International Leadership In Education Program

Scholars Contribute to Special Edition

SPECIAL EDITION, SPRING 2008

First Lady Strickland

Hosts Scholars First Lady Frances Strickland pauses for a

picture with the International Leadership in Education

scholars during a recent visit to Columbus. For nearly

two hours, the scholars and Dr. Strickland discussed

issues of education in Ohio and in the world. Dr.

Strickland serves on the Strategic Planning

Subcommittee of the Internationalization of K-12

Committee of the Ohio Department of Education.

This discussion was the calumniating visit to a

day long policy making and implementation study in

Columbus. The day started with a visit with Tom

Rutan, Ohio Department of Education’s Division of

Curriculum and Instruction. Luncheon was held with

the Patricia Frost Brooks and others of the Ohio

Education Association. The State Capitol tour high-

lighted the process of educational legislation in the

bicameral legislative body new to most of the scholars.

Visiting Scholars contributing to this special

edition of the READ REVIEW.

Mehnaz Tazeen Choudhury –

Bangladesh

Sharmin Akther – Bangledesh

Fahmida Sharmin - Bangladesh

Ashraf Mahmoud Abdalla – Egypt

Mohamed Bassyouni Abd El Maguid –

Egypt

Ahmed Adbelhakim Abdelhady – Egypt

Wael Ahmed Shaker – Egypt

Shaji Mani Choorapuzhayil — India

Nurhalis Muhdin Lauselang – Indonesia

Nuraini Ibrahim – Indonesia

Isna Shobrin – Indonesia

Suharyadi Suharyadi – Indonesia

Mamoun Falah Alzoubi – Jordan

Joyce Mitri – Lebanon

Mary Chan – Malaysia

Abdesalam Zouita – Morocco

Ghizlane Razak – Morocco

Noureddine Boutahar – Morocco

These scholars are in residence here at KSU

for the spring semester. They are visiting two

classes, taking special courses in English,

technology and Special Educational Topics.

Additionally, they are doing internships in

public schools (Aurora, Crestwood, Hudson,

Kent, Lakewood, Shaker Heights, Streets-

boro). The program is funded by the U.S.

State Department through IREX. CIIE also

was awarded this grant last year.

One of my greatest challenge was when I was entrusted with an uphill task of a challenging

class of 19 17 year old ‘desperately’, ‘written off’ students. They had problem meeting the minimum

passing grade in their English exams. To make matter worse, they were facing their Sijil Pelajaran

Malaysia (SPM), a public exam which was a determining factor for their future. Their first monthly

test saw none of them achieving the minimum of 40 marks. A tete-a-tete with their previous English

teachers revealed that efforts invested went down the drain and that I would be disillusioned too.

Studying their essays prompted many a head shake but browsing into their eyes, I could detect a slight

flicker of hope. Mother Teresa’s image and advice zapped me and spontaneously I stood firm that I

would assume the trial.

It was a grueling mission as I had to handle other subjects as well – Malaysian University

English Test (MUET), English for Science and Technology (EST) and Moral Studies. Strategies were

formulated for use during class sessions-drills, sentence constructions, skimming and scanning tech-

niques, deducing etc. I also coordinated with colleagues for relief class and absent teacher take-overs,

break-time private consultations over cakes, buns etc. (bribery should be legalized!), newspaper/

magazine/books exposure etc.

The mid-term exam saw few but convincing peripheral achievements. By this time, several

students have surrendered, yet some forged ahead. Our endeavors grew more intensive. Tangible re-

wards dominated the scene and costly food passed through their esophagus. With a satiated stomach,

revision turned extensive.

The trail SPM exam saw half the class traversing the ‘pass’ mark with the highest of 53. Thus

began my genuine ‘test’. Wind wafted to the principal that students’ exam scripts were not graded ac-

cording to exam specifications and that I was lowering the exam standards so enable my students to

pass. Accordingly, I was summoned to the principal’s office. I had loads of explanations to do, strug-

gling hard to convince as well as to provide verification.

Undeterred and undaunted, I forged ahead, pushing my efforts to breaking points as I had only

1 ½ months to mission accomplishment. Encouragements, motivations, incentives and more strategies

to tackle the exam ensued. Students were now caught up with the feverish pace of the exams and lack

of concentration was rife as students had to contend with other papers as well. On ‘dooms day’ I was

there to ‘battle’ alongside the students – with encouragements, advice and lots of prayers. The ‘drama’

ended with a heave of relief when the English

paper ended.

