives of secondary education in Iraq are
not clear and, therefore, we do not have an adequate list
of them which the teachers and students could use as a
1
Rudyard K. Bent and Henry H. Kronenberg. Pripiej.-
plM 0f Seeonaarv IdtieatlQB (Hew York: Me&raw-Hlll Book
Company, Inc., 1955)> P* 2.
guide. The goal of the intermediate school is to give
general qiltmre to the students and to prepare them for
further study, while the goal of the preparatory school is,|
as indicated by its name, to prepare students to pursue
particular studies in colleges. These objectives are
vague and incomplete.
The regime of the Arab Republic has adopted the
policy of an open door in accepting all students who have
graduated from the elementary school into the secondary
answer
the question of needs and objectives, we must return to the
Iraqi philosophy. What is this philosophy? Iraq is
neither east following an eastern educational system, nor
is it west following a western type of educational system.
Iraq follows her own conservative heritage. She is a
nation on the way to Mgh#r developments thro%h her
resources and population. In this stage of the development
of the country, there is a need for Iraq to establish her
own philosophy. She can gather and derive great benefits
from the suitable elements in all educational systems.
The educational philosophy which is part of the social and
political affiliations of Iraq is non-existent and that
which does exist is not clear. In the Iraqi laws, there
has been set up a Ministry of Education whose function is
41
edmcation and no one is allowed to establish any school
without permission from the Ministry. Thus, the Government
controls and supervises all education. The educational
administration, therefore, is highly centralized. This
seems suitable in a country like Iraq %diich is a new
Republic and has not had much experience with modem type
schools. But it must be said that centralization is not
absolutely good, because this centralization could lead to
rigidity amd_unlfqrmity of the curriculum in all parts of
the country and curriculum should be flexible to be suit
able in the various areas which differ in a few ways.
There is a lack of adapting the curriculum at the local
level.
Less centralization. — Iraq follows a strong central ^
educational system, as it is clearly indicated in the Law i
No. 39, Year 1958» The Law of the Ministry of Education.
Article one. The job of the Ministry of Educa#
tion is . • ., and to achieve that, it should do the
One— establishing and administering all different
kinds and degrees of the public schools.
Two— supervising and watching of the private and
foreign schools, and direct them towards the general
aims of the public.2
^Ministry of Planning, Directorate General of Sta«
tistics. Report on the Education in Iraq. 1957-1958 (Bagh
dad: The Republic Government Press, 1959)» p. 216.
42
For a small country like Iraq where the whole
government follows a central system, and the local communi
ties have no experience in administrating such problems,
then nothing good comes of it, but the central system. At
, the same time, this central system, accompanied by strong
I
inspection, prevents any variation from the planned direc
tions. As a result of this, the methodology gets mechanical
and rigid, and the curriculum gets less flexible inits
contents, which should be applied capably to all the
different districts of the country.
Accompanying the centralization, a finance system
/
collects local taxes from the communities to meet the local I
y /
needs of the communities. This central finance leads to: j y
1. Neglecting the local needs.
2. Limitation of the civil local desires, the
responsibility, administrative freedom, and
confidence of self.
3« Lack of general educational ways with all
levels.^
SalMiai the Arab
world today, there is a movement to unify the small coun
tries into one large, strong state. The unity of all the
^Abdul Majid Hamoclay, Essential Principles of
Press, 1955)» P. 33.
Arab states is a means and not an end in itself# This
means is to serve common goals and strengthen the struggle
against imperialism and Israel# Good thoughts and wishes
including patriotic national attitudes are not enough to
achieve noble goals, however# It was natural for these
countries to develop in different ways since each had its
own form of government# Because of this, they developed
differently from one another and there was little cultural
exchange between them# Therefore, they are more hetero
geneous now than homogeneous, even though at one time,
very many years ago, they were all included In one empire*
To create unity, culturally or politically, it is
necessary to pay close attention to the existent differ-
^ces# This can, and probably will, come gradually and
through good will# This will take time and some day, there
will be no differences# Any trial to accelerate this might
create trouble, and the way to this noble goal is complex#
If textbooks are made for use throughout all of
these countries without modification for each country,
they will not be suitable to the needs of each# It would
be better, in this case, to plan a general educational
plan which could be applicable to all the countries#
In the United States, which is a country consisting
of unified states, we see that there are different educa
tional systems in the fifty states# These systems differ
44
in some aspects but they are alike in other aspects#
These differences exist for the purpose of adapting educa
tion to the local needs, but regardless of the variety,
the fifty states have more homogeneous educational systems
than the Arab states# The cultural unity contract made
between the young Iraqi Republic and the United Arab
Republic show the problems and retardations which appeared
as a result of the unAtudied, accelerated contract#
An educational system should begin with the subjects
that are suitable for all and dispose of the subjects that
are appropriate for all# The selection and plan of the
subject content and course plans should be achieved by the
familiar democratic methods so that no one section of the
country will be forgotten or excluded# There should be a
postponement of the formation of an integrated plan of
courses for all sections of the country until there is an
agreement that is suitable for all# To achieve an inte
grated school course program, the cooperation of all the
teachers and educators in the several states must be
obtained# A unified educational philosophy should be
discussed and arrived at that will fit all, and also be
of the type that will allow progress in successive stages#
Then, the philosophy of each individual country will be a
part of this general philosophy# A provision should be
made to allow local authorities more supervision in their
^5
om districts, within, the frame of this general nnified
philosophy# g
General articulated plan#— The form of edmcation
is one artienlated process, the ends of which are joined to
the heginnings# Any division is temporary and for the pur
pose of facilitating study# In the light of our needs,
objectives, and philosophy, we should form a general plan
which can he adjusted to new thoughts and research findings
as they occur and contain different laws or provisions by
which all problems that arise in the educational system
can be treated#
The general educational plan that is used now in
Iraq is the 6-3-2 plan, six years of elementary school,
followed by three years of intermediate and two years of
preparatory school# It is now time to re«^examlne this
plan in the light of the latest developments in Iraq# The
6-3~3 plan seems to be the best if the number of years in
the preparatory school is increased by one year, for these
reasons :
1# The gap between the secondary level and the
university should be bridged# It Is deep enough now to
cause great troubles for the graduates of the secondary
schools who attend the university# If this extra year is
added, there will be better education in the university and
the subjects will be articulated# In this year, advanced
N - 6
courses can be taught, thus the students will be better
prepared for college# The Introduction of college instruc
tional methods would also be of great help#^
2# The general examination given to «11 students
by the Ministry of Education should be cancelled because
this causes consternation for the students who must memo-»
rise again the subject content of two complete preparatory
years which they have already passed in scholastic
3« More opportunities should be given to the
normal average students to pass grades# They also should
not be forced to work so very hard to make good grades# f
Some of them have to work day and night, which is detri
mental to their health in most cases# If the teachers are
well trained and highly qualified for their positions, the
students will not have much a difficult time with their
studies# If we allow more students an opportunity for
secondary education, the standards will be raised because,
often, students do good work in secondary level schools
because of higher incentives#
%# This additional year will allow us to include
many important educative activities and subjects for which
- '
Yearbook Commission of the A#A.S#A#, **High Schools
aM Bl&b«æ Éaeeatlom,M Ihg High Seheol 1b a Ghnnglwg
Thirty-sixth Xearhoek, 1958, Chapter VI (Washlngtoa, D.C.,
pp. 173-174. '
k7
the students did not have time in former school years.
