Whither Education Policy in the KRI? Perspectives from teachers and university professors teaching in the city of Duhok
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1 Whither Education Policy in the KRI? Perspectives from teachers and university professors teaching in the city of Duhok A survey conducted by Global Education and Open Think Tank Survey Results pg. 1
2 Who made this survey and why? This survey has been designed in collaboration between Global Education and Open Think Tank. The scope of the survey is to gain a general overview of the perceptions and attitudes of the teaching personnel from the city of Duhok, regarding the education policy in Kurdistan Region of Iraq and the implementation of this policy on the field. The main assumption in choosing this category of respondents is that the professionals that work in the education field are directly affected by and interested in the system, based on an extensive overall practical knowledge regarding the education policy. Their perceptions and attitudes offer a clear description of the strengths and flaws of the education system. The results of the survey are intended to contribute towards the inception of a general discussion among the broad public and the practitioners involved in the formulation and application of the education policy in the Kurdistan Region of Iraq, considering possible improvements and reforms for the near future. What is the population and sampling size of the survey? The survey has been conducted between 17 and 19th of May, 2017, among school and university personnel, from the city of Duhok. The survey has been held on face-to-face interview bases. Names of the respondents have not been registered and total anonymity is maintained, in order to assure unbiased survey answers. In case of interest regarding the general survey design, additional information can be offered on request, regarding the general locations where the survey has been administered. We have considered two categories of respondents: education (pre-university) and higher education. The areas covered by this survey are: - Schools in the West side of Duhok, with a total estimated number of teachers of 5864; - Four universities: University of Duhok, Polytechnic University, Newroz University, and Cihan University, with an estimation of about 1794 teaching staff. Out of the total estimation of teaching personnel of 7558, more than 1000 teachers have been approached for the survey and 538 valid responses were received. This report is based on the responses of these 538 school and university teachers. This sample size is close to a confidence level of 95% with 4% to 5% margin of error. pg. 2
3 What has been included in the survey? Here are some general categories of questions and issues tackled in this survey: - the degree of involvement and experience of the respondents within the education system, with questions related to the level of education, experience, access to information and interest in issues related to education issues; - satisfaction with the general content offered by the current education to pre-university and university level students and level of satisfaction with the existent resources, budgets, remuneration, and degree of freedom within the profession; - the