When the SPM results were an-

nounced, euphoria invaded the air when I got

wind that 55.6% of my students won the battle.

My only regret was, I was unable to share their

tears of joy as I was on medical leave due to a

major surgery. Nevertheless, tears streamed

down my cheeks. A battle triumphed? Doubt-

less, but my students were the victors!

By Mary Chan, Malaysia

A Battle Alongside Warriors

This is my second visit to the USA

and I have come to like the American way

of life, respect its values and look up to

the character of its people because this

is what makes this country a superpower

and successful.

Firstly, many different people

build American success on lot of hard

work. These people are crazy about work

and work to make money and build

success. Their work ethic, I have noticed

includes: responsibility, reliability, ac-

countability, and honesty. Even the

American

dream of

success,

fame and

wealth is

based on

hard work

and thrift.

The Ameri-

can system

of educa-

tion, as well, is a school-to-work program.

It is all work and little play that makes

America a super country.

Secondly, linked to hard work is time,

and “time is money”. Americans value time

and have great respect for it. It

surprises us to see them eat while

working and work while eating. They eat

on the go because work and business are

before pleasure. For them, good time is

always used, or saved but not wasted or

killed.

Thirdly, Americans are pragmatic,

practical, and realistic people who rely on

common sense approach to life. They put

ideas, philosophies, and theories into action

and use and they would try every trick in

the book to make them work. Even the

American 'dream' is about success, hard

work, and wealth. They are not only

pragmatic but also persevering and “ready

to fight fifty years to win”, as Benjamin

Franklin said. Fourthly, Americans are very

informal, casual and hate protocol and ti-

tles. PH Ds here in Kent State University

urge their students to call them by their

first names and so do bosses with their em-

ployees. Yet, it is their dress informality

that I like best because I have always be-

lieved in the saying that, “l’habit ne fait pas

le moine.” That is, nice external

appearances mean nothing if a person’s head

is just an empty can.

Finally yet importantly, Americans

are positively patriotic. They show their

patriotism spontaneously without being

forced to do so. I have seen the Stars and

Stripes wave above individual houses, patri-

otic neon flags in workplaces, patriotic pins

on people’s clothes and bags prominently

displayed, patriotic stickers on people's

cars that read "Proud to be American" or

"God Bless America" etc.

There is, of course, always an exception to

the general truth because there are always

people there who do not realize how

fortunate they are to be born as Ameri-

cans. To these people I say in Dwight D.

Eisenhower’s words, “There is nothing

wrong with America that the faith, love of

freedom, intelligence and energy of her

citizens cannot cure.”

Super America

Experiencing the new way

of life at Kent State University has

been a thrill in every respect. One

activity, which is truly unique to me,

is the time I share with The Lions

Club in Kent. Though the aims and

the guidelines are almost the same,

the variations were so many.

All meetings in Lebanon

usually take place in the evening, so

it was strange to me to attend one at

noon after sharing lunch together. In

Lebanon, we finish with the issues at

hand during our evening meetings

then we go out for dinner or even for a night out.

The minute I stepped into that room, I could not but comment on the fact that I saw no women

there. I was directly informed that there are very few female members in the club. In my club, Akkar

Green Land Lions Club, the majority is females and the presidents for the past two years have been

females. Even our District Governor was a female last year.

During that first meeting with them, they celebrated Mardi Gras, an unfamiliar occasion. That

day was truly out of the ordinary for me, especially that on that day the district governor was the guest

speaker. I hung in my room the banner he offered me along with all the many pins offered to me by

many of the club members.

I felt so welcomed when they wanted to know more about my country on the day I was the guest

speaker few weeks ago. They asked me questions and they endowed me with a plaque. They also invited

the ILEP fellows to participate in one of their fund raising activities. The pancake activity was very

interesting as it was very new to what we are used to in Lebanon and it was more exciting to see these

lion members doing some handwork themselves.

This experience made me know more about them and see the humane part they got. It gave me a

new view about true Americans and the manner they go around to support each other and follow a cause.

By Joyce Mitri, Lebanon

Lions Club International:

Kent and Lebanon Comparative

The 8th of March was International Women’s Day. It is celebrated all over the world with

various kinds of activities or in the form of seminars or official ceremonies. We, the folks in Kent

State University, celebrated Women’s Day with a congregation of international faculty members and

students. The men also added their presence to the occasion. There were extensive discussions about

the problems faced by the women across the world. It is without a doubt that women are still

discriminated and marginalized in many fields and are subjected to violence in some areas. ‘Why’ is

the question? The answer can be due to a lack of education, cultural boundaries or the enactment of

laws. However, women in Indonesia have demonstrated their strength and leadership abilities

throughout the history of the country, showing that . . .”