These can include subjects dealing with modem life needs.
It will also provide a time during which textbooks of
importance can be reviewed and the special, important
topics can be completed more thoroughly. Because in the
early years, much memorizing of subject matter had to be
done, there was little understanding and application done.
During this additional year, implications and ideas of
application of the subject matter can be studied and dis
cussed, thus giving the courses a well-rounded meaning.
5. School programs should be arranged in such a
way that there is time allotted for social activities
included as extra-curricular exercises. If the students
have to memorize constantly, they will develop a distaste
for studies. Education is not only preparatory for future
life work, it is life itself.
Since the revolution in Iraq, the time seems appro*
superior students to graduate but also a larger number of
average students by modifying the curricula so that it is
not too heavy for a larger number of students to accomplish
and pass the courses. At present, the courses are made
difficult so as to limit the number of graduates. The
present length of five years of secondary school was not
based on pedagogical and psychological research, but was
instituted after the extension of the secondary one year
which then totaled five instead of four. This occurred in
5
1929. The suggested change to six years is based on the
pedagogical and psychological research that has been made
by specialists in laboratories of curricula in the United
States, and is helpful for Iraq in planning the length of
a
Timed BPogmiBfl tm achieve,certaiE^ goals.— To have /
a successful program in education, it is necessary to have / > '
definite plans and specific goals in mind. The forward
countries have done this and have found it very practical
in achieving goals. Specific goals make it possible to
achieve such goals as the elimination of illiteracy and
making elemmtary education compulsoxy. Unless a specific
time limit is set for reaching certain goals in education,
studies and plans can be spread out over a very long period
of time and the goals for which we are working will not be
reached in a sensible length of time. The first step to
make in setting a time limit is to make an evaluation of
how much time will be needed within reason, to accomplish
a specific list of goals.
5
Abdul Bazzak Al-Jalili. Study of Public £duca«
tion in Iraq, With Suggestions for its Heorganization^*
(Unpublished Ph.D. dissertation. Graduate School, Univer
sity of Southern California, Los Angeles, 1955)9 P# IO3.
If we decide to apply the program of free,
eompmlsory edmcation on the level of elementary schools,
we must ascertain and state the nmmher of years it will
take for this program to he accomplished. We should then
distribute the work in the time limit and continmomsly
examine our progress toward the goals set. It is eq^eeted
that simple errors will be made, but this is unavoidable at
first. We can learn from them and make improvements as we
progress and gain experience through the years. Everyone
in the school system will be given special roles to fulfill.
By the end of the time limit that was set, the goals will
be achieved. We can, then, set new goals for another five
or six years, perhaps, and work toward them as we did
before. This experience will facilitate ease in educa
tional work and the possibility of making great strides
will increase.
The schools of the national minorities .— The major*
ity of Iraqi people are Arabs, but about 25 per cent of the
Iraqis are Kurds. The Kurds are concentrated in the north
ern part of Iraq. They speak their own language——Kurdish.
The simple fact that these people are Kurds and not Arabs
was ignored by the leaders of the old regime in Iraq. The
simple, democratic principle of giving equal rights to all
nationalities, which includes the meaning that each nation*
ality has the right to teach their children in their own
tongue within the general ourrieulum plan, was ignored.
The textbooks should be translated into Kurdish and should
include Kurdish history and Kurdish literature.
It is useful and necessary to teach the people of
one section the language of the neighboring people. It is
especially necessary for the Kurds to learn the language
of the majority— the Arabs— while Kurdish can be kept as
an elective course in the Arabic schools.
It would be easier and better to direct education
in the Kurdish territory by the use of a director of educa
tion who will hold office in a branch administrative office
which will be under the general supervision of the Ministry
of Education in the central office. In this way, the Kurds
will have a director who is familiar with their special
needs, problems, and facilities, instead of someone who is
not close to these people. All people should be proud of
their background and special differences; we are not all
alike, although similar in many respects. If we force
others to leam specific Arabic things, prejudice is likely
to arise and this is not good for any country. Unity with
diversity of culture is a healthful situation for the
co-existence of two nationalities.
%at is true for the Kurds also applies for the
others, such as the Turkomans, Armenians, Persians, and
others. The greatest difference between the above-named
51
nationalities and the Arabs is that they are small in
number. The fact that the Arabs are greater in number dees
not give them the right to forbid these people to study and
leam their own language and history.
