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Vast differences cited in computer activities among Gulf states
KUWAIT CITY, Dec 14: According to an educational source, some families in Kuwait have been suffering from lack of equipment for the education of their children.
This prompted the Ministry of Education not to prolong each day of distance learning, and to divide it based on academic stages, in order not to overburden the parents, reports Al-Rai daily. Commenting on the report of the Arab Bureau of Education for the Gulf States (ABEGS) on the reality of education in light of the COVID-19 crisis, the source explained that the Ministry of Education will not back down from the application of distance education, even in light of the declining number of COVID cases.
It will be a supportive factor for regular education in the face of any exceptional circumstances such as rain and others. The educational research sector and curricula will work towards strengthening this trend, and a special department may be created in the sector for e-learning. The report diagnosed new levels of educational disruption, as the pandemic seriously affected education systems around the world.
The International Association for the Evaluation of Educational Achievement was contacted to provide guidance on the best way to continue education, in light of the main threats of the pandemic.
The report obtained by the daily, including the minutes of the office’s meeting in the month of November, explained that, “Through the study of international computer literacy and informatics, 24 students whose parents have a higher professional status reported having fewer than two laptops or desktop computers, compared to 41 students whose parents have less professional status.
This raises questions about whether the children will have enough devices to use. There are big differences between countries in this regard, which must be verified within schools. The studies of the international association, including responses to the survey of educational disruption and change, help shed light on the situation in different countries, with the aim of learning from the best practices, and improving education for all, as some countries and some schools suffered a lot from continuing education, while some other countries were well prepared.
The report also explained that the responses to the Education Disruption and Change Survey aim at collecting data at the school level in order to obtain a realistic picture of education and learning during crises.
New waves or other disruptions may occur in the future, and the responses will help policy-makers and education stakeholders to ensure continuity of learning and enhancement of resilience of the education system. According to the international report – “Trends in International Mathematics and Science Study (TIMSS)”, there are significant differences in computer activities among the Gulf countries, from 44 percent of students in the UAE to nine percent of students in Oman.
Also, the same diversity in computer use was found among the Gulf countries, in the progress of the “international reading and writing” study. The highest is in Qatar with 45 percent, followed by the Emirates with 34 percent, and then Kuwait with 22 percent.