The roles of women in Indonesia have been diverse and dynamic.

Nowadays, women are not only subjected to appraisal for their

performance but also their philosophies. Women play important roles

not only at home as mothers and wives but also outside the house, in

her community and at work. Reflecting on the Indonesian history,

women have taken dynamic responsibilities in political, economical,

and social roles in governmental and non-governmental

organizations. Women can stand shoulder to shoulder with or even

men in their positions. History has documented famous women

leaders in Indonesia from the era of colonization until modern life.

For example, in Aceh, Indonesia, Queen Nahrisyah ruled the Aceh

Kingdom between 1416 – 1428. Cut Muetia and Cut NYAK DHIEN

were two national heroines who lead the war in North Aceh and

Great Aceh. They were also renowned as female freedom fighter who

educated themselves from the many aspects of the Koran.

In modern time, Megawati SOEKARNO PUTRI, an Indonesian woman led a political

Party called PARTAI DEMOKRASI Indonesia PERJUANGAN (PDIP). In 1999, her party prevailed

with the most votes. She became the vice president of Abdurrahman Wahid. She automatically

became Indonesia's leader after Mr. Wahid was dismissed for incompetence in July 2001 to make

history as the first woman president.

From this history, it is apparent that gender is not a new issue in Indonesia. Indonesian women

valiantly led wars and assumed key roles in top-notch positions to lead the kingdom or country. If men

can, so can women. By Nuraini Ibrahim, Indonesia

Female Freedom Fighters, Political Party Leaders:

Women in Indonesia

Want to read more about the visiting scholars:?

Visit the EHHS WEBPAGE, http:://www.educ.kent.edu/news/blog.cfm, for

Blogs written by Shaji from India, Nurhalis from Indonesia, Ghizlane from

Morocco, Isna from Indonesia, and Abdesalam from Morocco.

“My ultimate objective is to enable each Moroccan man and woman, at home and abroad to enjoy a

life of dignity.” Mohammed VI, king of Morocco highlighted in his speech marking the 8thanniversary

of his enthronement.

I am a Muslim Arab Moroccan citizen with an opinion.

All my studies were in Moroccan co-educational schools. From

Kindergarten to University, we were raised to accept males as

the other part of society and to believe firmly that Morocco’s

future lies in the hands of committed citizens, men and women.

I belong to a country where we strongly believe in the role of

education and political leadership in women empowerment,

where Moroccan women are highly determined to increase their

representation both on party lists and in parliament. I practice a

religion that prohibits the oppression of any of humanity. I am

a subject to traditions that limit the role of women to serving

men. Sometimes, the power of traditions is stronger than that of

education and religion. Therefore, we have to remind patiently

the society of our rights as well as duties. The month of March

is women’s month, and the association of international students in education at Kent State University

hosted a brown bag seminar entitled ‘Women as Bearers and Signifiers of their Culture’. This event

was a precious opportunity to learn about how people from different parts of the world describe and

evaluate women’s role in their societies. March 8th is very special this year. For it is the first time, I

celebrated it, far away from my country, in USA, at an American University. I was among a group of

18 internationals, as a leader in education and as a representative of Moroccan women who are able to

make a difference wherever they are and no matter what are the challenges, motivations,

underestimations or obstacles they are faced with. The international scholars, seven of which are

women, shared not only inspiring ideas but also some delicious local dishes and invited the participants

to enjoy a taste of international food. I believe that "a picture is worth a thousand words.” Therefore,

apart from cooking the Moroccan famous “couscous” my contribution for the international women’s

day was a poster portraying Moroccan women and tracing some powerful changes they successfully

and obstinately brought to my society. By and large, the seminar stressed the fact that the development

of any country revolves around the efforts of its citizens to build understanding across cultural bounda-

ries in the interest of global social justice.

By Ghizland Razak, Morocco

Taking Opportunities When They are Offered:

A lesson to learn from these visiting scholars

• Shaji left a bride of one month behind in India to come to America to student for a semester.

• Nuraiani from Indonesia arranged for child care for her 9 month old daughter to come to KSU.

• Noureddine celebrated the birth of a son, but not with his family in Morocco.