Mttoatloa of the Bomadlc tribes.— Slaee the latest
days of the Ottoman ^pire, several successful attempts
have been made to assist some of the nomadic tribes (Al-
Bedow) in settling down. The nomadic tribes move from one
I place to another af ter searching for grass in the semi-
desert of West Iraq. They do not live in permanent houses
but in camps. If they are found in one region in a specific
area, they may not be found in the other regions when there
will not be enough grass for their cattle and camels.
Any effective education for the nomadic tribes
should not be done before they settle and work; if they
do not want to settle down, there should be some arrange
ment for the schools such that they could be transported
along with them. This problem should be solved by the
cooperation of Iraq along with Saudi Arabia, since their
tribes also move in between the boundaries.
Suggestions for Secondary Education
Articulated plaa oa the secoadary level.— Wh«i the
curricula for general education in Iraq was organized, it
was not based upon any scientific study. Articulation from
the elementary level through the secondary level to the
university is very important so as to avoid gaps in the
study sequences. There are certain necessary prerequisites
that must not be overlooked when in the process of
6
formulating the whole school program.
Iraqi curricula is rigid and preparatory and does
not contain a great variety of subjects. It is loaded
with compulsory subjects of a limited number. It is an
excellent example of the Formal Discipline Theory. It ^
places great importance on the quantity of knowledge, not
for the quality nor fora measure of the usefulness to the
students. The teachings are presented theoretically and
are coined into such a complicated form that the normal
student finds so many difficulties with it that many of
them eventually drop the books, the class, and finally.
curricula
of Iraq is organized in the traditional fashion and is
sub j ect-centered, which is the simplest way of managing
the studies. This method is excellent for the purpose of
organizing materials and has great significance for mature
students, but it is doubtful that it has much significance
for high school students. The strongest argument against
Edgard A. . Plaw&BK (»* York:
Harper and Bros., 1950;, pp. 122 and 142.
53
the logical organization of subject matter is that all the
materials become isolated units, seemingly unrelated por
tions of knowledge. Effective learning is organizing, and
the average and below-average pupils do not have the
ability to organize without help. The traditional way
retards the transfer of training which proceeds more
rapidly if related phases of a topic or unit are presented
7
together.^
The organization of the curriculum in the United j
States is different from that in Iraqi secondary schools, j
j
In the United States, it is built upon the idea of the i
!
••horizontal** method or **unit** method which involves not 1
I
only the organization of materials but their presentation
to the pupils and the evaluation of the degree to which
8
the outcomes are achieved.
The system of units instead of the use of subject-
centered courses is valuable because it enables the
students to concentrate their efforts on the units in
which they are registered. If they pass the unit courses
of study at the end of the semester, they will be allowed
to study at the end of the semester other units and will
?
Rudyard K. Bent and Henry H. Kronenberg, Prin*
ciples of Secondary Mueation. 3rd ed. rev. (Hew York:
McGraw Hill Book Company, Inc., 1955)) PP# 196-197#
p. 197.
5^
be held responsible only for those units they had registered
for. The units can be organized around some nucleus which
becomes the point of view, central theme, or center of
interest. After the central theme is determined, the
activities are selected which advance or contribute to it,
regardless of the conventional division of subject-matter
9
to which it belongs.
The units must be articulated horizontally because
this leads to the inclusion of a variety of subjects which
enrich the curriculum with more units. The student may
carry as many units as is consistât with his ability and
intelligence. The students who are of the genius level
will accomplish the units in less time than the other
. —
students. Thus, this program is compatible with the dif
ferences in thh students and will decrease the ratio of
failures in examinations since each student will be
examined according to his ability and the work he has
done.
Inclmslon of eleetlvea and extra»etirrleTilar
activities .— The system of teaching units of study will
{ J -
also help to enrich the curriculum by including elective
units which allow the student to choose the courses that
he likes. Thus, the aptitudes of each student and his
special interests will not be neglected.
The general system ©f placing all the students into
one class, teaching them the same courses with no regard
for individual differences is outworn and antedated, and
does not meet the present needs of our societies • Students
are individuals with differing needs, interests, and ahil- 9
ities. The electives are valuable to the students, since
through them, they can discover their interests and their
abilities, and usually avoid the courses in which they have
small motivating interest. In this way, school life will
be pleasant and interesting. The students usually accom
plish more in this type of school setting, that is, more
in their studies.
Bewriting^ the_t^ctbo_oks .— The textbooks now being
used in Iraqi secondary schools are antiquated and have
not been revised for many years. The basic changes that
took place in Iraq with the revolution left these textbooks
with almost no value.
The former educational leaders of the monarchy of
Iraq directed and controlled education in the direction of
serving the imperialistic programs and the reactionary
monarch regime. The books of history are replete with
glorious stories of the monarch, of the Hashimyte family,
and completely excluded the struggle of the Iraqis against
imperialism. Th^ are also filled with prejudice for
tribal and religious denomination.
The following paragraph is an eacaet description of
the textbooks and explains the lack of changes with the
times :
Thus, the textbooks were defective, prejudiced,
uninteresting and totally foreign to real life, or
anything conducive to emancipating and developing the
mind and making the citizens conscious of the crimes
and atrocities of the then existing regime— all
perpetrated at the expense of the people.10
Cancelling, all the general examinations.— In Iraqi
schools, there are three g^eral examinations given by the
Ministry of Education, one at the completion of six years
of elementary school, the second at the end of three years
of intermediate school, and the third at the completion of
two years of preparatory education. These examinations
are a trying experience and difficult for the students.
To prepare for these examinations, it is necessary that
the students memorize all the material that they were
taught throughout the years of study. This is not good
learning because, often there is little time left for
understanding the subjects. The fact that the Ministry
gives these examinations is an indication that it has
little confidence in the competence of the schools or the
ability of the teachers. They were used by the old
monarchy to discourage students and put an md to the
10
Higher Committee for the Celebrations of the July
Révolution, The Irani Reyolntioa in its Seeond Year
(Baghdad: The Times Press, 1960), p. 2 6 1 . (Copy in
J^glish.X ___
increasing desire of the people to obtain a higher
education.
