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Quality and inequality in Arab education: A comparative study of educational disparities in ten Arab countries

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Abstract:

Educational underachievement and high levels of inequality pose a threat to the social and economic progress of Arab countries. While human capital theory predicts that education enhances cognitive skills which contribute to economic growth, development, and the productivity of labor, human capital formation in the Arab world has not followed predicted patterns despite considerable investment in education. The educational environment in the Arab world has rarely been documented and analyzed empirically. This study addresses that gap by using data from TIMSS 2007. I analyze the quality of and levels of inequality in educational resources, including material, human, and curricular resources. In general, schools in the Arab countries exhibit lower overall levels of material resources, and a wider spread of resource levels around the mean compared to OECD schools. Most eighth graders in Arab countries are taught by teachers with post-secondary education, but a smaller portion of Arab eighth graders is taught by certified or licensed teachers, which may indicate weaker teacher quality control. Compared to OECD eighth graders, a smaller percentage of students in the Arab countries are taught by teachers with a background in math education. When examining the coverage and implementation of the math curriculum, the pattern of lower levels and wider spread persists, especially in regards to instructional time. The relationship between individual student performance and family background is also analyzed using socioeconomic gradients and school profiles for the Arab countries.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486500_index.html
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MLA Citation:

Halabi, Saamira. "Quality and inequality in Arab education: A comparative study of educational disparities in ten Arab countries" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486500_index.html>

APA Citation:

Halabi, S. , 2011-04-30 "Quality and inequality in Arab education: A comparative study of educational disparities in ten Arab countries" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486500_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Educational underachievement and high levels of inequality pose a threat to the social and economic progress of Arab countries. While human capital theory predicts that education enhances cognitive skills which contribute to economic growth, development, and the productivity of labor, human capital formation in the Arab world has not followed predicted patterns despite considerable investment in education. The educational environment in the Arab world has rarely been documented and analyzed empirically. This study addresses that gap by using data from TIMSS 2007. I analyze the quality of and levels of inequality in educational resources, including material, human, and curricular resources. In general, schools in the Arab countries exhibit lower overall levels of material resources, and a wider spread of resource levels around the mean compared to OECD schools. Most eighth graders in Arab countries are taught by teachers with post-secondary education, but a smaller portion of Arab eighth graders is taught by certified or licensed teachers, which may indicate weaker teacher quality control. Compared to OECD eighth graders, a smaller percentage of students in the Arab countries are taught by teachers with a background in math education. When examining the coverage and implementation of the math curriculum, the pattern of lower levels and wider spread persists, especially in regards to instructional time. The relationship between individual student performance and family background is also analyzed using socioeconomic gradients and school profiles for the Arab countries.


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