• All of the scholars had to have permission of their schools to come—some had to come with no

pay to support families at home.

The Taste of Celebrating International Women’s Day at

Kent State University

Nobody doubts that differences prevail in the world: skin

color, weather, cultures, ways of life, education, foods, etc.

Yet, not all of people care about the values of the

differences. As a new comer to the United States of America

such differences are very important for me as an Indonesian to understand, make a comparison, and

evaluate. The following are a few of them

Indonesia has two seasons: rainy (wet) and dry (hot). Wearing thick coats and staying inside the

room or house most of the time is not necessary when it rains because it does not make me cold.

However, here, in winter, I have to. Otherwise, I will suffer from it.

Another thing is how people value time. In America, time is valued highly. Everywhere, every

single person runs fast to be where s/he is supposed to be on time. Time is used to read, work, and

compete. Everything is scheduled and an appointment is important. In certain places, even parking a car

is restricted for a particular time. However, in Indonesia time is viewed differently. Although most

people have allotted time for working, the portion is still higher for talking, enjoying, sharing, etc.

Interestingly, some people spend working time for shopping and doing nothing. Besides, time is

unlimited by a space, a distance, or a person. Having an appointment is not too important. I can meet

and talk to someone for an unlimited amount of time. Being late is a common thing and tolerated.

The next thing is about food. At home, I usually eat rice and Halal food for my daily menu. It is easy to

find it whenever and wherever I want. Here, I have to take an effort to get it. Few food courts serve rice

and Halal food. Instead, I have to go to the Near East market to buy Halal meat (meat from an animal

that has been killed in a way that is approved by Muslim law) and food. If not, I cook myself. I survive

that way in this country.

The last thing but not least is that American people tend to be less formal in most circum-

stances. At a meeting or a party, for example, it is not necessary for the host to have a long speech

welcoming the guests. The guests can drink and eat what is served without the host’s instruction. On

the other hand being formal is much appreciated and a must in such meetings and parties in my coun-

try. I am not allowed to eat and drink what is provided unless the host asks me to do.

By Suharyadi (his only name—another difference between Indonesian and American culture),

Indonesia

An Indonesian Reflects on

Differences in

Time, Food, Formality and

Climate

Culture differs from nation to another. Food is one aspect that one would be missing

while abroad. Once you are in the States, everyone is on the move. There is very limited time

for cooking at home if no guest is coming. Even the guests would be invited most often to

restaurants or cafes. In streets, you cannot pass by without seeing a person holding a cup of

coffee, tea or carrying a sandwich. Food is everywhere: in the classrooms, streets, libraries,

offices, buses, markets. Most food is in packets that are ready to consume and easy to handle.

Many people just eat out. The family rarely meets to eat together. I was told that anyone could

open the fridge to eat on his own or prepare it. The fridge is always full of cans and packages. It

is just heat to eat. Less canned food is sold in the market. The quality of that food is low. Many

food preserves are utilized to save food for a longer time.

What is peculiar in the States, all sorts of international food is available. Stores are full

of different ingredients. There are special stores for any community that may live in this

country. There are stores for Arabs in Middle East, markets, Indian, Chinese, Japanese, and

name it. However, one has to drive miles and miles to grocery needed, especially in Kent town.

In my home country, stores are side by side and small children in the house can bring, in a blink

of eye, all you may need.

As I have learned, food is often associated with business in the United States. Table

manners are significant. A person might not be hired for not sitting ‘appropriately’, the kinds of

ordering, the ways of eating and the styles of putting and utilizing the table’s utensils including:

forks, spoons, and knives. The use of a napkin is of equal importance Wallace (1996) states

that:

“The basic rules are: stay seated. Setting meaning sitting. Don’t eat

before everyone else does. Chew with your mouth closed. Don’t

talk with food in your fingers. Use correct utensils around. No play-

ing with food. No shoveling food. Eat only off your plate. Don’t

say the food forks yucky. Use your napkin, not your shirt. Elbows

off the table. Keep your free hands in your lap. No singing at the

table. Asked to be excused. Clear your place” (p: 16)

There is fresh and cheap food including vegetables and fruits in my home country. All

of ingredients are so good and tasty. It is a healthy food. Our beasts should be slaughtered

appropriately. The beasts must not suffer; feel anything, or be afraid when they are being

slaughtered. They are not supposed to see the knife or blood. They must be treated gently. The

butcher must invoke the name of God when beginning to slaughter the animal. The beast must

be made to face the Kiblah (the direction Muslim face when they pray). We do not eat pork or

drink wine no matter how expensive it may be.