From the writer*s own experience with these
examinations as a student, I know how much suffering is
involved and firmly suggest and believe that much will be
gained if these are all eliminated. The regular^ scholastic
examinations given during the school years are sufficient
to test the knowledge of the students.
Therefore, in summary, I would suggest that the
periodic laminations given during the regular school
semesters take the place of the examinations that cover
all the years of study in each separate school— the
elementary, the intermediate, and the preparatory. If
the preparatory school were lengthened to three years with
a full organization of jgnits for study, this would elimi
nate the necessity of giving worrisome and lengthy
examinations. Returning to the subject of examinations,
I would like to add that the regularly spaced scholastic
examinations which are usually of a reasonable length and
include more essay type questions than objective type ques
tions are a much better evaluation instrument. The essay
type questions eliminate the problem of cheating since it
is very easy to copy answers in objective tests but very
difficult to copy an idea written in the essay form. In
our schools, we always watch the students carefully to
discourage them from copying, which is something many try
in order to achieve a good grade and he proud of
themselves.
Continuous revision of the curriculum.— Progress
always brings about changes in our way of living and our
needs. Science and technology have a great impact on the
types of skills and knowledge needed for growth in the
various industries. These changes make it necessary that
we revise the ^ubject^itter and, sometimes, the methods
of teaching. The need for these changes is not noticeable
at first because it is often gradual. As long as the
society is active and alive, it is essential that we adapt
the curriculum to the requirements of various industries,
occupations and professions. Revising the curriculum is a
continuous process and would not stop unless the society
becomes static; it is related to the nature of life itself.
%enever we plan a curriculum for our schools, we
must re-examine our decisions in the light of the recent
research and experience in the subject of education and
try to adjust it to the new facts. Labofftories of cur-
riculum study are very helpful in making and deciding
upon revisions which are based on sound knowledge.
^warâ A. Krag, Currlealtun Plnanlng fRew York:
Harper and Bros., 1950)» pp. 241-2N-2.
//
Al-Jailli stated this in the following words:
The curriculum must change as the times change,
keeping itself adjusted to the new needs and conditions.
American educational leaders have agreed that an educa
tional program must seek to meet the needs of individ
uals and society. This cannot he achieved unless the
school curriculum is altered and improved in terms of
continuous social change.12
More_attentlom to the laboratories. libraries, and
audio-visual materials. — We often hear the complaint that
our schools have a major defect, that is, the lack of
practical education. They complain that no consideration
is given to subjects that can be used in everyday tasks
and work. The courses* contents are almost completely
written in theoretical language. To be understood, many
of the courses should have demonstrations and experiments
done in the classroom with pupils participating in the
exercises. This is a most effective method of teaching
many complex ideas of science. Theories can be understood
much better after the students see the lesson for them
selves in a well-equipped laboratory. The secondary
schools should be equipped %d.th laboratories. This type
of facility will raise the standard of teaching
considerably.
We now have libraries in all the schools. This
was a very progressive step in improving the facilities
for the education of the students. Until now, the lectures
and textbooks were the only means by vhieh the pupils
learned. With the libraries, the students can expand
their area of studies and can follow their interests.
They will be able to learn details about any topic that
the teacher may introduce in the classroom and thus give
an interesting report. It meets the great need for books
on many subjects that are wanted by the children in the
elementary grades, the age when they are very curious
about the world in which they live. This is the most
favorable age for learning because of the high and varied
interests of the children*
The audio-visual materials available at the present
time are scarce. The best way for us to start an audio-
n
visual program is to begin to organize an audio-visual .
^ ^ ^ “ /
center which will collect ideas from the teachers, then set
up the materials in the center, and reproduce them. They
can then be distributed to different schools when they are /
/
called for. A list of the materials can be typed and sent
to the schools. Another type of source can be made by
typing directions for inexpensive audio-visual aids that
can be made by the teachers themselves.
Audio-visual aids are used to help the student
learn more readily and lend a pleasant experience to the
task of studying. Another thing that can also be called
an **aid** in one sense of the word, is the school surrounding
atmosphere. In our sehools, there is much repair work to
be done and the schools could be enlarged to give adequate
working space and a healthful atmosphere to the grounds.
This should be done in order to provide for the growth of
communities. We should plan on modernizing the school
facilities in the whole country. This will help the
teacher in many ways to do a more efficient job.
The program of courses. We now offer many courses
which have common subject matter and problems in all of
them, but each course points out special aspects with
individualized treatment of these aspects.
Emphasis should be placed on the study of sciences.
The sciences should be given an important place in the
program. The science courses should be revised and be
shortened as they are extremely long. If the contents of
these courses were properly organized, they could be
shortened. Our country could not advance or develop in
step with the progress of the world unless we emphasize
the importance of the study of science. Dr. A. Al-Jalili
described the science courses as follows :
Science is generally taught as a theoretical sub-
* ject, as a lesson from the printed book, or as a
lecture by the teacher, with occasional demonstrations
or experiments by the teacher before the class. This
kind of experimentation, which never allows the stu
dents to handle any apparatus, does little to foster
the scientific attitude or interest.13
The Arable language and the Arable literature
courses should be shortened, with special comprehensive
courses held for those students who wish to specialize in
these subjects. It seems that Religion could be omitted,
to allow more time for technical courses. Each family can
teach their own children religion. The Americans and other
progressive nationalities understand that there are some
times conflicts between religion and science, and, there
fore, they completely omit religion from the schools. The
progressive countries teach the truth about natural
phenomena which have been proven scientifically, thus
abolishing the superstitutions and dogmatic teachings of
religion.
