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Volume :10 Issue : 39 1984      Add To Cart                                                                    Download


Auther : By: Dr. Abdul Aziz Abdullah Al-Jallal

This study aims at assessing the effectiveness of the educational system’s contribution to achieving the goals of comprehensive development. The study accepts the hypothesis that “balanced and comprehensive development” is both an end to be achieved and a continuing process of changes resulting in the creation of a productive base which is permanently self-supporting and leading ultimately to a real increment of the per-capita income.

The study also conceives the reciprocal relation between development and education since both represent an independent and dependent variable. It is advocated that education should participate more as an independent variable particularly in developing countries. The techniques adopted in this study are:

    • Interviewing a sample of the region’s educational and intellectual cadres.
    • Surveying the proceedings of relevant conferences and meetings.
    • Reviewing selected literature on development and education in the Gulf region.

Two questions led the examination namely:

      1. What are the main problems of the Educational System’s as related to their role in development?
      2. What are the proposed roles and priorities to rectify imbalances and to create more positive relations?

The investigation revealed the following:

  1. Major problems related to “internal efficiency” are classified under: administration, teachers and curricula including methods and evaluation.
  2. Problems related to “external efficiency” i.e. the imbalance between the output of education and the needs of society. It is emphasized that both types of problems are not fault of education alone, and resolving them needs the concerted efforts, endeavour of the society as a whole.
  3. Certain roles and priorities are required as the responsibility of education, such as the achievement of knowledge, skills and desired attitudes through curricula and experiences with educational personnel.
  4. Other roles and priorities represent the responsibility of other agencies. These are related to salaries, incentives, the pricing of certificates rather than work, and the deterioration of work ethnics and thrift attitudes (resulting from guaranteed employment, the effects of nepotism and personal relations and their effects on promotion and assigning leadership roles, the overflow of easy and temporary wealth connected with and speculation, expensive projects with high commissions and profits, governmental social spending, the high competition for consumption…..etc).

The conclusion reached is that there is no lack of awareness of the problems of education and what is to be done to resolve them. Awareness alone is not enough, but should be accompanied by execution and follow-up, which could only be achieved in region through enlightened political leadership.

The author finally formulated several strategic goals, which are a must if education has to contribute effectively to the “overall aim” of development. The suggested strategic goals are:

  1. Provision of basic education for all.
  2. Freeing the intellect and developing the creative abilities of individuals.
  3. Fostering and supporting productive values and attitudes.
  4. Coordinating secondary and higher education to the requirements of overall development (which includes: eliminating the dualism of general and technical education, diversifying the streams of secondary education and dependence on the criteria of achievement of learning and experience against the criteria of formal schooling and development of higher education with raising standards and measures of quality).
  5. The development of scientific research and the provision of a technological base for society.

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Dec 26, 2021

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