Before eating, we say "Bismi Allah’ which means “in the name of Allah,” after washing

our hands. We eat and drink with our right hand. We eat from the same plate, but we can use

forks and spoons and eat from different plates. Each one is to eat from what is immediately in

front of them. When we finish, we say: “Hamdo Lillah” which means: “Thanks you Allah.”

By Abdesalam Zouita, Morocco

Carlol McD. Wallace (1996). Elbow off the Table , Napkin, in the Lap, no Video Games During

Dinner. Library of Congress Cataloging in Publication, New York.

What is it about food?

MY TEACHING EXPERIENCE Children of fourteen and fifteen are at an age when the world begins to look different for them.

They begin to see everything around them with an adult eye, but they still have the innocence of

childhood. I like to read their creative work because it gives me an insight into the kind of adults they

are likely to become. I find their transition from childhood to adulthood fascinating, and watching them,

turn from children to young adults can be a very joyful experience.

We have limited resources in our country. We do not have large school buildings and huge

playgrounds for all of our children, but we teach them the important things in life. They learn early in

life that getting good grades is not the only objective of their learning in school. Good conduct, courtesy,

and compassion are also an important part of being a good human being. At the age of fourteen to

sixteen, students actually begin to appreciate the importance of the teaching that we instill in them, and

this begins to show in their behavior and actions. It is at this time of their school life that we actually

begin to see the results of our teaching, and personally, it makes me feel very happy that, to a certain

extent, I contribute to that learning. by Mehnaz Choudhury, Bangladesh

CULTURE AND TRADITION OF BANGLADESH

Bangladesh is a small country with a large population but it is rich in culture. We have dif-

ferent religious and cultural festivals. It is our age-old tradition to celebrate PAHELA BOISHAKH.

(The first day of the Bengali new year) It is a public holiday in our country. With the sunrise ushering in

PAHELA BOISHAKH, people from all lifestyles welcome the Bengali New Year. On this day, small

traders open a HALKHATA (a new fresh account) and distribute sweets among their clients. Different

socio-cultural organizations and educational

institutions arrange cultural programs. The day’s first

program starts off welcoming the new year with the

traditional song of RABINDRANATH

Tagore” ( world famous poet of Bengali literature,

won Nobel prize for literature in 1913) ESHO hey

BOISHAKH” early in the morning with the gathering

of thousands of people under the banyan tree at

RAMNA park in Dhaka. People of all ages wearing

traditional dress enjoy the day. Men and boys put on

pajamas and Punjabis (national dress for men),

women, and girls put on white saris with red borders

or any other saris, which bear the symbol of our

tradition and heritage. The traditional BOISHAKHI

MELA (fair) is held. Traditional things are sold there. The whole country puts on festive mood on this

day.

We also have the BASHANTO Boron UTSHAB (spring festival) in our country. Celebrating the

first day of BASHANTO, (spring) has been a part of our culture for centuries. It is celebrated in every

corner of the country. After the boring winter, spring comes with her charm and beauty. Cultural organi-

zation and educational institutions arrange cultural programs. Youngsters enjoy this day very much.

Boys and men put on pajamas, Punjabis while, girls and women put on yellow saris, and many orna-

ments are made of lovely yellow flowers. All the country looks then like a garden of yellow flowers. We

are happy having our own culture and tradition. By Sharmin Akther, Bangladesh

Teachers Reflect on

Culture, Traditions and Past Experiences

An elderly man confidently walked down the hall. His body seemed so tired, but he

tried to manage to stand straight. His tiny left hand held some papers and an English book, and

his right hand carried a square leather brown bag. The wrinkles on his face showed that he had

undergone so many struggles. His tiny arms covered with some brownish black spots still

looked strong. He also wore a well-ironed uniform, polished shoes, and cylindrical glasses.

Every time he passed someone, he always greeted him or her with the nicest and most genuine

smile I have ever seen. Not so many words came out from his mouth, but his smile meant a lot

to us. What made this man look different was that his eyes revealed optimism, enthusiasm, and

friendliness. Suddenly, a boy rushed up to him and took his bag gently, kissed his hand, and

said the most sought after words: “Thank you, Sir! I finally passed the daily test!” The man

stopped and looked into the boy’s eyes. Still, with the same smile, the old man touched the

boy’s shoulder and said, “I know you can do it, son. Keep trying! There are still so many

challenges to face.” The man and the boy walked and the conversation went on.