In the physical education courses, more importance
should be given to the purpose of creating a strong, moral
generation. Swimming, driving, dancing, and other extra
curricular activities siake scholastic life more interesting
and pleasuresome. Health courses must emphasize the dan
gers of diseases and the ways of avoiding or preventing
them. Information and advice on sex must be included. It
is very important to proper and healthful growth. The
teachers of Iraq do not have the courage to explain sex
education to their students. An orientation course on the
values and methods of teaching sex education should be
prepared and given to the teachers. It is very harmful
63
for the students to leam erroneous information on sex from
street oompanions because this wrong advice is very dan
gerous and harmful to their mental and physical health.
A good suggestion for additional courses would be
courses in other languages besides English and Arabic.
Foreign languages could be placed on the elective list.
This is a natural follow-up of our good and expanding cul
tural and political relations withthe other countries
around the world.
There is need for the revision of the entire con
tents of the history courses and other social science
courses in order to eliminate strange and erroneous
elements that the imperialistic regime had included to
serve their own ends.
The fine arts, drawing, music, designing and chorus
type of courses are almost completely neglected in our
schools, which makes all of scholastic life very gloomy
and uninteresting. The students are deprived of the bene
fits, pleasures and educational values that are gained from
these courses. These courses would provide a resting or
relaxing period in between the difficult courses.
Education in the eveningStudents who must work
during the day and who want to pursue educational goals may
attend evening schools. Evening private education is very
important in a country like Iraq because it is necessary
6h
that some children go to work to help support their
parents* family. One of the functions of the Ministry of
Mucation is to encourage those students who have to work
to continue their studies, and to offer all the facilities
that are needed to hold classes. Special grants to these
schools help pay the tuition of the students. The Ministry
pays half of the teachers* salaries and the other half is
paid by grants. This is an example of how the finances of
these schools are managed. It is important to have close
supervision of these private schools to be sure that they
are teaching the same or equivalent courses as those
taught in the government schools.
We have foreign schools in Iraq. It would be a
good idea if someone started a movement to close this type
of school because they might have special secret objectives
that are disguised under the cover of ••education,** and are
harmful to the entire country. It is difficult to inspect
them to leam if they have ideas of harming the country,
because they could easily hide their motives when the
inspectors are investigating their work. The schools might
look innocent on the surface but in reality, could be doing
subversive work indirectly.
Women's edueatloB amd eeedaeatlon.— Seeondary
schools for the boys are separated from those for the
girls. This is suitable in Iraq because of the veil that
65
the women wear, especially in the towns. This custom will
disappear in the cities in time. The strong traditions
and taboos, such as that of separating the sexes in the
schools, is not held in areas where it would be difficult
to separate them, like the rural areas where there are
fewer children. It is permissible to teach both sexes
together in such areas. This is keeping pace with the
circumstances in the community and saves the expenditure
of an extra school and teachers.
It is not difficult to have coeducation in large
cities. Coeducation will dispense with many expenditures
that are now being made by the government in some locali
ties where there are not enough boys and girls to establish
separate schools for each sex. Gradual, careful planning
for coeducation in the future is a wiser course to follow
than rushing headlong into such a radical change in the
educational system. Â good way to begin would be to open
the boys* schools to the girls who wish to study the
courses offered to the boys. Educational value is gained
by all the students because there is more competition in
a coeducational school than in the other type of school.
Another advantage is that the boys will behave
more politely because of the presence of the girls in the
classrooms, and vice versa. This politeness allows them
to pay closer attention to the teacher; thus, they will
leam more. This also helps the teacher to maintain
discipline, which is an important factor in teaching
effectively.
I have noticed, when I taught in an intermediate
school in Iraq, that the classes that had students of both
sexes were quiet and more active academically than the
classes consisting of boys alone# Coeducation makes it
possible to afford better facilities which results in bet- {
ter teaching; besides, it provides for social growth througi
the fact that they can get acquainted with one another,
which is helpful for future life.
There are some areas in Iraq where the people are
of a reactionary class and do not want to allow modem
ideas to change their ways. It would not be advisable to
force them, at the present time, to have coeducation. In
the future, they will come to understand the advantages of
it. At the present, it is advisable to concentrate on the
conservative areas where the people are willing to welcome
coeducation.
Dr. Al-Jalili described the needs in Iraq for
coeducation by these words:
Coeducation in the public schools of Iraq should be
given more emphasis, and there should be equal educa
tional emphasis for both boys and girls. A system of
education should be set up to enable the Iraqi woman
to enlarge the scope of her activities and to take
part in the larger affairs of the community and the
nation.14
67
Great exaggerations have been made concerning the
behavior of children during the adolescent period of growth
and development. These mistaken ideas began from false
notions written in novels and old literature. Even some
authors who should have known better, wrote books making
positive statements that sounded true, but if investigated,
could be found to be wrong. The scientific modem studies
in psychology by men with intelligence, coupled with
insight, have exposed the stupidity of those errors.
Dimock explained this as follows: Several fallacies have
arisen through the use of unscientific methods of research
and from the habit of people to generalize from a few
examples. There are still prevalent theories of a few
decades ago such as (1) that the adolescent period is a
time of abrupt, radical and far-reaching changes; (2) that
at this time, there come about changes in the physical,
moral, mental, social, emotional and religious life of the
individual; and (3) that these changes are caused by and
magnified by bodily changes associated with pubescence.
It is very important that a person studying values
and ideas in educational fields, choose carefully the
information that has been printed in books. There are
15
/ . V .r , Hylley 8. Dimock, Redlseoverlng the Adolescent
(Hew York: Associated Press, 1937), p. 252.
I many people who study unseientlfieally and, therefore,
come to wrong conclusions• We, as future educators, must
use excellent judgement so that we will not accept invalid
I theories, but recognize only the scientifically proven
: ones.
Dimock made a survey of professional workers with
adolescents and found that most of the workers still
thought the following listed ideas to be true when recent
studies have shown that they are false:
1. The characteristics of adolescence are dis
tinctly different from those in the preceding
period.
2. Adolescence is a time when religious experience
is most likely to emerge.
3. Adolescence is the most crucial and significant
period of life.
An individual usually becomes more clumsy and
awkward during adolescence.