existence, accessibility, and continuity of a documented education policy initiated by the Ministries of Education and Higher Education. We have attempted to inquire, as well, over the perceptions related to the share of responsibilities regarding the education overall and the degree of involvement of nonstate actors, as well as the public and private partnership in assuring a high quality of education; - Finally, questions related to the general perspectives over the development of education system have been asked, comparing the today state of facts with those from 25 years ago, and degree of optimism for the future of the education system. These results are intended for a general reader, as well as more specialized professionals who seek to take informed decisions and formulate coherent plans of action in the education field. We hope that reading the following data will facilitate new questions that will contribute to a better understanding of "whiter education policy in Kurdistan Region of Iraq". Acknowledgements: Special thanks go to all the respondents, teachers and professors from schools and universities of the city of Duhok, who agreed to participate in this inquiry. We appreciate their time dedicated to this survey, despite the overloaded period with work duties, and despite the general mistrust that such a survey would have any potential of impact or policy change. We thank as well the students of the Duhok Private Technical Institute (DPTI) who have agreed to conduct this survey on behalf of Global Education and Open Think Tank. Not least, the survey management and data analysis could not happen without the accurate supervision and expertise of Veder Dindar. Research Team for this research (in alphabetical order): 1. Movileanu Angela (OTT) 2. Bakhtiyar Ahmed (OTT) 3. Mohamedali Yaseen Taha (OTT) 4. Newzad Aqrawi (GE) 5. Nezar Esmat (OTT) 6. Sagvan Taib (GE) 7. Serdar Mohammad (GE) pg. 3
4 I. Socio Demographic Questions % % %9 Age % % pg. 4
5 8% Education Level 26% 18% 47% Diploma Bachelor degree Master degree Ph.D Title Teacher Deputy Headmaster Headmaster Assistant Lecturer Assistant professor Lecturer Assistant professor Professor Dean pg. 5
6 pg. 6
7 ئایا سیاس ت كا دیاركری تۆ پ ر يردي فێركروێ ل رێما ك ردستان ی دیذ وێریىێه مام ستا مام ستایێه زاوكۆیێ ل پارێسگ ا د ۆك ل دۆر سیست مێ پ ر يردي فێركروێ راپرسیی ك ژ الیێ سرسازیا ئۆپه كۆمپاویا گلۆتال ئێج ك یشه ئ وجامێه راپرسیێ pg. 7
8 چ ا راپرسی ئ ڤ كێ كری كادرێ وێریىا تۆچ ن دۆر ل گشتی دیذيكا م ك ئ ي س ريكی م ريما كرن. دیسایه اتی ئێجۆك یشه گلۆتال كۆمپاویا ئۆپه سرسازیا واڤث را د ڤكاری ب راپرسی ئ ڤ پ یاديكروا رێكێه ژ ت رفري تر دیتى م ك ئ ي م م ريما ر يسا تیت. عیراقێ ك ردستاوا رێما ل فێركروێ پ ر يردي سیاس تا ديرتاريی تایث تی ب پ ر يرديیی ريوگ كێ ب دك ن كار دا فێركروێ پ ر يردي تیاڤێ د ك مام ستایێه ك ئ ي راپرسیێ ڤێ ت رسڤذيرێه لثژارتىا تۆ س ريكی گریماو یا تیت. فێركروێ پ ر يردي سیاس تا سیست می ڤی ێسێه ب یێه ال از خالێه دا پراكتیكی تیاڤێ د و گشتی دیذيكا خ يدی مام ستای تایث تم وذ ئ ڤ ك ر يسا سیست می. كاریگ ریا ژێر دك ڤى راست خۆ دتیىه. تاشتر تیاڤی ڤی تایث تم وذێه واڤث را د تایث تی ب گشتی گ وگ ش یێه مژار ديستپێكروا ر يسا پ ر يردێ ري شا دۆر ل زاوستی داتایێه ت رچاڤكروا م ريما تۆ راپرسیێ ڤێ ئ وجامێه دا. وێسیك ئایىذيی كێ د پێذڤی چاكسازیێه پێشڤ چ ن يرگرتىا ت رچاڤ رێكا ب فێركروێ پ ر يردي سیاس تا جێث