This story is representative of so many stories which probably happen in our country,

Indonesia. It is about teachers and their endeavors to transform stones into diamonds, to change

their students into men and women who really benefit from their

teaching. As teachers, they do not demand too much because what

they expect is that their students can be “someone” in the future, their

masterpiece. The background of this idea is the Indonesian

educational philosophy of Ki Hajar Dewantoro (Indonesia’s Father

of Education) with his three idealisms about teachers: Ing Ngarso

Sung Tulodho (Be a Good Role Model), Ing Madyo Mangun Karso

(Be An Active Participant), and Tut Wuri Handayani (Be A True Sup-

porter). The idealisms make teachers stand alone as some of the no-

blest professionals, heroes without rewards, and the source of inspi-

ration for all. Thank you, my teachers!

By Isna Shobrin, Indonesia

I CALL THEM HEROES!

Strange Fashions Before I came here I had expected to meet and see some

different habits, but really some of the things here were not only

different but also strange for me. It is quite understandable for me

to see women wearing rings and earrings for beauty purposes or

for catching attention, though some of them may be worn in

strange places; however seeing this kind of fashion in men is

something I do not understand. Why do men wear such earrings in their ears, noses etc. In

addition, something that I really believe is very funny is seeing boys wearing jeans down to

their knees; they cannot even walk unless they are using their hands to prevent their jeans from

falling down. Few Americans may share the same opinion with me that it is not suitable for

men to wear earrings or jeans down to their knees, but they say this is personal freedom. Is this

real freedom to you? By Wael Shaker, Egypt

Matriarch, Keeper of the Family Tree

Matriarch, the keeper of the family tree She mothered it,

Roots reaching down to the fathoms of ancestry, Yet, fruits were written under ‘his’ name,

wrote our book of life, never to be mentioned in it. Sold to the man for a pita overpowered by his might

sweat and sighs behind the doors, destined to be at his feet.

Lost her identity to give them one, Light of the house…- fire in the heart always burning, never burnt out.

When our plates were full, yours was empty, When our hearts were empty, yours was full-

that’s you Matriarch. Each time when you taught us the ‘sign of the cross’,

You were suffering the pangs of the cross. Did you ever have a resurrection?

Faith lived….faith taught. Values lived…values taught.

Each time your voice was suppressed by the domineering power of the man You let your deeds speak, the power of silence….,

meaning of words unspoken…, You were words unspoken, but

never acts undone presence when you are hidden…,

A furious lioness, you ward off the predators. Hampered by your seasons, protected us from our seasons.

When drought came- they came often and on – opened the heart, and there flowed the eternal spring.

Oh! Matriarch, you are the most liberated soul that I have seen We call you Mother and sister,

daughter and wife… Woman

Face may change, womb is the same. The Ardha-Nari-Iswara, mover of creation The furrows on your face tell of the toils of

creation and sustenance, but, never that of the destroyer,

Do you want to see her? Look at the light that shines over us

To touch her….? Climb down the rock that holds us high

To Feel her? Dig the hearth of our homes, in the

burning charcoal, You will see a piece of charcoal when

all others are burnt out. Still burning.. That’s her…

To experience her? Follow the stream that waters the

family tree If you ever have a chance, Take that journey to her,

It will be the sweetest and most fulfilling pilgrimage

*Ardha Nari Iswara-The Indian concept that God is half male and half female. Ardha=half,

Nari= Woman, Iswara=God (A reflection of women in Indian society, prime movers of culture and family life, suffer a lot, yet hold everything together By Shaji Choorapuzhayil, India

Education is the infrastructure for the progress of any country. It’s the light in the dark path. So

Egypt pays a great attention to Education reform. One of the aspects of this attention is the great

interest paid by the Ministry of Education and other commissions such as the Fulbright Commission in

sending grants to different countries such as the USA.,

the UK., France, Japan and others. These grants are very

important to the country, teachers and students. It helps to

provide mutual understanding between different cultures

and provide the teachers with the latest techniques and

methodologies used in teaching inside the classroom and

give them the opportunity to gain rich experience from other

countries and other teachers.

The education system in Egypt used to depend on

how much information the student was able to keep in mind

during the assessment. I mean that student assessment used to

depend mainly on testing or what I can call the exam sheet.