5. The biological and physical changes in adoles
cence are largely responsible for moral,
social, and religious changes.
6. The development of childhood and adolescence
reflects the stages in man*s racial evolution.
7. The gang is a natural and almost inevitable
accompaniment of adolescence in boys.
8. Adolescence represents a new birth, when the
higher and more completely human traits are
really bom.
9# Character and personality begin to take
definite form in adolescence.16
pp. 254-255,
These ideas are still considered to be valid and
correct in the educational textbook of Principles of
17
Secondary Education bv Al-Bigilli.
Snmmer session schools.— Because of the high tem
peratures during the months of June, July, August, and
parts of September and May, we do not hold school classes
in Iraq. This long vacation allows the students sufficient
time to relax and rest and be ready for hard study in the
beginning of the school year.
If we use the system of units and hold summer ses
sions, this will enable the schools to make good use of
this time. In a society such as that now exists in Iraq,
there are no parks, grass areas, or interesting places for
the students to spend their free summer time. It is very
important to keep the children out of the streets where
they usually waste their time.
The leisure summer time could be filled with extra
activities such as camping, boy scout troup activities,
hiking, sports, and other programs of interest and benefit
to the students.
17
H. Al-Digilli (Owsol Al-Tarbia Al-Thanwiya),
Principles of Secondary Mucation (Baghdad: Al-Babita
Press, 1955)f p. 78. This is a textbook in Arabic for the
students of the College of Education, University of
Baghdad.
Toward better teachers.--In order to raise the
standard of the Iraqi secondary schools, the first thing
to consider is the qmality of the teachers. The policy of
accepting students to the College of Edneation mist be
based on the fact that the students desire to become
teachers and not on whether they have the money to pay
for the dormitory, etc. They should not be refused
entrance just because they were not accepted by other col
leges. The student who graduates from the secondary
school at first tries to enter one of the several better
colleges. If he is not accepted in the better colleges,
then he is willing to attend the College of Education. In
other words, this is his last choice. The other colleges
may require a higher grade average than that expected and
required for entrance to the College of Education.
Another reason sometimes preventing the students
from attending the better colleges is that the colleges
do not have dormitories and the students * finances do not
permit them to be able to support themselves while
attending college.
Some of the youths, although they would like to
become teachers, are not eager because of the low salaries
paid, in comparison with the great amount of effort and
time required to complete the teacher’s course. The
Ministry of Education is aware of the fact that teachers
71
are underpaid ; therefore, they require the students in the
College of Education to sign contracts to serve the Minis
try for eight years after graduation. The alternative is
to pay 600.00 I.D., which is approximately $2,000.00, and
then leave the teaching profession. Many teachers try to
locate other positions in order to get higher salaries as
soon as their contracts expire. We lose good teachers
this way. In some cases, the teachers decide to continue
teaching because of salary raises which they do get while
under the contract. In order to avoid this change in the
personnel, it is best to select the students for teaching
on the basis of their desire to enter this profession and
by offering salaries that will attract good students to
this field.
At one time, the Inited States faced this problem.
There were many positions offered to people with teacher
calibre that were more attractive, with much higher sala«
ries than that of the teachers. Recently, this situation
has been improved. Thus, we will improve the secondary
education through better teachers.
Other institutes_of the secondary level.— The
elementary teachers training colleges are institutes for
the training of teachers for the elementary schools. They
consist of a three-year program following intermediate
school. They are equal in degree to the preparatory
school. The improvements needed in these schools are the
same as those needed in the secondary schools. They have
been pointed out in this report in the section on secondary
Ability_gromping.— According to the idea of
'^individual differences," each student needs special atten
tion since he or she is a different individual. Educators
have thought to put those students who are alike in their
abilities in one class to be taught by one teacher.
The method used in Iraq is that of putting all the
students in one class, regardless of their different I.Q.’s
and abilities. They are all taught the same material and
asked the same questions in the examinations.
It would be very helpful if some kind of grouping
could be achieved, such as the one suggested by Br. Conant %
In the required subjects and those elected by
students with a wide range of ability, the students
should be grouped according to ability, subject by
Subject. For example, in English, American history,
ninth-grade algebra, biology, and physical science,
there should be at least three types of classes— one
for the more able in the subject, another for the
large group whose ability is about average, and another
for the very slow readers, who should be handled by
special teachers. The middle group might be divided
into two or three sections according to the students’
abilities in the subject in question. This type of
grouping is not to be confused with across-the-board
grouping according to which a given student is placed
in a particular section in all courses. Binder the same
scheme here recommended, for example, a student may be
in the top section in English, but the middle section
in history or ninth-grade algebra.18
n O
James Bryant Conant, The American Hleh Sehogl
(New York: McGraw-Hill Company, Inc., March, 1959),
73
This kind of grouping should he flexible to enable
the students who show progress to transfer to the other
classes and those who show no improvement, to the lower
classes. It is important not to wait until the end of the
semester to do so.
Facilities for the Teachers
Salary.— The salaries of teachers of secondary
schools should be raised. The students who achieve high
grades in school are discouraged from becoming teachers
because of this fact. They can find many other professions
and fields of work in which they wiH be paid much more
for their high abilities. Other positions are not as dif
ficult as teaching; therefore, it is easy for one to turn
away from the teaching profession when he knows he will be
paid more in other positions.
Teacher*s Goiamlttee.^-The Teacher’s Committee is
an association of teachers formed so that they can discuss
and solve their problems. They need more grants to serve
their members. They can do more if they had more funds
with which to work in order to bring about improvements.
Security.— The future of the teachers should be
made secure by special provisions in ease of accidents,
death, sickness, and other difficulties. The Ministry
could try to do something in the way of making rules to
cover these situations. The security box of the Committee
could be of help, also.
Parent-teacher’s association. This association
can do much by cooperating with the Ministry, and if it is
well directed, could make helpful suggestions. Some of
the parents might have good suggestions but, of course,
they would be examined by the teachers to be sure they are
applicable.