جێكروا تۆ پشت ڤاویكرو ر يسا ئاراست كرن. د ێت راپرسیێ ڤێ وم و یا پشكذاری ق تارێ پشكذارێه واڤێه ئ وجامذان. اتی ر ب ر چاڤپێك فتىا تى مایێ س ر ل راپرسی ئ وجامذان. اتیی زاوكۆیان ق تاتخاو ئاستێ س ر ل ٧١٧١ ئ یارا ٧١ ێ رۆژا ل راپرسی ئ ڤ ڤ كۆلیىێ م ريما ب پتر پێساویىێه كارئیىاوا ب تۆ پێذڤیث ن ديما د يرگرته. ت رچاڤ اتی و ێی الی ن تێ ڤ كۆلیى كا كروا گ ريوتی م ريما تۆ تۆماركرن و اتیى راپرسیێ ڤێ ێه. كار ب دێ راپرسیێ ڤێ داتایێه ديمی ی ئ وجامذان اتیی لێ راپرسی ج ێه ديم دۆر ل يرگرتیه: ت رچاڤ دا خ ي راپرسیا وم و یا د م ك ج ێه تلىذ. خ اوذوا ئاماديیی( واڤىجی س ريتایی )قۆواغا پ ر يردي يرگرتیى : ت رچاڤ ت رسڤذيران ت خێه د م قوتابخانهیێنسهربپهروهردهیارۆژئاڤالپارێزگههادهۆككوهژماراگشتییامامۆستایان ٤٦٨٥ كهسن. چوارزانكۆیێندناڤاقهزاپارێزگههێ:زانكۆیادهۆك زانكۆیاپۆلیتهكنیك زانكۆیاجهیانوزانكۆیانهورۆز كوهژماراگشتییامامۆستایێنوانزانكۆیان ٤٩٧٥ كهسن. يرگرته. اتیى در ست ت رسڤێه ٥٣٧ ژمارێ ڤێ ژ راپرسیێ ڤێ م ريما تۆ دیته اتیى ك سان ٧١١١ ژ پتر ك سه ١٥٥٧ ك مام ستایان ستافێ یان گشتی ژمارا ژ ڤێ ق تاريیا وم و یا ئاماديكرن. اتی زاوكۆیێ مام ستایێه ر يسا پ ر يردێ ك رتێ ب س ر مام ستایێه ٥٣٧ الیێ ژ راپرسیێ ت رسڤێه ب پشتث سته ب راپۆرت ئ ڤ دتیت. ٥% تۆ ٤% واڤث ر د شاشیێ رێژيیا ك كرن م زيوذي د ێت ٥٥% ب ڤ كۆلیىێ كرن اتی چ راپرسیێ ڤێ د ت رچاڤ: دئێخیى ت یى ت رچاڤ دا راپرسیێ ڤێ د ك پرسێه پرسیار رێست وذیێه ىذيك ڤێري ل رێژهیاتێكههلبوونوسهربۆرابهرسڤدهراندسیستهمێپهروهردێدابرێكاپرسیارێنگرێداییبئاستێخواندنێ سهربۆر دهسترهسیبپێزانینانوحهزا وی\وێدبابهتێنگرێداییپهروهردهوفێركرنێ. زامهندیێلئاستێنهۆیێپهروهردهوخواندنابلندبتایبهتیبابهتێنگرێداییبژێدهرێنخواندنێ بۆدجه پاداشت ورێژهیائازادیاواندكارێوان ئاستێره دا. زارهتێپهروهردهوخواندنابلندڤه.مهههولدایهدویڤچوونێبكهینلدۆردیدێنگرێدایی ژێدهرێنههیی دهسترهسی وبهردهوامیاسیاسهتهكادیاركریژالیێوه بهرپرسیاریێنپهروهردهوفێركرنێورێژهیاتێكههلبوونافاكتهروئالیێننهگرێداییبحكۆمهتێڤه ههروهساههڤپشكیوپارتنهربووناكارێكهرتێتایبهتو كهرتێگشتیدبیاڤێسیستهمێپهروهردهوفێركرنێ. لداویێ پرسیارێنگرێداییدیدێنگشتیلدۆرپێشڤهچووناسیستهمێپهروهردهییهاتینهپرسینبتایبهتیبههڤبهركرناسیستهمێنهۆودماوێ ٥٤ سالێن دهربازبووییدا.ههروهسارێژهیاگهشبینیێبۆئایندهیاسیستهمێپهروهردهییهاتیهپرسین. ب ساخل م ريوگ كێ ب تریاردان تۆ تریاردير ئالیێه دیسان ر دتیت. ڤ كۆل ران ڤ كۆلیه خسم تا د ر يسا گشتی ديستريسییا ت ر دك ڤى ڤ كۆلیىێ ڤێ ديريوجامێه پێش. تیىى ك ردستاوێ رێما ل دیاركری سیاس ت كا تۆ و ئاس یێه تشێه خ ارێ ل داتایێه ئ ڤ ك دایى یڤیێ ێ د تك ن. جێث جێ خ ي پالوێ داتایان ب پشتث سته سۆپاسی ان ك ت ایێ پر ديمێ تثه. پشكذار دا راپرسیێ ڤێ د ت یه رازی ك یێه د ۆكێ پارێسگ ا ل زاوكۆیێ مام ستایێ مام ستا راپرسیێ ڤێ ت رسڤذيرێه تۆ تایث ت سۆپاسیێه ڤێ داتایێه كۆمكروا ئ ركێ ب ك یێه دك یه تایث ت یا د ۆك یا ت كىیكی پ یماوگ ا ق تاتیێه سۆپاسیا ی. رێسگرتىێ ج ێ راپرسیێ ڤێ فۆرما داگرتىا تۆ ت رخاوكری ت رێسان ئێج ك یشه. گلۆتال كۆمپاویا ئۆپه سرسازیا ئالیێ ژ رات یه راپرسیێ دایی. ئ وجام داتایان رێڤ تروا كارێ ری ب رات ی داتایان س رپ رشتیكروا ئ ركێ ب ك دۆسكی ڤ دير ت رێس تۆ تایث ت سۆپاسیێه رێس دا یێ ل د ێت: پێك اتیه ان واڤێ خ ارێ ل ت رێسێه ڤان ژ ڤ كۆلیىێ كۆمیت یا مۆڤیلیاوۆ ئ وجێال ئ حم د ت ختیار یاسیه مح م دع لی س عیذ و زاد عسم ت وسار طیة س گڤان مح م د س ردار pg. 8
9 %9 % تەمەن % % % pg. 9
10 %8 ئاستێ خواندنێ %18 %26 %48 پەیمانگەه زانكۆ ماستەر دكتورا پرۆفیسۆرێ هاریكار %4 پرۆفیسۆر %2 راگر %1 ئاستێ خاندنێ مامۆستا %13 ماموستایێ بنە ره ت یان ئاماده یی %58 مامۆستایێ هاریكار %18 رێڤە بە رێ قوتابخانێ %4 pg. 10
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