Now there is a new trend in the Egyptian Ministry of

Education to use the latest tech- nology in Education more

than depending only on the traditional ways in

education such as keeping infor- mation in the student’s

short memory and using books, blackboards, notebooks, etc. Now almost every school in Egypt has

one or two computer labs with modern desktop computers. The computer labs are also equipped with

materials such as the DVDs, videos, overhead slides and CDs on the different subjects that include

educational material in a simplified interesting way. All these facilities and technology in learning

make education a fun.

Moreover, the Egyptian Ministry Of Education prepares monthly training courses for teachers and

supervisors on E-learning and how to integrate technology with learning. Above all, every educational

administration in Egypt, under the supervision of the ministry of Education, prepares intensive training

courses for teachers in PowerPoint and ICDL. Now it’s obligatory for any teacher in Egypt to get the

ICDL (International Computer Driving License).

By Ahmed Abdelhady, Eqypt.

EDUCATON IN EGYPT

Many thanks to the number of Kent State Community, Staff and Faculty who have been part of this project this semester:

18 Faculty mentors, 9 host families, 36 classes visited,

8 guest lectures, 50 global tourism students, higher education comparative educators, & 18 host teachers in 7 public school districts.

EDUCATION IN JORDAN

Jordan is a relatively young country that places great

emphasis on education. Out of a population of 4.2 million,

approximately 1.3 million Jordanians, nearly one-third of the

entire population, are students.

The Education System

After the nursery and kindergarten years, the educa-

tion system in Jordan comprises a 12-year comprehensive

program divided into two cycles: basic and secondary. The

basic cycle runs from grades 1-10 and is free and compul-

sory for all Jordanians. At the end of grade 10, the grades of each student for the previous three years

(8th, 9th, and 10th) are calculated to determine in which secondary stream that student can continue.

Usually, the student’s wishes are taken into account, but the final decision rests with the Ministry of

Education. The secondary cycle of two years is divided into two main streams. The first is the compre-

hensive secondary education stream that ends with a general secondary education examination (the

Tawjihi), and consists of a common core curriculum and optional specialized academic or vocational

courses. The second is the applied secondary educational stream, which consists of specialized voca-

tional courses; these prepare skilled labor through apprenticeship programs run by the Vocational

Training Corporation or the Ministry of Education.

Higher Education

Jordan’s community colleges offer specialized two- or three-year programs in various areas of

study. All community college students have to pass a comprehensive government exam at the end of

their studies. Community colleges tend to offer practical education geared towards professions such as

education, commerce, computer studies, medicine, pharmacology, hotel management, interior design,

social work, nursing, and midwifery. Five public universities, one public four-year university and

twelve private universities offer university education in Jordan.

Education in Jordan: A Commitment to Excellence

The development of Jordan’s educational system can only be described as dramatic. Starting

from almost nothing in the early 1920s, Jordan has forged a comprehensive, high-quality system to de-

velop the human capital of its citizens. Every village and community with 10 or more school-going

children is provided with a school, enabling citizens in poor and remote areas to gain access to educa-

tion. Education is free for all primary and secondary school students, and compulsory for all Jordanian

children through the age of fifteen. It is proved that Jordan has achieved over 95 percent enrollment for

its school age children. Jordan’s policy of favoring spending on basic education over higher education

has facilitated the country’s goal of universal enrollment and has boosted literacy levels throughout the

general population. The kingdom’s education record has proven impressive by international standards,

and results from the foresight of the country’s leadership, who saw and continue to see the need to fo-

cus on building the country’s human capital to meet the challenges of the future.

By Mamoun Alzoubi, Jordan

The Open School: a school in open air

As how the Indonesian diverse people, Indonesian government, has to deliver edu-

cation in many different ways of schooling. Mountainous terrains and thousands of

remote inhabited small islands with poor transportation access that go along with

distinct living patterns has been the basic problems. Even though basic education has

been free with possible scholarship for poor people, it is not that easy for many children

in such geographical profile to attend schools. Distinct schools are in the options. One

of the categories of schools is called open school. It is a school without buildings. I

would like you to see how Indonesian government delivers schools to the sea tribe

people.

The sea tribe is not a name of a tribe, but it is where the people live and make their

living. We call them “Bajo”. They are nomad and moving with their small dug out

canoe with roof in which they rest, sleep, cook, dry the fish and play. They usually have

base camps on the beach of small islands or on a coral reef. Traditionally their life is

about the sea. Many of them were born on their canoes. Since few days after their birth,

they will be put onto the water under their camp house, floating with two coconuts as

their life vest. They go wherever their parents go. As they grow, they learn sea hunting

and fishing from their parents. When they get married, their first gift would be a canoe

by which they should go on their own way.