Facilities for the Students
Health student centers.— Students should get health
services in the near future. Their immediate and emergency
health needs should be met by having this service offered
in the schools. It is important that the students have
physical examinations at periodic intervals to see if their
general health is good. Through these examinations, they
will know what to do to improve their health; that is,
they will be told if they are sick or weak and thus, they
can prevent this from getting worse. This will enable the
students to keep themselves in good physical condition.
Special attention to the health of the students must be
given in rural areas where the diseases of malaria,
inklostoma, trachoma, dysentery, and others, are common.
Fostering programs.— In some rural poverty-stricken
areas, the students do not have all of the basic food
items and vitamins that are necessary in their daily life.
75
to insure good health. In these areas, a fostering program
could be started to raise the standards of health for the
students.
Dormitories. — Many improvements can be made in the
dormitories in order to make them more healthful. Better
food could be prepared by studying the basic food elements
required daily for proper, vigorous and healthy bodies.
The facilities in the dormitories are not comfortable and
are lacking in many aspects. Their crowded conditions can
be alleviated by enlarging the buildings, or by making
partitions in the rooms so that fewer students will be
sleeping in the same, large crowded space. Thh students
can study much better when there are fewer occupants per
room.
Clubs for students.— Often the students have to
study in cafes or other uncomfortable places because they
do not have electricity in their homes, or the home is not
quiet enough, and other reasons. A very good suggestion
that may be planned by the school authorities would be to
offer club areas or rooms where the students can associate
together, study, do homework, and rest, sing, or relax.
Students’ union.— A students * union is an associa
tion of students, formed for the solution of problems that
may arise. This organization has been a great help to the
students in many ways. In Iraq, this Union participated In
the defeat of the old regime and now supports the new one.
More students should attend the meetings. More grants are
needed for this organisation so that they can continue
their work and efforts to benefit society.
Suggestions for Other Kinds
of Education
Although other kinds of education are not included
in the original purpose of this study, I found it useful
to glance at each of the following:
Adult education.— We are struggling against the
illiteracy of some of the people. Many adults in the past
years did not have the opportunity to attend schools. We
should organize programs for the adults and provide funds
to conquer this problem in the shortest time possible. I
am sure many of the adults will be glad to attend school
and will enjoy learning many things.
Vocational education. — Vocational education is
needed and more schools should provide this type of educa
tion. It is needed for the training of specialists to
work in our modem industry. We will soon have new fac
tories through a contract with the U.S.S.R. and will need
skilled workers to begin production. Industrial and
vocational schools represent the extent of our development
in building our industries.
Compulsory elementary éducation.— In order to make
elementary education compulsory, we must offer equal oppor
tunities to all the children of Iraq and provide free
schools for them. This calls for the building of more
elementary schools, training more teachers.
CHAPTER IV
8HMMARY AHD CONCLUSION
Summary
1. The main characteristic of life is "change." Every
thing is in a changing process, even if it seems
settled for a long period.
2. In the nature, as well as in society, there are two
kinds of changes: the gradual, small, slow changes
in quantity, and the sudden fast changes in quality.
3 • Mankind has been d eveloped through thousands of years
to its position today and will continue developing in
the same direction.
h. The Arabs had a great enlightened civilization in the
world for a long period of time.
5. Iraq is one of the Arab states, with a population of
about seven million and an area of 175,000 square
miles.
6. After the first World War, Iraq was dominated directly,
then later indirectly, by Britain.
7# The kingdom of Iraq was established in 1921 and ended
in 1958.
79
8. On July l4, 1958, Iraq achieved its real independence
for the first time since Abbassied Empire was ruined
by the Turks.
9. Poverty, ignorance, and disease are the three big
enemies from which Iraq suffers today.
10. The percentage of illiterate people in Iraq is about
85 per cent. Most of them are concentrated in the
rural areas.
11. Beside the Arabs, who are the majority, there are
other nationalities who speak different languages.
12. Through the last two years, great progress has been
achieved in every field, and many essential changes
made in the educational system which made it popular
to a large extent.
13. The Iraqi educational system is based upon the plan of
6-3-2, that is, six years of elementary, followed by
three years of junior high (intermediate), and two
years of senior high (preparatory).
1^. The preparatory stage is divided into three branches :
scientific, literary, and commercial.
15. The students and teachers enjoy a long summer vacation
of more than three months every year. The teachers
receive their salaries regularly during the vacation.
16. The educational system is centralized under the con
trol of the Ministry of Education all over the country.
80
17* The rigidity and uniformity are the two main
characteristics of the curriculum in the secondary
school.
18. The curriculum is organized by the subjects, rather
than by the units, and does not offer many extra
activities and electives.
1 9. The bright strong points in American education might
not fit to Iraqi education because of the great dif
ferences between the two countries. Some of them are
in need of a long preparation #iich takes a long time
to be applied.
Conclusions
1. Iraq needs to set up definite educational goals.
2. It is necessary to build definite educational
philosophy to achieve the goals.
3. Efforts might be unified with other Arab states to
build a common educational system with adaptation to
the local needs of each country.
4. The present educational system in Iraq should be less
centralized.
5. The Government should be more generous to spend on
education.
6. The preparatory stage should be extended to one year
more to make it three years instead of two, for the
different reasons mentioned previously.
81
7. Systematic programs for several years should be
planned to achieve the principal goals.
8* Teaching in the Kurds areas and other national
minorities must be in their own languages.
9. The textbooks must be revised or rewritten to fit
the new demands of the society.
10. The General Government Examinations should be
cancelled.
11. There is need to offer enough good buildings for
schools, equipped with all the facilities.
12. Laboratories are very important to avoid theoretical
instruction only. Every intermediate and preparatory
school must be equipped with complete laboratories.
13. Libraries are seldom found in the secondary schools,
although they are very necessary.
14. The curriculum should be based on the units plan
instead of the subjects plan, and must offer definite
subjects to be electives and give more extra
activities.
15. More emphasis should be placed on science and less on
Arabic and Religion.
16. More foreign languages should be taught.
17. Coeducation should be emphasized more and gradually.
18. Audio-visual materials should be offered in every
school.
82
19* Clean clubs and reading rooms should he provided for
the students to encourage them to prepare their home
work instead of doing so in dirty, noisy cafes.
20. Stationery should be free for all the students in the
rural areas and the poor students in the cities.
21. Teachers# Committee and students# union should be
encouraged.
22. The teachers# salaries must be raised, and special
vocational grants should be offered.
23. Complete free health service should be offered for all
students, especially in the rural areas.
24. The Minister of Education will work better if he is
chosen from educational specialists. If it is not
possible to do, then consultations by a council of
educational leaders will be useful.
25. The struggle against illiteracy should be strengthened
to erase it from the country in a few years.
26. Elementary compulsory education must adopt a plan of
education of several years duration, to be applied
all over the country.
27. Industrial education must be given more importance to
industrialize the country.
28. Kindergarten education of two years should be offered
free for all the children of the poor families.
83
29. Teacher training colleges should he given more
importance and care.
3 0. Agricultural education should he more emphasized,
especially in the rural areas.
BIBLIOGRAPHY
lOQkJ
Abdul Majid, Hamodi. Essential Principles in Improving
the. Curricula of .Teacher Training in Iraq. Baghdad:
Assa*d Press, 1955.
A thesis presented to the faculty of the School of
Mucation, Columbia University, New York: translated
to Arabic by the author and located in 2o5 pages. It
represents a valuable study for educational problems
in Iraq in teacher training.
Al-Mgillij Hassan. Principles gf Secondary Education.
Baghdad: Al-labita Press, 1955.Third revised editbn.
320 pp.
A study of the goals of education and the different
educational philosophies with respect to the goals of
education in Iraq.
Al-Hashimi, Khalid. Reviewing the Curricula of Teacher
Tr^iplng^ in^ Iraq, With Special View to the
Arabic Culture. Baghdad: Al-Aani Press, n.d. 130 pp.
A textbook for the students of the fourth year
in college written by the dean of college of education
in Baghdad University.
Bent, Rudyard K., and Kronenberg, Henry H. Principles of
Secondary Education. New York: McGraw-Hill Book
Company, 191
A comprehensive detailed study of education in the
United States; it is used as a textbook of a graduate
course in the University of Southern California, Los
Angeles.
Conant, James Bryant. The American,Mgh^School Today.
New York: McGraw-Hill Book Company, Inc., 1959#
An experimental study of education in the United
States, based on the experience of the author on his
visits to fifty-five schools in eighteen states. The
big cities were avoided because of the presence of
vocational schools. Section III of this book presents
a number of recommendations to the American high
school.
WDassy of Iraq, Office of the Cultural Attache. Education
in Iraq. Washington, B.C.: Office of the Cultural
Attache, U.S.A. 45 pp.
A small book containing the summary of education
in Iraq.
85
86
Public Documents
The Committee on Book "July l4th Revolution in its First
Year." July l4th Revolution,JLn its First Year.
Baghdad: Bar Al-Akhabar Press, 1959.376 pp.
A book containing the accomplishments of the
different ministries of Iraq one year after the
Revolution.
The Higher Committee for the Celebrations of the July l4th
Revolution. The Iraqi Revolution in its Second Year.
Baghdad: The Times Press, I960.436 pp.
A detailed explanation of the achievements of the
new republic of Iraq after two years of the Revolution.
Ministry of Education, Directorate of Curricula and Books,
Iraq. The Curricula of Elementary Education. Baghdad:
Ministry ofEducatinn Press, I960. 83 pp.
A book containing the schedule of the distribution
of classes for elementary schools in Iraq, with the
objectives, and methods of teaching the curricula.
Ministry of Education, Directorate of Curricula and Books,
Iraq. The Curricula of Intermediate Education.
Baghdad: Ministry of Mucation Press, I960. 88 pp.
Recommendations for teaching different subjects in
the intermediate schools of Iraq, with objectives of
each subject and the number of weekly classes; it is
printed both in Arabic and in English.
The Curricula of Preparatory Education. Baghdad:
Ministry of Education Press, I960.
Objectives, suggestions and recommendations of the
Ministry to direct teaching, sent to the administra
tors and teachers of schools; printed in Arabic and
English.
Ministry of Planning, General Directorate of Statistics,
Iraq. Annual Report About the Ministry of Education
for the Year 1957-1958. Baghdad: Government Press,
im.
Statistical report on the number of students,
teachers, schools, etc., for the school year 1957-1958;
printed in Arabic and in English.
ïïnpubllsked M aterial
Al-Jalili, Abdul Razzak. "A Study of Public Mucation in
Iraq, With Suggestions for its Reorganization."
Unpublished thesis for the doctorate degree, School
of Education, University of Southern California, Los
Angeles, August, 1954.
One of the most comprehensive reports on education
in Iraq. A scientific study of the needs, goals, and
philosophy of Iraqi education with great attention to
suggestions for developing them.
Ministry of Mucation. "Report on Mucation in Iraq for
the Twenty-Second International Conference on Muca
tion." October 5, 1959# (mimeographed).
A short report on the new educational philosophy
of Iraq after the Revolution, and its achievements.
Ministry of Mucation, Directorate of Mucational Statis
tics. "Statistical Comparison About the Increase in
Different Mucational Stages Through the Years of the
Revolution."
A very accurate, modem comparative study of the
high increasing percentage of teachers, students, and
schools through the years of the revolution, comparing
between the school year 1957-1958 and the school year
tiNIVERSITY OF S 3 "T :':n : CALIFORNIA

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Asset Metadata

Creator al-Kufaishi, Hassan Abdul Razzak (author)

Core Title Some suggestions for the reorganization of Iraqi secondary education

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1961-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

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Contributor Digitized by ProQuest (provenance)

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Rights al-Kufaishi, Hassan Abdul Razzak

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