Many of bajo people have been resettled under resettling program where schools

and health cares are accessible. Still some had hard time to adjust, then went back to the

beach. They said that they would prefer to stay in poorhouse on the water rather than in

a better house on the land.

Some parents sent their children to regular public school. The school usually built on

the land where other adult should row them the canoe to go to and pick up from.

Sometime they swim on the way home if no canoe comes. Unfortunately, there are

also many children cannot attend school because nobody would take care of them. Their

parents always go away to the sea for hunting and fishing for weeks to make a living.

They would be lucky to have their ‘veteran’ grandparents who would take care of them.

For this situation, the government establishes ‘open schools’. It is a formal educa-

tion and has the same levels as regular schools. Such schools are hosted by and under

the same management of the closest public regular schools. They are provided with

books or modules and stationeries. They are only expected to attend few regular cluster

meetings and few regular schools meetings in a month where they meet other children

and teachers. They also learn their school lessons from a radio program broadcast

nationwide. They are free to discuss their reading and to have evaluation in each

meeting. Formerly, not many parents could help them because they did not go to school

either. They have regular formative, annual and national final level test. Some students

worked out but some had to retake the test.

To me, it is a win-win solution. They still can learn to make a living and still have

the chance to know the out world. Many kids who went to schools by leaving the life of

their parents missed the skills of fishing and hunting in the sea. They looked weak

among other kids who attend the open school!” By Nuralis Lauselang, Indonesia

In Appreciation to IREX and the US Department of In Appreciation to IREX and the US Department of In Appreciation to IREX and the US Department of In Appreciation to IREX and the US Department of

State for Awarding this grant to State for Awarding this grant to State for Awarding this grant to State for Awarding this grant to Kent State University.Kent State University.Kent State University.Kent State University.

Center For International and Intercultural Education Center For International and Intercultural Education Center For International and Intercultural Education Center For International and Intercultural Education

THE POOR BOY AND THE CANDY SHOP

He was looking at the shop window of a candy shop. He always imag-

ined himself eating a bit of that chocolate or ice cream. The little boy was re-

turning back from work wearing very dirty, tattered clothes. He was the only

breadwinner of a big family; a mother, a brother and two sisters. His father

died leaving this huge responsibility to take at a very early age. The candy

shop was on his way back home, and that one day he would taste one of those

delicious sweets.

While standing, an elegant car stopped by the shop ,and a small boy in

the back seat was eating an ice cream. He seemed so bored with it that he

threw it out of the window. The poor boy’s dream was about to come true. He

wouldn’t mind taking away the dust from it. He went directly and anxiously to

pick it up from the ground. The moment he did that, two big boys showed up

and snatched it out of his grip leaving him again in the pursuit of his unful-

filled dream

By Mohamed Abd El Maguid, Egypt.

Interacting with people

When we meet someone who is different or has a dif-

ferent culture, we have two ways of reacting. One is the

feeling that the other culture is bet-

ter and the other reaction is that our

own culture is better. The answer is

both cultures are good. We should re-

spect our own culture and values

and appreciate who we are and

where we are from. We should not try to change our

cultural values because the people of the other culture

appear to be more interesting. Also, we should respect

others’ values. Time with people of different values and

cultures is precious. This time gives us two important

lessons that we can’t discern by ourselves. One is that

every value and culture is original and each should have

pride in his own. The second lesson is that we should

respect others and their values and appreciate their

unique qualities. Moreover nobody can be perfect. Be-

lieve that everyone has merits and he or she has a

unique spirit, feelings, values and qualities, even they

are not obvious.

Ashraf Abdalla, Egypt

MY PHILOSOPHY OF EDUCATION

Fifty years ago when people talked about basic needs, they

meant food, clothing, and shelter. Now education is added to

the list of basic needs for the human race. Actually, educa-

tion can be considered a basic human right.

Education is the tool with which we can fight ignorance and

superstition as well as broaden our minds. We become ac-

commodating and tolerant to challenging circumstances and

that leads to a peaceful world.

So, what does education really mean? Education is not just

getting enrolled in courses and achieving degrees; it means

gathering knowledge from all possible sources and applying

that for the betterment of the human race and of course also

of oneself.

Fahmida Sharmin

Bangladesh